Equity in Action: First 100 Days Analysis Dr. Antonio Burt Shelby County Schools Chief Academic Officer ENTRY PLAN The purpose of this first 100 days analysis is to: • Establish clear guidelines to improve equity for all students within Shelby County Schools • Ensure that all students within Shelby County Schools receive the supports needed to graduate college and career ready • Meet the goals of Destination 2025 2 LEVERS FOR EQUITY Equity Educational policies, practices, and programs necessary to eliminate educational barriers for all youth Early Literacy Promoting the natural development of skills through the enjoyment of books, positive literacy interaction between adults and students, and the critical role of literacy-rich experiences High School Strategies specifically outlined to improve the academic status of high schools and meet the requirements of the federal Every Student Succeeds Act (ESSA) Core Instruction Strategies, curriculum, and materials that help our students master rigorous, grade-appropriate standards to ensure college and career readiness 3 Strengths Challenges Recommendations Reserve funds to make financial decisions to improve educational experiences for all students Low diversity of students participating in CLUE Establish a minimum of two Pre-AP/Honors offerings at every high school Secure funds for two 21st century elementary Limited diversity of teacher workforce representing schools student population Implement Student-Based Budgeting across the District EQUITY 4 Implement universal screening for all 1st grade students across the District Significant number of buildings with low enrollment that require extensive maintenance and upgrades Develop a targeted strategy to strengthen the District’s efforts in attracting, recruiting and hiring candidates from various demographic groups that have been historically underrepresented in the District’s teaching ranks Need for greater enrichment opportunities for students who are excelling on coursework Consolidate schools that are underutilized, struggling academically, and encumber high maintenance costs Need for deeper understanding of standards-based instruction and the tools required for success Launch Literacy and Math Institute in grades 6-8 for students who are excelling and needing additional enrichment opportunities Lack of exposure to rigorous coursework (PreAdvanced Placement, Honors, and Advanced Placement Integrate curriculum focused on creativity for all learners in all Priority schools Provide centralized support of schools performing in the bottom 5% academically Implement a one-to-one computer-to-student model for all schools over a 5-year period EQUITY TIMELINE TACTIC GOAL OPR TIMELINE Identify and support the training of potential Pre-AP, Honors, and AP teachers for each high school ($) CAO / Advanced Academics January 2019July 2019 By the beginning of the 2019-2020 school year, each high school will offer at least one Pre-AP or Honors course; By the beginning of SY 2020-2021 each high school will offer two AP courses Provide universal screening for all 1st grade students during the 2019-2020 school year ($) DEC / CLUE August 2019May 2020 By the end of the 2019-2020 school year, all 1st grade students are screened for CLUE and placed in CLUE if requirements are met Develop a targeted recruitment plan to ensure a diverse teaching workforce Principals/ Human Resources January 2019August 2019 By the opening of the 2019-2020 school year, the District plans to have hired more teachers from demographic groups that have been historically underrepresented in the District’s teaching ranks January 2019May 2019 By the opening of the 2020-2021 school year, faculty, staff, and students are fully prepared to enter their assigned school Consolidate Hamilton Elementary into Hamilton Middle; Convert Raleigh Egypt Middle and Raleigh Egypt High into two separate schools* CAO / Cross-functional Team *Schools listed are based on immediate need to address academic deficiencies and 5 systemic challenges we face as a district EQUITY TIMELINE TACTIC Identify and select the highest-performing literacy and math teachers to provide enrichment opportunities for students in grades 6-8 on Saturdays ($) Restructure the I-ZONE to include all Priority schools within SCS