Tag: Core instruction

The Effective Teaching Framework (ETF) initiative was designed to provide a common language and lens for understanding the skills, strategies, and resources needed for teachers and school leaders to create an optimal learning environment for all students. ETF training consisted of six full days of training for principals, assistant principals (APs), and selected Central Services staff, as well as an abridged version (24 hours) for Instructional Resource Teachers (IRTs). Beginning and mentor teachers also received some training. Training was provided to all cohorts as planned. Generally, the training sessions were well-attended and highly-rated by the participants; in 2015-16, 92.7% agreed it helped them become more effective in their roles. The trainings were supplemented by an ETF website that provided a wide range of online resources. However, the website was underutilized, with only 26.3% of teachers indicating that they used the website to improve their teaching. In most cases, implementation of ETF was limited to individuals applying their learning to classroom observations and teacher evaluations. Based on focus group interviews with APs, barriers to school-wide ETF efforts included: a) confusion about expectations for orchestrating an ETF “rollout” at their schools, b) lack of communication and follow-up from Central Services staff, c) leadership changes, d) lack of communal training and planning time among the schools’ administrative teams, and e) lack of grassroots support for the initiative at the school level. While training quality was high, building stronger buy-in before implementation, communicating clearer expectations, and implementing structures to support long-lasting roll-outs at the school level are recommended.

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In 2013-14, Letterland had strong implementation, with moderate to high fidelity within approximately 90% of WCPSS K-1 classrooms. The impact of Letterland on students’ reading achievement was neutral to positive. A significantly higher percentage of WCPSS kindergarten students were at or above benchmark mid-year on Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency-Correct Letter Sounds (NWF-CLS) than matched students from a comparison school district. WCPSS students’ scores remained significantly higher on the end-of-year NWF-CLS. Participation in Letterland had a significant positive effect for limited English proficient (LEP), Asian, Black, and Hispanic /Latino kindergarten students varying by indicator and benchmark period. The percentage of kindergarten students with an end-of-year PSF score at or above benchmark increased 8.2 percentage points from 2011-12 to 2013-14. Results for NWF-CLS were inconsistent across years. Results suggest Letterland is a promising approach and should be continued.

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The second year (2011-12) of the Formative Assessment with Technology Project in three WCPSS schools was studied to determine the fidelity of implementation of the formative assessment practices and the project's impact on student achievement. Classroom observations and surveys of teachers and students showed that implementation was moderate, and it varied widely across teachers. Certain targeted practices were reported or observed much more often than others. High turnover in the teachers participating in the project likely contributed to the uneven implementation. High school staff had the highest level of implementation of training concepts as well as the highest use of the electronic response tools for assessment. Full implementation and impact on state achievement test scores was expected to take two years to be evident. Since only nine teachers participated and had data for two years, impact could not be reliably assessed. This pilot training model would be too expensive to roll out district-wide in WCPSS. More cost effective models may be used to encourage appropriate use of formative assessment.

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WCPSS PLT survey responses have been positive over time, remaining at high levels for the past six school years. Analyses of High Five PLT Survey data from 2007-08 to 2012-13 show: The percentage of positive agreement to each of the High Five PLT Survey themes increased between 4 and 11 percentage points since baseline data was first collected in the 2007-08 school year. When the survey data were disaggregated by the six PLT themes, only "collaborative culture/team processes" showed a decline (two percentage points). When the survey items are examined individually, the percentage of respondents marking that they "strongly agree" almost universally decreased from 2011-12, while the percentage marking "agree" showed a corresponding increase. Administering the High Five PLT Survey at less frequent intervals is recommended, as well as standardized PLT training for all new staff.

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During the spring of 2012, over 100,000 educators across the state took the North Carolina Teacher Working Conditions (TWC) survey. WCPSS teachers responded more positively to 46 of the 85 survey items in 2012 than did teachers statewide. On 14 items, WCPSS teachers' responses were less favorable than those of teachers statewide, and on the remaining 25, there was no statistically significant difference. Results from this survey are discussed.

