Iredell-Statesville Schools Find a Boost from “Investing In Innovation”

N.B. Mills Elementary School's intervention time, a COMPASS component, gives students the ability to grow and learn from each other while another group works with a teacher. (Left to right) 5th-grade students Ashley, Sitaly, Jose, Jasiah, and Bobbie work together during their science intervention time as they discover the meaning of "force.” (Photo courtesy of Jada Jonas and the Iredell-Statesville Schools)

N.B. Mills Elementary School’s intervention time, a COMPASS component, gives students the ability to grow and learn from each other while another group works with a teacher. (Left to right) 5th-grade students Ashley, Sitaly, Jose, Jasiah, and Bobbie work together during their science intervention time to discover the meaning of “force.” (Photo courtesy of Jada Jonas and the Iredell-Statesville Schools)

Serving more than 21,000 students, Iredell-Statesville Schools (I-SS) in North Carolina ranks among the 20 largest school districts in the Tar Heel State. The district serves 36 schools in Iredell County — a diverse blend of urban, suburban, and rural neighborhoods — 40 miles north of Charlotte. Four years ago, the district faced a dilemma: While it ranked in the top 10 percent of North Carolina districts in academic performance, it needed to increase teacher effectiveness and boost the academic achievement of its high-needs students, English learners, and students with disabilities. And while district leaders had a plan to achieve this ambitious goal, the annual I-SS budget resided in the basement of the state’s 212 districts, in the bottom five percent.

The plan to achieve their North Star goal of equity in student achievement was aptly called COMPASS — Collaborative Organizational Model to Promote Aligned Support Structures — with the route to success predicated on targeted professional development that focuses on use of data, curricular improvements, and instructional approaches to identify where students are struggling and address their individual academic needs. I-SS teachers would be equipped with the tools to ensure that all of their students are on track to achieve their learning goals. Integral to this approach is the alignment of the school’s support structures for teachers and deepening existing professional learning communities where educators collaborate, analyze student performance data, and share best practices.

In 2010, I-SS entered their COMPASS plan in OII’s Investing in Innovation (i3) competition and received a $4.99 million Development grant, setting them on a multi-year journey that would begin with bolstered professional development, followed by piloting the new approach in several schools, and eventually result in district-wide implementation.

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i3 Arts-Integration Project Delivers Content in Special Education Classrooms

For teachers in New York City’s District 75, which serves more than 20,000 special needs students across the city, an innovative arts-integration approach to instruction is improving students’ social-emotional and communications skills and helping students and teachers to achieve both individual and classroom goals.

Supported by a $4.6 million Investing in Innovation (i3) grant from OII in 2010, the Everyday Arts for Special Education (EASE) project is also being adapted by the Los Angeles Unified School District (LAUSD), where special education leaders are using the project’s arts-integration techniques to help achieve a system-wide goal of reducing the number of self-contained classrooms and schools. The Urban Arts Partnership, which manages the EASE grant for District 75, began leading professional development sessions for LAUSD teachers two years ago, and this year is working with 45 teachers in L.A. and nearly 350 in New York City.

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California Teachers Serve Home Communities Thanks to OII Grant

Lupita Prado Machuca, once an English language learner, teaches students from the same community where she grew up and helps them to see the importance of an education that prepares them for college and the workforce.

lupitaLupita is the product of efforts in Kern County, Calif., to change the face of teacher preparation. California State University Bakersfield (CSUB), with funding support from an OII Teacher Quality Partnerships grant, brings mentor teachers into classrooms of first-year teachers and provides teacher candidates with field experience from day one, increasing their confidence and abilities when taking on their own classrooms.

The five-year, $10.5 million grant, which began in 2009, supports a partnership among CSUB, California State University Monterey Bay, and California Polytechnic State University San Luis Obispo, along with two K-12 partners — Kern County and Tulare County school districts — in the central region of California. Known as the Edvention Partners, their combined efforts address the diverse needs of schools, teachers, and students within a large geographical, primarily rural, area.

