strategic education committee...ccsd reserves the right to make corrections and update content...
TRANSCRIPT
CCSD reserves the right to make corrections and update content following presentation to/discussion with the Board.
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Strategic Education Committee September 16, 2019 (Postponed from Sept. 9)
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Strategic Education Topics Today
Early Childhood Education
Partnership Schools
Programs/Facilities
Academic Magnet
Partial Magnet
Report: Achievement Results
Report: Impact Indicators
3-hour workshop for presentation/discussion
A. Mission Critical Priorities
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Getting INPUT
Generating IDEAS
Taking ACTION
What is the Process?
Step 1: Input - For several months the Board and district gathered input--e.g., from consultants, the shared future process, Mission-Critical Action teams, various listening sessions.
Step 2: Direction - In Board Work Session, provide suggestions and recommendations based on input. The Board provides direction.
Step 3: Refinement - Take today’s proposals to stakeholder representatives for review, further development, and refinement.
Step 4: Action - Bring recommendations to the Board for action October - November, if possible.
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Our recommendations begin to address these priorities.
❖D10, D20, D4, others - [Re]align schools, programs, attendance lines to improve opportunities and outcomes
Some of the “Big Themes” from Mission Critical Presentations
❖ Provide equitable programs and supports
❖ Hire outstanding leaders; create pipeline
❖ Give excellent school leaders greater autonomy
❖ Engage school families before making big decisions
❖ Consider benefits of CCSD Partnership Schools
❖ Provide effective early childhood education in or near neighborhood schools
❖ Make all schools high quality; eliminate or change school choice
❖ Plan intentionally across PK-12 feeder patterns
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Mission Critical Workshop
A-1. Mission Critical Priorities: Initial Discussion, Early Childhood
1. Early Childhood Programs (3-, 4-, and 5-year olds)30 minutes
1. Solicitation for Interest Update: Partnership Schools2. Equity and Access: Program and Facility
Considerations
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Revamp preschool
programs (early childhood through kindergarten) to produce higher
levels of first grade
readiness.
Recommendation
National Data - Early Childhood Programs
● A child’s capacity for learning is built over time, and the capacity for dramatic impact decreases over time, making the early years critical for future success.
● Research continues to show that investing in high-quality early childhood programs generates a 13 percent annual return on investment.
● Research indicates a strong correlation between early childhood intervention programs and higher graduation rates, increased earnings, employment and reduced incarceration rates.
● Research shows that investment in high quality early childhood programs creates positive impacts for participants, families, and communities
● High quality early childhood education in coordination with other programs such as parenting programs helps create a continuum of child care that supports children’s continued health development.
Source: First Five Years Fund - www.ffyf.org
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CCSD Early Childhood Programs
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1,054 Children
Early Head Start and Head Start
Federal Grants
2,136 Children
Child Development
Special Revenue and GOF
163 Children
Montessori and (2) classes for 3-year-olds
GOF and Fees
258 Children
Preschool Intervention
and PK Itinerant
GOF and Federal
● Low-income children and families
● 177 ages 0-36 months
● 877 3-yr-olds
● At-risk students
● 2,120 4-year-olds
● 16 3-yr-olds
● Lottery open to ages 3-5
● 137 3-year-olds
● 26 3-yr-olds at two sites
● Students with disabilities
● 177 3- and 4-year-olds
● 81 PK Itinerant
Head Start & Child Development
43-264.1In order to comply with the South Carolina Education Improvement Act of 1984 and the Early Childhood Development and Academic Assistance Act of 1993 school districts may establish and provide for the education of three-and four-year-old children who have predicted significant readiness deficiencies. The legislation requires that each district will provide for at least a half-day early childhood development program for four-year-old children. Districts have the option of serving three-year-old children.
PL 110-134 (Federal)
Head Start Programs promote school readiness of children ages 0-5 from low-income families by supporting the development of the whole child. Head Start and Early Head Start Programs offer a variety of service models, depending on the needs of the local community. Head Start programs support children's growth and development in a positive learning environment through a variety of services which include Early Learning, Heath, and Family Well- Being.