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Summary - WCPSS PLT survey responses have been positive over time, reaching a high plateau for the last three years. Analyses of High Five PLT Survey data from 2007-12 show: In 2011-12, high percentages (87.2%) of WCPSS teachers responding to the High Five PLT Survey provided positive responses to the items. Responses have been positive from 2007-08 to 2011-12, with small increases over time. Overall, WCPSS has shown an improvement in its PLT Performance Index of 5.7 percentage points over five years. The elementary, middle, and high schools have shown gains of 4.2, 7.5, and 9.1 percentage points, respectively. The implementation of dedicated time for PLT work (Wake Wednesdays) correlated to slight increases in PLT indices at the elementary and middle school levels; only the elementary level saw a slight decline when dedicated time was no longer provided.

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Professional Learning Teams were first introduced in WCPSS in 2003. Implementation checks, first done in 2007-08, showed most teachers (81.5%) reported involvement in PLT work. These high percentages improved slowly over time, with 87% positive responses to items by fall of 2011. In terms of impact, 81% of teachers indicated students learned more because of their PLT work. Student retention rates, classroom grades, state test performance, and graduation rates have all improved over time. Regression analyses indicated those schools who utilized PLTs the most had greater decreases in student retention rates than those with lower implementation. Similar analyses for student growth on test results just missed statistical significance. While it is difficult to separate out the impact of PLT work from other initiatives, these analyses suggest PLTs have contributed to improvements in WCPSS outcomes despite tough economic times and increasing challenges for teachers.

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Instructional strategies aimed at improving achievement of low performing student subgroups in need of support were selected by the District Improvement Advisory Committee, so that WCPSS could exit District Improvement status. Impact of each initiative, which often included teacher training and coaching is examined in this implementation report. Recommendations are made including setting strategic goals and systematically monitoring implementation; targeting schools or teachers with high numbers of AYP groups of students in need of support; being intentional in coaching efforts and structuring coaching models based on the SIOP® experience; building ownership and commitment at the school level; and coordinating new and existing efforts to optimize effectiveness.

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The Wake County Public School System (WCPSS) continues to implement Professional Learning Teams (PLTs) as a research-based method of improving teacher effectiveness and increasing student achievement. Over each of the last four years, a survey of educators was conducted in WCPSS and the other four High Five districts. As in previous years, this year's data showed strong support among teachers for the PLT model; between 73% and 91% of respondents indicating that they "strongly agree" or "agree" with the statements pertaining to the six PLT themes. Viewed longitudinally, positive responses for each theme have increased between four and eight percentage points since 2007-08. When 2010-11 results were compared with 2009-10, the results were less dramatic, with smaller changes in the percentage of positive responses.

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The three MSAP schools; East Garner International Baccalaureate Magnet Middle School (EGMMS), Garner International Baccalaureate Magnet High School (GMHS), and Southeast Raleigh Leadership and Technology Magnet High School (SRMHS) showed progress on MSAP performance measures during the 3rd year of the grant. Data on 16 performance measures collected relate to "Desegregation and Choice" (6), "Building Capacity" (2), and "Academic Achievement of Students" (8). Overall, half the targets were met, with the most variability across schools for the Desegregation and Choice measures. Observations and survey results revealed increased efforts to implement innovative educational methods and programs at all three MSAP schools. Each school established strategic processes to address targets in each goal area. Although progress was made, much work remained to be done to achieve the original goals of the MSAP grant. The district requested and received a no-cost extension to run through the 2010-2011 school year.

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In 2009-10 Wake County Public Schools System (WCPSS) exited District Improvement in reading and remained in level one for mathematics. All District Improvement efforts gained momentum. The Sheltered Instruction Observation Protocol (SIOP®) continued as the primary focus to meet the needs of limited English proficient (LEP) students in elementary and middle schools. The high school component was modified and addressed both literacy and mathematics. The number of trained SIOP® teachers considerably increased (from 588 in 2008-09 to 956 in 2009-10), follow-up coaching to support application of training reached more teachers, training implementation and buy-in strengthened. All SIOP® training, coaching, and implementation objectives for in 2009-10 were met or partially met. The number and use of SIOP® modified focus lessons increased substantially, but awareness could still be improved.

