North Carolina’s Iredell-Statesville Schools (I-SS) are raising academic achievement amongst their high-needs students, English learners and students with disabilities. In 2010, I-SS received the $4.99 million Development grant through the U.S. Department of Education’s Investing in Innovation(i3) competition that is making this possible.
In one of Iredell-Statesville’s elementary schools, (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)
Their plan, called COMPASS — the Collaborative Organizational Model to Promote Aligned Support Structures — focuses on aligning support structures for teachers, strengthening collaborations between educators in professional learning communities, analyzing student performance data, improving curricula and developing differentiated instruction to address individual needs and raise academic achievement. According to project director Sherrard Lewis, COMPASS has been “a unifying force — a glue — that brings the data usage, heightened curricular goals, and instructional improvements together.”
COMPASS was implemented in participating schools in three stages, the last of which began during the 2013-2014 school year. The first stage involved staff training and support. The second worked to improve and increase data use to inform teaching practices and curriculum creation.
“When teachers analyze and understand data, it helps them understand a child’s true potential,” Lewis said. The district created quarterly “Data Days,” which allow teachers to focus on student performance data and other measures to identify student needs and then select evidence-based interventions to help students reach specific, measurable goals.
Professional development workshops, managed by the I-SS i3 team, immediately follow the Data Days and are geared to help teachers meet their students’ needs.
One principal involved in the COMPASS program said, “One thing I really appreciated is that the support we’ve gotten this year has really been differentiated based upon the needs of our school … [the COMPASS team’s] support has been very unique and tailored to our schools and what our teachers need.”
Since these initial changes and training sessions, graduation rates have increased for several of the targeted groups. In 2010, for example, high-needs students were graduating at a rate of 65 percent. In 2012, that number had risen to 90.
I-SS will continue to build on this foundation with additional support from a $19.9 million dollar U.S. Department of Education Race to the Top-District grant for a new project called IMPACT — Innovative Methods for Personalizing Academics, Complemented by Technology. Their learner-centered model seeks to reinforce the strides that have already been made through COMPASS.
Cross-posted from the June 10, 2014, article by ED’s Office of Innovation and Improvement.