Provide curriculum and training on integrating the Arts in all Priority schools ($) Provide one-to-one devices to students at 9 high schools ($) 6 OPR CAO/C&I TIMELINE September 2019May 2020 GOAL By the beginning of the 2019-2020 school year, students scoring in the 65th percentile or higher in ELA & Math will be identified and participating in Literacy and Math Squared CAO January 2019February 2019 CAO/ Asst. Superintendent I-Zone January 2019June 2022 By the end of the 2021-2022 school year, all Priority schools will embed the arts into curricular activities to spark creativity within core content areas Cross-functional Team January 2019August 2019 By the end of the 2024-2025 school year, all schools within SCS will participate in a one-to-one instructional model By the beginning of the 2019-2020 school year, all Priority schools within SCS will receive intervention from the I-ZONE i-ZONE Restructure Remaining/Entering i-Zone Leaving i-Zone 7 School Years in i-Zone Academic Status School Years in i-Zone Academic Status Cherokee ES 2013-2014 5 yrs 2012 Good Sheffield ES 1 2012, 2015, & 2018 Priority Treadwell ES 2013-2014 5 yrs 2012 & 2015 Good Magnolia ES 6 2012, 2015, & 2018 Priority Lucie E. Campbell 2012-2013 6 yrs 2012 & 2015 Good A. B. Hill ES 3 2015 Good Ford Road ES 2012-2013 6 yrs 2012 Good LaRose ES 0 2015 Good Westhaven ES 2016-2017 2 yrs Good Dunbar ES 0 2018 Priority Getwell ES 0 2018 Priority Hawkins Mill ES 0 2012, 2015, & 2018 Priority i-ZONE Restructure Remaining/Entering i-Zone Leaving i-Zone School Years in i-Zone Academic Status School Years in i-Zone Academic Status Douglass K-8 2013-2014 5 yrs 2012 Good Woodstock MS 0 2018 Priority Chickasaw MS 2012-2013 6 yrs 2012 Good Georgian Hills MS 0 2015 & 2018 Priority Treadwell MS 2013-2014 5 yrs 2012 Good Craigmont MS 0 2018 Priority Sherwood MS 2013-2014 5 yrs 2012 & 2015 Good American Way MS 0 2012, 2015, & 2018 Priority Hamilton MS 2012-2013 6 yrs 2012 Good Riverview K-8 4 2012 & 2015 Good Grandview Heights MS 4 2015 Good 8 i-ZONE Restructure Remaining/Entering i-Zone Leaving i-Zone 9 School Years in i-Zone Academic Status Douglass HS 2016-2017 2 yrs 2015 Good Mitchell HS 2016-2017 2 yrs 2015 Good Melrose HS 2014-2015 4 yrs 2015 Good School Years in i-Zone Academic Status Wooddale HS 0 2015 & 2018 Priority Sheffield HS 0 2018 Priority Oakhaven HS 0 Focus Manassas HS 0 2012 Focus Trezevant HS 4 2012, 2015, & 2018 Priority Hamilton HS 4 2012, 2015, & 2018 Priority Westwood HS 2 2012, 2015, & 2018 Priority Raleigh Egypt HS 1 2012 & 2015 Good Restructure Moving From Moving To New Status Total Pop Occupancy Rate Hamilton ES 356 Hamilton MS 228 Hamilton K-8 584 1200 Raleigh Egypt HS 6-12 1,028 Raleigh Egypt MS & HS Two separate campuses 424- MS 594- HS 10 Current AP Status 2008 vs. 2018 45 40 35 30 25 20 15 39 30 25 19 15 16 0 12 12 10 5 18 4 9 9 7 3 5 0 7 3 7 2 12 9 6 1 8 4 0 3 1 3 1 3 1 2 0 2 0 21 10 12 4 11 11 11 1 CLUE Enrollment CLUE Count of Students by Grade SKID 503 510 1 ?8 1313 man 322 Pre?K 6 DESTINATION 'wa 5 CLUE Demographics CLUE Demographic Count by Grade IBlack IWhite OAsian OHispanic OMulti 2519DESATION CLUE Demographics CLUE Demographic Percentages by Grade IBlack OWhite OAsian IHispanic IMulti Pre- -?25 Strengths Challenges Recommendations Built Early Learning task force team providing professional development to Foundational Literacy Laureates and K-2 teachers Three-member Early Learning task force team attempting to support the entire district Expand the Early Learning task force team from three to six members Developed Foundational Literacy Quality Reviews (FLQR) to observe implementation of foundational skills across K-2 classrooms Inability to provide intensive support to Senior Reading Advisors in MS and HS Implement a district policy focusing on improving literacy rate for 2nd grade students Established a Foundational Skills block framework High mobility rate and promotion rate of students Identify and select a universal phonics program utilized in grades K-3 outlining teacher actions for a 60- & 90-minute block not reading on grade-level Created and promoted Foundational Skills videos of teachers excelling across the district published in multiple outlets (for example, C19, Teacher Weekly, etc.) Low number of students reading on