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This paper reports the overall findings of research on effective teaching practices in Wake County Public Schools (WCPSS). It is a cross-case analysis of five earlier studies (Biology, Algebra I, U.S. History, middle school Algebra I, and English I). Despite subject implementation differences, four common themes were found: high academic expectations for all students, thoughtful management of time and materials, learning-centered classrooms, and proactive planning.

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In 2006-07, seven Wake County Public School System (WCPSS) middle schools piloted Algebraic Thinking as an alternate approach to teaching middle school mathematics. Algebraic Thinking was developed to help students in grade 6 reach higher mathematics courses by combining the regular and advanced middle school mathematics courses into one heterogeneously grouped class and differentiating instruction. Of the 1,493 grade 6 students enrolled in one of the five pilot schools, 1,087 were still enrolled in Algebraic Thinking in 2008-09 and were therefore included in the study. A comparison cohort of 1,078 grade 6 students enrolled from 2006-07 to 2008-09 was selected from five matched schools. While both cohorts of students improved academically, overall findings suggest that participation in Algebraic Thinking did not have a greater positive impact on students' mathematics achievement as measured by EOG proficiency or growth. However, a significantly higher percentage of Algebra I students at the Algebraic Thinking schools met their Algebra I growth target.

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The Wake County Public School System (WCPSS) continues to implement Professional Learning Teams (PLTs) as a research-based method of improving teacher effectiveness and increasing student achievement. High Five PLT Survey results from 2007-08 through 2009-10 showed a strong level of support for the PLT oncept. The 2009-10 results revealed 73% to 92% of the respondents agreed or strongly agreed with all statements pertaining to each of the six core PLT themes. Generally, teachers responded more positively to the survey items in 2009-10 than in previous years. The percentage of teachers meeting weekly for over an hour increased greatly over prior years after implementation of the Board policy on PLTs. In short, survey results suggest strong implementation, with slow but measureable progress towards full functioning of all components of the model.

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NovaNET is a technology-based teacher-facilitated educational approach used at schools to support students at risk of not meeting graduation requirements to accrue credits in a variety of subjects. NovaNET contributes to the WCPSS goal of closing achievement gaps and creating opportunities for all students to graduate on time. In 2008-09, 38 NovaNET courses were offered districtwide. All high schools offered credit recovery (CR) courses. Six schools offered remediation opportunities, and 11 offered new credits. Based on summer courses, NovaNET had a high success rate in helping students earn credits towards graduation. Based on high summer pass rates, it is recommended to encourage use of NovaNET to earn course credits, examine ways to enhance EOC performance, designate use of NovaNET within course codes, streamline reporting methods, and enhance monitoring of success. Consider expanded use of NovaNET as a supplement for regular courses. Based on cost-effectiveness, expand student access to NovaNET in summer if feasible.

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In Year 2 of the MSAP grant, significant progress was made by each school and its community to implement the grant objectives. Year 2 represented an amalgamation of Year 1 activities that were not implemented due to a delay in hiring key personnel, original objectives assigned to Year 2, and several activities that arose from improvement sessions. Each school had a blue print that captured their performance measures, target outcomes, yearly activities, staff development activities, and resources along with a customized yearly time line. The 16 performance measures were grouped into three categories. The "Desegregation and Choice" category was the most difficult for schools to attain (with three or four of the six measures met by each school). All schools achieved both "Building Capacity" performance measures. In the "Academic Achievement" category, SRMHS achieved 5/8 targets, GMHS achieved 4/8, and EGMMS achieved 6/7 (4-year graduation rate is measured for the two high schools, but not for the middle school). In all, SRMHS achieved the stated target on 10/16 performance measures, GMHS on 10/16, and EGMMS met 12/15.