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i3 Grant Increases Success of Under-Represented Advanced Placement Students

Arvada High School Principal Kathy Norton (fourth from left) and students accept a check from the Colorado Education Initiative for outstanding A.P. course completion scores. Pictured, left to right, are: Greg Hessee (director of initiatives, Colorado Education Initiative), Cindy Stevenson, former Jefferson County Schools superintendent; Tony Giurado, executive director of school effectiveness, Jefferson County Schools; Arvada High Principal Norton; Leroy Williams, Ball Corporation; Herman Musimbi, senior at Arvada High; Robert Hammond, Colorado Commissioner of Education; Desmas Archuleta, junior at Arvada High; Matt Walsh, achievement director, Jefferson County Schools; and  Helayne Jones, president & CEO, Colorado Education Initiative.

Arvada High School Principal Kathy Norton (fourth from left) and students accept a check from the Colorado Education Initiative for outstanding A.P. course completion scores. Pictured, left to right, are: Greg Hessee, director of initiatives, Colorado Education Initiative; Cindy Stevenson, former Jefferson County Schools superintendent; Tony Giurado, executive director of school effectiveness, Jefferson County Schools; Arvada High Principal Norton; Leroy Williams, Ball Corporation; Herman Musimbi, senior at Arvada High; Robert Hammond, Colorado Commissioner of Education; Desmas Archuleta, junior at Arvada High; Matt Walsh, achievement director, Jefferson County Schools; and Helayne Jones, president & CEO, Colorado Education Initiative. (Photo courtesy of the Colorado Education Initiative)

Across Colorado, students who don’t normally attend Advanced Placement (A.P.)* classes are not only attending, but also are earning passing scores in those classes. This is thanks to the Colorado Legacy Schools Initiative (CLSI) and its outreach to 23 high schools throughout the state. The Initiative’s purpose is to dramatically increase the number and diversity of students succeeding in math, science, and English A.P. courses.

A 2013 report by the Education Trust, Finding America’s Missing AP and IB Students, notes that while 91 percent of American public school students in 2010 attended high schools that offered A.P courses, only about 12 percent of those students participated in the courses. Moreover, that participation disproportionally favored middle- and high-income students, who were three times more likely to enroll in A.P. courses as low-income students. Similar advanced course participation disparities were found between racial and ethnic student groups. White students participated at the 12-percent national average for A.P. enrollment and Asian students at more than twice that rate. By contrast, the A.P. participation rates for black, American Indian, and Hispanic students ranged from six to nine percent. The “real advanced-course opportunity gap lies … not between schools, but within them,” the report noted, estimating that “if all groups of students attending AP schools were served equally, more than 640,000 additional low-income students and students of color would benefit.”

Other research supports CLSI’s commitment to seeing that students not just take A.P. courses but pass their rigorous exams, increasing the students’ competitiveness for college admissions and advance course credits, as well as their eligibility for scholarships, potential to double major or study abroad, and the likelihood of graduating in four years.

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Leadership Grantees Featured During National Charter Schools Week

President Obama has proclaimed May 4-10 as National Charter Schools Week. “As independent public schools, charter schools have the ability to try innovative approaches to teaching and learning in the classroom,” the proclamation notes. “They can show what is possible – schools that give every student the chance to prepare for college and career and to develop a love of learning that lasts a lifetime.”

In honor of this week, OII begins a series of articles highlighting the work of the Charter Schools Program’s National Leadership Activities grantees. The series begins with the Creating Quality Charter Schools through Performance Management, Replication, and Closure (PMRC) project of the National Association of Charter School Authorizers, designed to leverage the effective policies and practices of authorizers successful in these core areas of charter school operations. Click here to read about the PMRC project’s results and resources available to charter authorizers nationwide.

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CSP Leadership Grantee Offers the Tools to Build a Stronger Charter Sector

In November 2012, the National Association of Charter School Authorizers (NACSA) launched the One Million Lives Campaign with the goal of creating better school options for at least a million children in the nation’s charter schools. The campaign focuses on closing the poorest-performing schools, those charters that are failing our children, while opening even more great schools — schools that will succeed in living up to the promise of the charter school sector.

One_Million_Lives_Logo_WebAt the heart of this campaign is a set of activities funded by an OII Charter Schools Program (CSP) National Leadership Activities grant to NACSA. In the fall of 2010, NACSA initiated the Creating Quality Charter Schools through Performance Management, Replication, and Closure (PMRC) project to better address the unacceptable number of poor-performing schools that are charter schools. While the charter school sector has often led the way on accountability for performance, the systems for defining, measuring, and acting upon school quality, as well as for replicating good schools and for closing failing schools, are often lacking. The PMRC project was designed to leverage the current effective practices of authorizers successful in these areas and develop core policies and practices that can be disseminated and implemented across the nation.