grade-level in 3rd grade Published weekly Foundational Skills newsletter outlining strategies, support, success stories, and next steps EARLY LITERACY 15 Provide a trained paraprofessional for 2nd grade teachers in schools with On-Track/Mastery at 25% or lower (56/91) EARLY LITERACY TIMELINE TACTIC OPR Identify and select three additional Early Learning task force members to support the foundational skills initiative ($) CAO Develop a district policy focusing on promotion and retention of 2nd grade students to improve literacy ($) CAO & Policy Office Identify and select a universal phonics program for students in K-2nd grade ($) CAO / C&I Identify and select a paraprofessional for 2nd grade teachers in schools with less than 25% On-Track/Mastery (56/91) ($) Principal/ Human Resources/ Office of Academics 16 TIMELINE GOAL January 2019May 2019 By May 2019, three additional task force members are supporting summer PD and preparing for school year 2019-2020 January 2019July 2020 By August 2019, all elementary schools are implementing the district policy for 2 nd grade students January 2019December 2019 By February 2020, a phonics program for K-2nd grade is selected January 2019August 2019 By August 2019, fifty-six elementary schools will have a trained paraprofessional available to every 2nd grade classroom Strengths Redesigned CCTE department with streamlined pathways Challenges Recommendations TVAAS composite of Level 1 in all EOC areas Implement PSAT practice test to predict success on ACT and develop targeted instructional support for students via Khan Academy and subgroups Provided science textbooks to all schools Only 23% of SCS seniors earn a 21 or higher on the ACT Offer quarterly ACT workshops for freshmen and sophomores Strengthened District policy around grading and grade changes Lack of a comprehensive curriculum in Algebra II and Geometry Design a comprehensive high school focusing solely on the Arts/Sciences Lack of content expertise in EOC subjects Provide a site-based content coach for ELA and Math in each HS Select a curriculum for Algebra II and Geometry that meets the requirements of TNReady standards Increase the pool of Pre-AP trained and Honors teachers Develop a High School specific recruitment plan to staff schools Bolster current partnerships with Education Preparation Programs to recruit graduates HIGH SCHOOL 17 Develop supports for teaching candidates needing to take and pass the Praxis exam Develop a partnership with local colleges and universities to provide adjunct professors an opportunity to teach EOC courses part-time HIGH SCHOOL TIMELINE TACTIC Research, plan, and introduce a PSAT/ACT predictor exam for the 2019-2020 school year ($) OPR CAO/C&I Conduct one quarterly ACT workshop for all freshmen and sophomores ($) CAO/ Cross-Functional Team Research, plan, and implement a comprehensive high school focused solely on the Arts/Sciences CAO/ Cross-Functional Team Staff an ELA and Math coach at each high school to provide individualized coaching support ($) Recommend a robust curriculum to support instruction in Algebra II and Geometry ($) 18 TIMELINE January 2019June 2019 January 2019May 2020 GOAL By the end of the 2019-2020 school year, all 9th grade students will participate in the PSAT Exam on an annual basis By the end of the 2019-2020 school year, all 9th and 10th grade students will be able to participate in one quarterly ACT workshop January 2019July 2021 By the beginning of the 2021-2022 school year, a comprehensive high school focused solely on the Arts/Sciences will open in SCS Cross-functional Team January 2019August 2019 By the beginning of the 2019-2020 school year, every high school will have an ELA and Math coach CAO/C&I January 2019June 2019 By the beginning of the 2019-2020 school year, high school teachers and students will have the new curriculum resources for Algebra II and Geometry HIGH SCHOOL TIMELINE CONTINUED TACTIC OPR TIMELINE GOAL Identify, select, and train teachers to become Pre-AP/Honors teachers ($) Advanced Academics January 2019June 2020 By the end of the 2019-2020 school year, the number of Pre-AP and Honors teachers will increase Launch a high school specific recruitment campaign promoting teaching opportunities within SCS Human Resources January 2019August 2019 By