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WCPSS needed a consistent system for creating an inventory of programs to build capacity to evaluate all program efforts. For this inventory, "program" was defined as any planned and sustained educational effort designed to improve learning outcomes or school/classroom conditions. Overall, 29 centrally coordinated and 187 school-based programs were identified. Supports targeting academic achievement were more common than those for behavior or climate. Centrally-coordinated academic interventions at the elementary level impacted a greater number of students in literacy than in mathematics; these counts were more evenly distributed at both the middle and high school level. School-based programs tend to address literacy and mathematics at similar levels.

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The Wake County Public School System (WCPSS) continues to implement Professional Learning Communities (PLCs) as a research-based method of increasing student achievement and improving teaching effectiveness. Teachers were surveyed in 2007-08 and again in 2008-09 to obtain data about the status of PLC implementation efforts within the district. The 2008-09 results showed a strong level of support for the PLC concept (71% to 89% of the survey respondents agreed or strongly agreed with statements pertaining to each of the six core PLC themes). In most instances, teachers responded more positively to the survey items in 2008-09 than they did the year before. In short, survey results suggest that the district is making progress towards its goal of full PLC implementation.

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North Carolina Virtual Public School (NCVPS) has changed since summer 2007, with more traditional courses and fewer credit-recovery courses. Total NCVPS initial enrollments of Wake County Public School System (WCPSS) students were much lower in Fall 2007 (139), Spring 2008 (198), and Summer 2008 (430) than in Summer 2007 (1,378). Students were more likely to complete courses after Summer 2007. However, students enrolled in Fall 2007 and Spring 2008 were more likely to drop courses with failure after the deadline than to do so before the cutoff date. Percentages of final enrollments with passing NCVPS course grades increased from 47% in Summer 2007 to 64%, 84%, and 70% in the fall, spring, and summer, respectively. In Summer 2008, pass rates for EOC courses were somewhat lower than for other courses, with relatively low pass rates on EOC tests.

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Helping High-Performing Students Achieve at Higher Levels: A Review of the Literature

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In 2007-08, WCPSS K-5 assessment results were similar to past years. Some changes were implemented in the writing assessment methods. The percentage of students demonstrating proficiency was 85% for book level standards and 72% for reading strands. Mathematics mastery was 69% of students. Writing results for strands was 52%, content rubric was 69%, and conventions rubric was 57%. Differences by subject likely reflect differences in standards for the assessments. NCLB subgroup analyses revealed gaps between ethnic groups and groups with and without risk factors. Between 2006-07 and 2007-08, notable improvements were evident for Hispanic/Latino, American Indian, and Limited English Proficient populations, helping to close the achievement gaps slightly.

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Professional Learning Communities (PLCs) are in the implementation stages throughout the Wake County Public School System (WCPSS). Results from the 2007-08 High Five PLC Survey of teachers throughout the school system, as well as observations and focus group interviews in selected schools, show that strong support continues for PLC implementation overall, (66% to 87% of respondents agreed or strongly agreed with statements about each PLC element). Results suggest PLC concepts and work efforts are well underway and are growing in implementation. Challenges cited include finding time for PLC team work and remediation of student skills, increasing the understanding of all staff of PLC concepts, and increasing teachers' skills in developing and using quality formative assessments.

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Describes the Kindergarten Initial Assessment which all students are given as they enter kindergarten to assess their beginning skills. Also describes the kinds of skills that are helpful for students to have in kindergarten.

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In an effort to understand the issues that the citizens of Wake County believe confront the Board of Education, two focus group interviews were conducted in November 2007 with the Community Relations Committee (CRC). The two groups both identified population growth as a major root cause of many of the issues confronting the school system. Many of the issues identified by the interviewed groups may be thought of as nested, or embedded. The focus group interviews identified three major impacts of this rapid growth on the school district: providing high quality facilities and educational programs, creating a student assignment plan that is fair and provides some measure of predictability, and coping with the increasing diversity of the student population.