(State)
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1A.22. (SDE-EIA: 4K Targeting) EIA funds allocated for the provision of four-
year-old kindergarten shall be utilized for the provision of services to age-eligible
children in poverty, as defined in Proviso 1.3 of this Act. Children with
developmental delays documented through state approved screening
assessments or children with medically documented disabilities who do not
already qualify for special need services should also be considered for enrollment.
In the event that more students seek to enroll than available space permits,
districts shall prioritize students (at the time of acceptance) on the basis of family
income expressed as a percentage of the federal poverty guidelines, with the
lowest family incomes given the highest enrollment priority.
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Examining Readiness for First GradePercentage of Students Meeting FAST Reading Benchmark - Indicates Low Risk
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CCSD Early Childhood Program Considerations and Next Steps
● Centralize the screening and admission processes for Child Development (4K)
● Centralize as many programs as possible onto sites that are designed and staffed to serve early learners
● Continue with the full program evaluation for Child Development to pinpoint specific areas for improvement
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Define what the overarching Early Childhood Program should encompass in CCSD in order to meet the system’s goals.
● Determine the Focus○ Program Investments○ Target for Services○ Locations
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Board Discussion / Questions
Mission Critical Workshop
A-2. Mission Critical Priorities: Initial Discussion - Solicitation forInterest - Partnership Schools
1. Early Childhood Programs (3-, 4-, and 5-year olds)2. Solicitation for Interest Update: Partnership Schools
30 minutes1. Equity and Access: Program and Facility
Considerations
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Recommendation:
Create “Partnership Schools” that, through a contract with the Board, have greater flexibility and decision making authority, with a higher degree of accountability, to implement turnaround models that accelerate student growth
and achievement.
NATIONAL ACHIEVEMENT
TRENDS (NWEA)
Blue =Low-Poverty
School
Red =High-Poverty
School
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Percent Poverty - District 2 Elementary Schools
Number of students in D2 = 14,353
Number of elementary schools in D2 = 9
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Poverty and Achievement in District 2 Elementary Schools
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* Caution: One year of data only in this analysis
Percent Poverty in District 4 Elementary Schools
POVERTY
Percentage
Number of students in D4 = 16,801
Number of Elementary Schools in D4 = 15
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Poverty and Achievement in District 4
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Is Any School Sustaining an Outsized Difference?
Meeting Street is a PARTNERSHIP school
operating under a contract with CCSD.
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* Caution: One year of data only in this analysis
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We are looking for PARTNERS with expertise in impacting learning.
Partnership Schools Have . . .
• A neighborhood school, an attendance zone, and a commitment to serve all students living within that zone.
• A unique contract with the CCSD Board that spells out services to be provided, outcomes expected, governance structure, amount of funding per pupil, etc.*
• The opportunity to operate with greater flexibility and decision-making authority with a higher degree of accountability.
• An agreement to achieve better results than comparable schools.
The Partnership School Zone will need its own strong leader.*See Partnership Schools: https://www.crpe.org/sites/default/files/crpe-partnership-schools.pdf
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Assumptions: Partnership Schools
Parent representatives have an opportunity to provide input
Partnership schools are directed by outstanding leaders who have the authority to select talented staff members
Optimal school size is achieved in order to provide necessary programs at a reasonable cost
CCSD educators are supported during the transition
Partnership schools are not charter schools, but charter organizations could, with the Board’s approval, lead a Partnership School.
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Possible Partnership Schools
Chicora Elementary North Charleston Elementary*
Mary Ford Elementary Morningside Middle*
Hunley Park Elementary North Charleston High*
Pepperhill Elementary Sanders Clyde Elementary*
Pinehurst Elementary Simmons Pinckney*
Stono Park Elementary Burke*
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This list may be modified. *Possible feeder pattern/attendance zones.