the beginning of the 2019-2020 school year, all high schools will have highquality certified teachers in EOC subjects Increase quality engagement with colleges and universities that produce great teachers and whose programs are aligned with the goals of SCS Human Resources January 2019August 2020 By the beginning of the 2019-2020 school year, all high schools will have highquality certified teachers in EOC subjects Develop a Praxis exam toolkit to prepare candidates to pass the exam Human Resources January 2019August 2020 By the beginning of the 2019-2020 school year, all high schools will have highquality certified teachers in EOC subjects Develop a partnership with local universities to provide adjunct professors with an opportunity to teach EOC subjects within our high schools ($) CAO/ Human Resources January 2019Ongoing By the beginning of the 2019-2020 school year, all high schools will have highquality certified teachers in EOC subjects 19 Strengths Challenges Recommendations Purchased and implemented Eureka Math and Expeditionary Learning Lack of a formative assessment tool focused on measuring core instruction based on Depth of Knowledge and time of the academic year Research and select a formative assessment tool for each of the content areas Expanded professional development on Eureka Math and Expeditionary Learning for teachers Enhanced central office staff and school leaders’ knowledge of the Instructional Practice Guides (IPGs) Implement a monthly Content Cadre Professional Development session for Too few teachers and leaders understand, plan, and teachers and leaders in order to develop content knowledge and effective execute the curriculum on a consistent basis instructional implementation Members of Instructional Leadership Teams (ILTs) do not fully support teachers around content knowledge and content delivery Develop an Instructional Leadership Team (ILT) task force team to measure the effectiveness of the ILT at each school Lack of consistent implementation of the RTI2 framework to address deficit areas Develop an Instructional Practice Guide (IPG) task force team to measure the effectiveness of curriculum implementation and fidelity Develop Virtual PD offerings to support content implementation CORE INSTRUCTION 20 CORE INSTRUCTION TIMELINE GOAL TACTIC OPR TIMELINE Identify, select, and purchase a formative assessment tool ($) CAO/C&I January 2019June 2019 By the beginning of the 2019-2020 school year, a new formative assessment tool will be provided to all schools CAO/PD/ C&I/I-Zone June 2019June 2020 By the end of the 2019-2020 school year, teachers will display a greater understanding of the curriculum and TN Ready results will increase by 5% Form an ILT task force team to measure the effectiveness of ILTs in supporting teachers Cross-functional Team August 2019May 2019 By the end of the 2019-2020 school year, members of the ILT at every school will understand their roles and provide daily support to teachers Form an IPG task force team to measure the effectiveness of curriculum implementation and fidelity Cross-functional Team August 2019May 2019 By the end of the 2019-2020 school year, quarterly reviews will reveal 80% of schools implementing the curriculum with fidelity and integrity Provide monthly Content Cadre PD sessions for teachers and leaders based on identified tracks Develop Virtual PD offerings to support teachers on content mastery and curriculum implementation 21 CAO/PD June 2019June 2020 By the end of the 2019-2020 school year, participant enrollment and completion in Virtual PD sessions will reach 85% Prioritized Investments Increasing Pre-AP/Honors enrollment Universal Screening for all 1st grade students Enrichment program for 6-8th grade students District policy for 2nd grade students Paraprofessional for 56 schools (2nd grade) PSAT exam ACT readiness strategies Adjunct professor partnership Virtual PD Teacher development ELA/Math coach for HS Formative assessment tool Curriculum resources 22 PRINCIPLES AND VALUES Our Guiding Principles to Enact Equity: • Clarity of Language • Equity-Mindedness • Embracing Differences • Continuous Improvement • System-Wide Equity Our Core Values to Ensure Equity • Commitment • Checking Bias & Privilege • Communication • Courage • Collective Action 23