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This study focused on effective practices for students with multiple academic risk factors (students with disabilities, students eligible for free or reduced price lunch, and/or students with limited English proficiency). Achievement performance patterns over several years differ between students making stronger and weaker achievement growth on End-of-Grade tests. Sixteen case studies of 5th and 8th graders revealed that students with positive achievement patterns were more likely to show signs of resilience in their personal characteristics, school experiences, and/or home support than were students with negative achievement patterns. Teachers of both groups used some methods recommended in national research (such as small-group work, structure, and collaboration). A specific focus on language development was not mentioned. Homework was a common problem.

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Document summarizes a larger study about elementary school-level practices that can make a difference in promoting the achievement growth of multiple-risk students: high expectations, positive attitudes about being able to meet students' needs with the resources available, supportive administrative leadership that allocates resources effectively, professional training, formal and information collaboration to help students, and more frequent use of teacher-led instruction.

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School-level practices can make a difference in promoting the achievement growth of multiple-risk students. At the middle school level, effective school staffs were more likely to; focus more on how to address student needs and less on barriers to addressing needs; have more informal administrator visits in classrooms; have more positive attitudes and training in working with at-risk groups, and more frequently use resources such as assessment data, extra adults in classrooms, technology, and instructional pacing guides.

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Professional Learning Communities (PLCs) are being developed in the Wake County Public School System (WCPSS) to promote continuous improvement and student success. Baseline results from a 2006-07 survey show strong support for PLC concepts/expectations among school staff (at least 88% rated themes as medium or high priority), with lower implementation levels (60-73%) per theme. Sustained implementation of PLCs was reported by 24-30% of staff for each theme. Results suggest training in PLC concepts and strategies should be well received in WCPSS, and that increased implementation is clearly possible.

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This report draws together various academic performance results for elementary students in WCPSS. Generally speaking, students in grades K-5 continue to do well on most literacy measures, but there has been a decline in mathematics EOG performance, largely resulting from the State Board of Education's action to create more rigorous cut scores for achievement levels. Analysis of student outcomes is provided at the grade level as well as for subgroups. This report describes demographic trends that impact our student outcomes as well as information about students retained in grade. Finally, the report provides summaries of several research and evaluation efforts related to effective practices for promoting student achievement.

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This report draws together various academic performance results for middle school students in WCPSS. Generally speaking, students in grades 6-8 continue to do well on most literacy measures, but there has been a decline in mathematics EOG performance, largely resulting from the State Board of Education's action to create more rigorous cut scores for achievement levels. Results for the new test of computer skills are also a concern. Analysis of student outcomes is provided at the grade level as well as for subgroups. This report describes demographic trends that impact our student outcomes as well as information about students retained in grade. Finally, the report provides summaries of several research and evaluation efforts related to effective practices for promoting student achievement.

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Summarizing a nonexhaustive review of the literature, the following definition is suggested for a professional learning community: A professional learning community is made up of team members who regularly collaborate toward continued improvement in meeting learner needs through a shared curricular-focused vision. Facilitating this effort are: supportive leadership and structural conditions, collective challenging, questioning, and reflecting on team-designed lessons and instructional practices/experiences, and team decisions on essential learning outcomes and intervention/enrichment activities based on results of common formative student assessments.

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The students who have the most difficulty reaching accountability standards in Wake County Public Schools are those with more than one of the following characteristics: recipients of free or reduced-price lunch, students with disabilities, and/or students with limited English proficiency. The Evaluation and Research Department identified elementary and middle schools that differed in their effectiveness in promoting achievement growth for these students. Quantitative and qualitative analyses suggest differences in both attitudes and practices. The more effective schools had higher expectations for these students, and greater confidence in their ability to meet students' needs. Evidence suggested more effective administrative leadership/support, training, and utilization of resources. Higher-growth middle schools utilized assessments to inform instruction more frequently, and higher-growth elementary schools had more structured collaboration around student needs. Further research is planned.