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Slammin’ on Education

Slammin' on Education cross-post

(Left to right) Malachi Byrd, Devyn Jefferson, Juwan Middleton, and Cynthia Johnson performed original spoken-word pieces as part of the School Leadership Program conference. These students represent CONTRA VERSE, a spoken-word team from Cesar Chavez School for Public Policy, which is led by their teacher and coach, Michael Bolds. Throughout the two-day convening, these students and others shared insightful perspectives on education and the impact of current reforms on educators and students.

What happens when you invite students to a project directors’ conference on school leadership? They infuse the atmosphere with energy and enthusiasm, push the envelope in thoughtful ways, inspire with their creativity, and remind the adults why our work is critical.

OII’s School Leadership Program office recently hosted a convening for 45 of its grantees currently implementing projects that prepare and develop principals to serve in high-need schools and districts. The conference provided an opportunity for districts, universities, partner organizations, Principal Ambassador Fellows, and federal policymakers to learn from each other and other experts in the field about how to improve and promote school leadership. Throughout the two-day conference, student performers graced the stage to intermittently bring our work back in focus while also challenging us all with provocative questions, such as “At what point does patience give way to urgency in our reforms?”

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NWP Teacher-Leaders Promote Civic Engagement in Cyberspace

Every spring, the National Writing Project (NWP), an OII grantee, brings together a core group of teacher-leaders from across the country to study and share effective practices that enhance student writing and learning. This year’s Spring Meeting was held on March 28 in Washington, D.C. Matt Williams, educational technologist at KQED, the San Francisco Bay Area’s award-winning PBS affiliate, led off the day with an engaging discussion about the powerful role of digital tools in promoting and improving civic engagement among the country’s youth. Matt was joined by NWP teacher-leaders Janelle Bence, Chris Sloan, and Meenoo Rami, who are implementing the Do Now project in their classrooms as part of a collaborative effort between KQED and the NWP’s Educator Innovator network. There are currently 150 schools across the nation actively participating in this endeavor.

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2014 Investing in Innovation Competition Continues with Invitation for Scale-Up and Validation Applications

(April 23, 2014) The U.S. Department of Education today announced the start of the 2014 grant competition for the Investing in Innovation (i3) program’s Scale-up and Validation categories. This competition will continue the Department’s investments in promising strategies that can help close achievement gaps and improve educational outcomes for our neediest students.

“This year’s Validation & Scale-Up competition is an opportunity for us to continue supporting strategies that help our highest need students succeed,” said Nadya Chinoy Dabby, assistant deputy secretary for Innovation and Improvement. “These efforts are part of our larger commitment to investing in what works.”

The i3 program aims to develop and expand practices that accelerate student achievement and prepare students to succeed in college and in their careers. As in years past, the program includes three grant categories: Development, Validation and Scale-up. This year, school districts and nonprofit organizations, in partnership with districts or schools, are eligible to compete for nearly $135 million across all three categories. The maximum grant amount available in each category is based on the evidence of effectiveness.

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The Hollywood We All Need to Know

Arne Duncan roundtable

“This is remarkable leadership in action,” Secretary Arne Duncan told the press at the Hollywood FamilySource Center, following a roundtable with community stakeholders of the East Hollywood Promise Neighborhoods project. (Official Department of Education photo)

A small youth and family resource center is tucked away in the corner of a strip mall at the intersection of Western Avenue and Santa Monica Boulevard in warm, sunny Los Angeles. It’s in “the other Hollywood,” where instead of calling for the lights, camera, and action of movie making, community leaders are in search of the solutions to poverty, mental health issues, and learned helplessness. Since 2013, with the help of a $30 million Promise Neighborhoods grant, the Hollywood FamilySource Center has become the “one-stop-shop” for local families in need of help.

On March 19, Secretary Arne Duncan, along with representatives from the U.S. Department of Housing Urban Development (HUD) Choice Neighborhoods team, visited the center, which is operated by the Youth Policy Institute (YPI). The goals of the center are to increase family income and students’ academic achievement. During its fourth year of operation in 2013-14, more than 3,140 clients benefited from the Center’s core services: adult education and computer literacy classes, tutoring and enrichment programs to improve children and youths’ academic skills, medical and dental health care, and a number of other services.

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