Memminger Elementary Other?
Next Steps
PARTNERSHIP SCHOOLS
• Identify Potential Partnership Schools
• Recruit Partnership School Zone leader (Revise and re-advertise current vacant position.)
• Solicitation for Interest posted since August; continue search for partners who may be interested in bringing their expertise to neighborhood schools Solicitation for Interest (SFI)
• Engage parent representatives in analyzing options
• As work progresses, keep families and educators informed
• Assure all CCSD staff who work in these schools that, should they be displaced from their current position, they will continue to be employed with CCSD (providing an individual’s evaluation is satisfactory)
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Board Discussion / Questions
Mission Critical Workshop
A-3. Mission Critical Priorities: Initial Discussion - Facilities
1. Early Childhood Programs (3-, 4-, and 5-year olds)2. Solicitation for Interest Update: Partnership Schools3. Equity and Access: Program and Facility
Considerations - 30 minutes
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Program and Facility Timeline
● Review existing direction and recommendations - COMPLETED○ Apply applicable Board directives○ Review Mission Critical Action Team recommendations
● Present improvement projects to Board for discussion – NOW● Review improvement projects with school stakeholders – Sept
and Oct 2019● Provide final improvement projects to Board for approval –
Starting in Nov 2019
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Elementary/Early Ed Projects Expand Program Opportunities
● North Charleston Early Education Center for southern area of D4○ Convert Mary Ford ES Campus to an Early Education
Center● Dorchester Corridor
○ Build a new 1,200-student school on the Lambs ES Campus for Lambs ES, Hunley Park ES and Goodwin ES
○ Convert either Hunley Park ES or Goodwin ES into an Early Education Center
● Build New Ladson ES at Ingleside○ Convert Ladson ES to an Early Education Center
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Elementary/Early Ed Projects Expand Program Opportunities
● Rezone Mitchell ES students to Memminger ES and Charleston Progressive Academy
● Create D20 zone for Charleston Progressive Academy. Additional seats go first to eligible D20 students; any vacant seats are then distributed to other constituent areas
● Expand Buist to K-5 and 6-8 campuses. Additional seats go first to eligible D20 students; any vacant seats distributed county-wide by lottery among eligible students, with designated percentage per attendance area
● Maximize Early Education classrooms/seats in D20
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Middle School Projects Expand Program Opportunities
● Renovate Mitchell Campus to house multiple programs:○ James Simons Montessori (Grades 7-8)○ Middle School IB Program/Buist (Grades 6-8)○ Charleston Development Academy Middle School (Grades 6-8)
● Create new middle school in North Charleston. - Replace Morningside Middle; consider middle school options for Meeting Street students
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Elementary Projects in District 9 and District 23
Expand Program Opportunities
● New school on John’s Island ○ Build a new school to accommodate growth
● Expand E.B. Ellington Elementary School○ Relocate Minnie Hughes ES to E.B Ellington ES after
expansion is complete
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Board Discussion / Questions
Mission Critical WorkshopB. 2018-19 Student Achievement Results
(30 minutes)
G D NEWS!
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NOTE: SC Ready results are embargoed. Disaggregated data will be prepared for the Board when the state assessment results are released. Estimated timeframe: October.
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Advanced Placement
PRELIMINARY -EMBARGOED by College Board
The College Board determines Advanced Placement course content, trains teachers and approves their syllabi, and controls AP examinations.
CCSD students’ Advanced Placement passing rate (3 or higher) has consistently been above the state and national average. Preliminary data from College Board make us very optimistic that this trend will continue for the 2019 results.
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CCSD increasedthe number of students successfully completing
a dual enrollment course with a C or
higher by 87.2%
in 2018-19!
Access to Dual Enrollment Courses and Successful Completion Rates Increased
SC READY English Language Arts and Mathematics
TEST RESULTS WILL NOT BE RELEASED BY STATE UNTIL OCTOBER, AND ARE EMBARGOED UNTIL THE OFFICIAL STATE RELEASE.
Reviewing preliminary data from the testing company, we are optimistic
that this could be CCSD’s best year in the 4 years of SC READY in terms of
students meeting grade level standards around more rigorous college
and career ready standards. However, these results are preliminary and
are not final until the state release.
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CCSD’s 11th Grade Test Takers Scored above the State’s ACT Composite
CCSD increasedaverage ACT scores
on all subtests: English, reading,
math, science and composite!
11th Grade ACT Highlights
➢ The percent of 11th grade test takers meeting STEM benchmarks increased by +2.0 to 17 percent, above the state’s 8.0 percent.
➢ The percent of 11th grade test takers meeting 3 or 4 benchmarks increased by +4.0 to 34 percent, above the state’s 19.0 percent.
➢ The percent of 11th grade test takers meeting all 4 benchmarks increased by +2.0 to 24 percent, above the state’s 12 percent.
➢ Average ACT score for English increased by +1.4 points to 18.5; math increased by +0.1 points to 19.2; reading increased by +0.9 points to 20.3; science increased by +0.6 points to 19.6 and the composite by +0.5 points to 19.5 in 2018-19.
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Percentage of CCSD 11th Grade Test Takers Meeting ACT Benchmarks above the State
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Meeting STEM Benchmarks Meeting 3- 4 Benchmarks Meeting ALL 4 Benchmarks
National Merit Scholars 2018-19
● In 2018-19, four CCSD students earned National Merit Scholarships
● Fall ‘18 - 26 CCSD students were National Merit Semi-finalists ● Fall ‘19 - 42 CCSD students named National Merit Semi-finalists;
up 16 from the previous year.
South Carolina Junior Scholars 2018-19
● The number of 8th grade CCSD students qualifying as South Carolina Junior Scholars increased from 294 in 2017-18 to 327 in 2018-19
National Merit Scholars & SC Junior Scholars2018-19
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\
Up
65%
MAP Related to PerformanceMAP (Measures of Academic Progress): Reading and Math
CCSD Above the National Average in Achievement
CCSD Reading
62nd Percentile
CCSD Math
54th Percentile
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Overall
Median Percentile, Grades 2-8, Reading & Math
CCSD MAP ACHIEVEMENT INCREASES, ABOVE THE NATIONAL AVERAGE. Achievement on MAP is above the national average while growth is considered slightly above the national average, based on the 2019 NWEA Insights report.
○ NWEA places CCSD achievement in reading and math combined at the 59th percentile among districts nationwide (9 points above the national average).
○ CCSD MAP Reading achievement across grades 2-8 was at the 62nd median national percentile (12 points above the national average).
○ CCSD MAP Math achievement across grades 2-8 was at the 54th median national percentile (4 points above the national average).
MAP Related to PerformanceMAP (Measures of Academic Progress): Reading and Math
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MAP Related to GrowthMAP (Measures of Academic Progress): Reading and Math
CCSD Reading
53rd Percentile
CCSD Math
52nd Percentile
CCSD Above the National Average in Growth
48
+1
+4+2
Median Percentile, Grades 2-8, Reading & Math
Overall Growth
CCSD MAP GROWTH INCREASES, ABOVE THE NATIONAL AVERAGE. CCSD growth on MAP growth is considered slightly above average in comparison to the NWEA national average, based on the 2019 NWEA Insights Report.
○ The District median growth for 2018-19 is at the 52nd percentile (2 points above the national average), an increase from the 50th percentile in 2017-18.
○ In 2018-19 MAP Reading fall-to-spring growth for grades 2-8 was at the 53rd median national percentile (3 points above the national average), an increase from the 2017-18 52nd national percentile.
○ In 2018-19, MAP Math fall-to-spring growth for grades 2-8 was at the 52nd national percentile (2 points above the national average), increasing by 4.0 percentile points from the 2017-18 48th national percentile.
MAP Related to GrowthMAP (Measures of Academic Progress): Reading and Math
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READING: % of Students Meeting MAP Growth
Targets
Grade 2014-15 2018-19 Percentile Change
2 48.0 54.4 + 6.4
3 44.3 55.9 + 11.6
4 46.3 54.9 + 8.6
5 49.9 55.8 + 5.9
6 46.0 54.3 +8.3
7 48.8 54.1 + 5.3
8 48.5 56.3 + 7.8
All Gr. 2-8 47.4 55.1 +7.7
● Increases in percentages of students meeting MAP growth targets:
From 47.4% to 55.1% districtwide
Reading Progress Over Time
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Math: % of Students Meeting MAP Growth Targets
Grade 2014-15 2018-19 Percentile Change
2 45.9 51.9 + 6.0
3 49.0 53.8 + 4.8
4 53.7 48.3 - 5.4
5 53.4 51.3 - 2.1
6 45.2 54.6 + 9.4
7 49.3 63.4 + 14.1
8 51.7 61.5 + 9.8
All Gr. 2-8 49.7 55.0 + 5.3
● Increases in percentages of students meeting MAP growth targets:
From 49.7% to 55.0% districtwide
Math Progress Over Time
● Overall, CCSD increased CTE Career Completers by 192 for a total of 886 (28% increase from 2017-18).
● 6,477 students and 596 educators participated in 193 work-based learning experiences, including Structured Field Studies and Career and Technology Student Organization trips. Students also completed 825 job shadowing and service learning experiences.
● 251 students completed school-coordinated internships and youth apprenticeships.
READINESS: Career and Technology Education (CTE) 2018-19
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Citizenship Factors 2018-19
● Increased the percentage of students with NO Referrals by 5%,
from 72% to 77%, over a 2-year period
● Reduced amount of truant students across CCSD by 4,330 over a three-year period from 12,577 students to 8,247. (Note: truancy is defined as more than 10 unexcused absences per year, so even though the district is making progress, this is still an area of concern.)
Citizenship Factors - Discipline, Attendance2018-19
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Increasing Diversity at Academic Magnet High School: Top Two Initiative and
ACE – Advancing Charleston Excellence
● Top Two initiative: Of the 48 Top Two 8th graders, 28 applied and were accepted to Academic Magnet High School.
● Using a Jack Kent Cooke Foundation grant, the district is providing a “bridge” support program for middle school students based on academics and poverty status. 13 eighth graders participated; 10 are now enrolled in AMHS, including 5 minority students.
● AMHS now has 42 students qualifying under Pupils in Poverty: 21 are in the 9th grade and 10 of the 21 are ACE scholars.
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Board Discussion / Questions
Mission Critical Workshop
C. Magnet/Choice Initial Discussion (Academic Magnet High School) 40 MinutesPresentation by AMHS Alumni
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Board Discussion / Questions
Mission Critical Workshop
D. Magnet/Choice Initial Discussion (Partial Magnet Programs) 30 minutes
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CCSD Strategic Plan
Provide equitable learning opportunities that allow
every student to develop and demonstrate talents,
interests, and modern workplace skills.
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Guiding Principles
In considering making recommendations for changes to the
current system, a variety of factors were considered and
became the principles that guided the work. These factors
included:
● Geographical area,
● Constituent districts,
● Socio-economic factors,
● Original purpose of the school,
● Equal programming.
Note: Students currently enrolled as partial magnet students would remain
through the “grandfather” process, and the CCSD transfer process will remain in
effect.
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Middle School A - 658 Scholars
Visual Arts X
Performing Arts (Band,
Strings & Percussion)
X (3)
PE X*
Health X*
CTE X
Chorus X
Foreign Language X
GTT X
Careers X
Middle School B - 662 Scholars
Visual Arts X
Performing Arts (Band &
Strings)
X (2)
PE X*
Health X*
CTE X
Chorus
Foreign Language X
GTT X
Careers
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*= Two teachers teach both PE and health to all grade levels
Physical Education
Performing Arts
2018-2019
All Schools Have
OPTIMAL FOR
FUTURE
CTE-2
Health-2
World Language-1
Physical Education-
2
Performing Arts-2
Visual Arts-1
Visual Arts
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NOTE: This is an example for middle school; a similar analysis will be done for elementary.
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2James B.
Edwards
"The Leader in Me"
Global Leadership
Eliminate partial magnet status,
continue allocation to support
program in place
Can accommodate additional
students through normal transfer
process
2 Jennie Moore Creative Arts
Keep as a District 2 magnet with
attendance zone and application
for magnet seats as space allows
Returns to a District 2 magnet
2Sullivan's
Island
Coastal
Environmental
Eliminate partial magnet status,
support programs in place; possibly
rezone
Can accommodate additional
students through normal transfer
process.
2 Laing STEM
Eliminate partial magnet status,
support programs in place; possibly
rezone
Can accommodate additional
students through normal transfer
process
4
North
Charleston
Creative Arts
Creative Arts/Arts
infused
Keep as a District 4 magnet with
attendance zone and application
for magnet seats as space allows
Transportation remains
4 Zucker ScienceEliminate partial magnet status,
support programs in place
Can accommodate through
normal transfer process
Dist. School Program Recommendation Rationale
Recommendations Effective for 2020-21 - Review Annually
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9 Haut Gap Advanced StudiesReturn to true middle school (6-8),
support programs in place
Normal transfer process; could
fill available seats
10 St. Andrews Math/Science
Eliminate partial magnet status,
support programs in place; possibly
rezone
Can accommodate through
normal transfer process
10
Advanced
Studies West
Ashley
Advanced Studies
Eliminate partial magnet status,
support programs in place; possibly
rezone
Can accommodate through
normal transfer process
10C. E.
Williams
Creative and
Scientific Arts
Eliminate partial magnet status,
support programs in place; possibly
rezone
Can accommodate additional
students through normal transfer
process
20 Mitchell Math/ScienceEliminate partial magnet status,
support programs in place
(May change if facilities
recommendations are approved)
20 MemmingerGlobal
Leadership/IB
Eliminate partial magnet status,
support programs in place
Can accommodate through
normal transfer process
23 Ellington Advanced Studies Improve or eliminate partial magnetCan accommodate through
normal transfer process
Dist. School Program Recommendation Rationale
Recommendations Effective for 2020-21 - Review Annually
FUTURE VIEW OF CONSTITUENT MAGNETS
Constituent District(s) Magnet School Programs
1 and 2Jennie Moore
East Cooper Montessori Charter
3 Murray LaSaine Montessori
4North Charleston Creative Arts
Hursey Montessori
9 Frierson Montessori
10Ashley River Creative Arts
Montessori Community School
23E.B. Ellington Advanced Studies
Montessori Community School
20Buist Academy
James Simons Montessori
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“It is time to acknowledge that choice and
magnet schools, for all their merits,
currently perpetuate inequity and
disparate achievement.”
~Clemson University Inclusion and Equity Report: How Much Do We Care? 2019
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Board Discussion / Questions
E. Break -- 10 minutes
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Mission Critical WorkshopF. Program Impact Report (30 minutes)
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Program Impact Report
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Program Impact ReportEarly College High School
● Students have access to a comprehensive, rigorous and accelerated curriculum, including dual enrollment and access to AVID elective courses and school-wide implementation strategies.
● End-of-course test results were also used internally for this program evaluation; however these results are currently embargoed.
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Success in dual enrollment for enrolled 9th and 10th graders is much higher than the district with 37.9% of freshmen and sophomores earning a C or higher in a dual enrollment course.
37%
13.9%
Represents College Credit forFreshmen and Sophomores
37.9 % ECHS
13% OtherSchools
Program Impact ReportEarly College High School continued...
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37%
13.9%
Phenomenal College-and
Career-Ready Growth!
Program Impact ReportAdvancement Via Individual Determination (AVID)
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100% 100%100% 100%
End-of-course test results were also used internally for this impact report; however these results are currently embargoed until October. Preliminary results indicate positive impacts for AVID.
Program Impact ReportBridges
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Based on comparisons of MAP Math growth in BRIDGES' schools versus others, results indicate a positive trend in achievement.
NOTE: 3rd & 4th graders had 2 years of BRIDGES. This was the first year in the pilot for 5th graders. Embargoed SC READY Math results were also used for this report.
Preliminary results indicate positive impacts on student achievement.
See note
Program Impact ReportIllustrative Math
● In 2018-19, Illustrative Math was implemented in 8th grade at Laing Middle and Northwoods Middle.
● Embargoed SC READY results were also used for internal evaluation. Preliminary results indicate positive outcomes.
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% Met
Growth Target
2017-18
% Met
Growth Target
2018-19
% Change
District 54% 62% + 8
Laing Middle 51% 62% + 11
Northwoods Middle 46% 57% + 11
Northwoods
Middle
% Grade 7 Met Growth Target
2017-18
% Grade 8 Met Growth
Target 2018-19 % Change
31% 57% + 26
MAP Math
2017-18 Grade 7 vs. 2018-19 Grade 8
% of Students Meeting Fall-to-Spring Growth Target
Northwoods
2017-18 vs. 2018-19 MAP Math Grade 8
% of Students Meeting Fall-to-Spring Growth Target
STEM Opportunity 2018-19 2019-20
PLTW* Introduction
to Engineering
19 students enrolled 47 students
enrolled
PLTW* Computer
Science Principles
7 students enrolled 19 students
enrolled
STEM-Related After-
School Programs
131 students participated TBD
STEM Summer Camps 105 students participated TBD
Work-Based Learning 102 students participated TBD
STEM Course
Enrollment
436 Students Enrolled in STEM Courses
*293 Students in Engineering
*85 Students in Computer Science
*58 Students in Health Science
TBD
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Program Impact ReportNorth Charleston STEM Initiative
STEM access has expanded, resulting in
more students enrolling in STEM/PLTW courses and
more students participating in STEM-related
activities.
*Boeing initially funded Project Lead The Way
equipment and training.
Participating Schools: North Charleston Elementary, Morningside MIddle, and North Charleston High
Program Impact ReportFastBridge Early Reading Assessment and Focus
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Median National Percentile
2018-19 Grade Fall 2018 Spring 2019 Percentile Point Change
Kindergarten 55th 58th + 3 points
First Grade 43rd 49th + 6 points
READING: FastBridge Early Reading Assessment Results 2018-19 Kindergarten and First Grade
Both tested grades improved their median national percentile from fall 2018 to spring 2019, confirming growth in reading in these early grades.
Program Impact ReportOpen Court Phonics
*SC READY ELA results were also considered for internal evaluation, but these results are currently embargoed; however, preliminary results indicate positive outcomes overall.
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Gr FastBridge Probe
FastBridge Assessment Fall to Winter Results -- Open Court Data
K Onset Sounds
47% met or exceeded the district growth average, 73% of schools showed percentile growth
K Composite Scores
50% of schools met or exceeded the district Composite Score growth average
1 Word Segmenting
63% of schools met or exceeded the district percentile growth; 81% of schools showed percentile growth
1 Nonsense Words
44% of schools met or exceeded the district percentile growth; 81% of schools showed percentile growth
75%
53%
Program Impact ReportInstructional Coaches - Seeing gains in student achievement
Teacher survey results focused on coaching indicate a positive perception of coaching.
Overall student achievement is improving.
Results also reveal a need to improve practice and work toward developing a stronger culture for coaching and continuous improvement.
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Over 60% of Teachers Agreed
Weekly PLC’s occur in the school
There is a focus on continuous improvement
Cycles of data analysis regularly occur, with subsequent discussions about instruction
Coaching practices are aligned with district and school initiatives
Collaborative discussions play a large role in PLC’s
Supported through coaching practices in their school
Fewer than 60% of Teachers Agreed
PLC’s are seen as a significant means of professional development
Modeling, professional development and ongoing feedback regularly occur as part of the coaching practices in their schools
They personally sought out opportunities to be coached
Coaching has had a direct impact on their instructional practice
Program Impact ReportIn-School Suspension Proctors - High School
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Supervised ISS is a necessary component of the continuum of disciplinary consequences for an effective Progressive Discipline system. ISS supervisors also work as interventionists and are called “Focus Facilitators.”
Program Impact ReportExtra PBIS/Social Work Support
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Social Work Focus:● Truancy Process and Reporting● Truancy Interventions:
○ 177 student cases worked
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INITIATIVE RESULTS
Phase I of III Salary Schedule Zero Vacancies for FY19 First Day of School.
Phase II of III Salary Schedule
Approved in October 2018 for recruitment and
retention purposes - 12 vacancies FY20 First Day of
School.
High Poverty Schools Math Salary
ScheduleFY19 and FY20 Zero Vacancies First Day of School.
TeachCharleston - District
alternative route teacher certification
program.
Cohort 1 for FY20 with 10 participants.
Teach Local - Grow our own teacher
initiative, High School to Teacher
Pipeline.
FY19 planning year with initial recruitment efforts.
MOU with College of Charleston and Trident Technical
College.
University of South Carolina/CCSD
Teacher Librarian Partnership
1 Cohort for 2018 Winter and 2 Cohorts for Fall 2018
resulted in no vacant Teacher Librarian positions. All
positions filled FY20.
Program Impact ReportHuman Resources
Program Impact ReportPilot Two Teachers Per Classroom in selected classes, 3 schools
+ Schools saw
higher percentage of students meeting growth targets.
- Growth is
average; it needs to be above 50th percentile.
? Some changes
were made. Need to see accelerated growth rates in 2020.
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2018-19 MAP MATH MAP READING
# Tested % Met F-to-S
Growth
Target
Average
Conditional
Growth Index
# Tested % Met F-to-S
Growth
Target
Average
Conditional
Growth Index
School A 218 40.3% -0.46 215 39.5% -0.29
School B 98 41.8% -0.28 97 54.6% 0.14
School C 76 50.0% -0.11 77 54.5% -0.09
Total 392 40.3% -0.35 389 46.3% -0.14
Co-Teaching
Classrooms in
School
% Meeting MAP
Reading Growth
Targets 2017-18
% Meeting MAP
Reading Growth
Targets 2018-19
% Meeting MAP
Math Growth
Targets 2017-18
% Meeting MAP
Math Growth
Targets 2018-19
School A - 3rd 31.7% 39.5% 24.5% 40.3%
School B - 4-5th 20.3% 47.7% 32.2% 41.8%
School C - 2nd 10.9% 53.5% 10.9% 53.5%
Program Impact ReportAngel Oak and North Charleston CD expansion of 3K and 4K
84
Recommend revamping these
programs for 2020-21.
myIGDs spring 2017-18 and 2018-19
● Intent was to increase preventive maintenance (PM) and reduce reactive maintenance to minimize system downtime and negative impacts on school operations.
● The industry metric is the PM/TM ratio (the ratio of Preventive Maintenance work orders to Total Maintenance work orders).
● Investments in Preventive Maintenance proved effective. ○ PM/TM ratio increased from 15% to 22% between the start of
FY18 to the end of FY19. ○ Rate for completion of PM work orders increased from 71% to
89%.
● Recommend increasing this investment in future years.
Program Impact ReportPreventive Maintenance (PM)
85
86
Board Discussion / Questions
END
Strategic Education Committee
87