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The Wake County Public School System (WCPSS) strengthened the rigor, relevance, and relationships within its high schools in 2004-05; a primary strategy was the adoption on a block schedule. This progress report found an increase in more rigorous academic opportunities. Higher numbers of enrollees engaged in advanced courses and generally stable or higher academic success was achieved with End-of-Course exams, grade point averages, and credits earned. Greater relevance in coursework was evident and a wider variety of instructional practices. Staff promoted stronger student-staff relationships by emphasizing personalization. The majority of students and teachers reported fewer discipline concerns in classes, and students felt connected with their schools. Dropout and suspension rates did not decline.

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Student Support Teams (SST) are designed to strengthen and support students who are experiencing academic, behavioral, family, and/or emotional difficulties that interfere with learning. SSTs develop and implement action plans using classroom-, school-, family-, and/or community-based strategies. In 2003-04, 80% of the 4,944 students served by SSTs were elementary students. Over half of the students referred for academic reasons scored on grade level before SST participation. Earlier SST meetings and family-based strategies were correlated with positive academic outcomes. Classroom-based strategies were correlated with fewer suspensions. Schools varied in their success in improving SST students' achievement. SST participants' growth in achievement was generally smaller than a matched comparison group over one year, but students could have differed in ways related to referral reasons. SST students closed the gap between their achievement and that of the district overall in some elementary grades but not at the secondary level.

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This study examined whether reassignment, specifically when used to maintain socioeconomic diversity in WCPSS elementary schools, affects the academic outcomes of students over a two-year period. Results indicate that (1) only a small number of students in the year studied were reassigned only for diversity (with more reassigned for growth or other reasons). (2) Three-fourths of the students slated for reassignment did not attend the schools to which they had been assigned, instead choosing other options available to WCPSS students, such as magnet schools and special programs; and (3) reassigned students who did attend the schools to which they had been reassigned attained reasonable achievement in the two years following reassignment. Achievement results were mixed, with no clear advantage for either group. Only 37 students remained in their reassigned school by the end of year 2, so small sample sizes limit the generalizability of the results.

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The East Wake High School Evening Program study focused on whether the program was meeting its original intent and was cost/beneficial. The focus changed from serving only dropouts or students likely to drop out or not graduate who participated in the extended day program to serving any student needing course grade recovery. Most attempted courses were completed with credits earned, and grade promotions of enrollees increased. However, some classes were small, which increased the cost per student. Few dropouts enrolled in 2003-04, and overall enrollment was lower than previously.

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In 2003-04, 11 Wake County Public School System (WCPSS) high schools moved from a traditional student schedule of six full-year courses to a block schedule of four courses each semester (4x4). Implementation went fairly smoothly, with 90% of teachers trained prior to the change. Academic course opportunities and course enrollment numbers increased substantially (by 24% and 46% respectively) compared to 2002-03, key desired outcomes. Academic success was marked by increases in credits earned, grade promotion rates, and twelfth grade graduation rates as desired. Maintenance of prior status was desired for other outcomes this first year. End-of-course performance and grade point averages of 3.0 or higher actually increased slightly, while Advanced Placement (AP) scores of 3 and greater decreased slightly. Student attendance and suspension rates remained the same. Generally, most of those surveyed and interviewed expressed satisfaction with the change. Exploring modified schedule options for some courses as well as continued professional development are recommended.

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WCPSS uses K-5 assessments in literacy and mathematics to monitor student status in their learning, to guide instruction, and to assess whether students and schools are showing typical performance for their grade level. The percentage of students showing grade-level performance is generally between 77% and 87% on the reading and mathematics assessments. Percentages tend to be somewhat lower than those seen on the EOG tests. Increases in the percentage of students reaching grade-level standards in literacy and math at K-2 could help WCPSS reach Goal 2008 at grades 3 and up. WCPSS writing portfolios show more students scoring "at grade level" at K-2 (81%) than at grade 3-5 (62%). At grade 4, 57% of WCPSS students were considered at grade level based on local writing portfolios compared to 47.7% on the state assessment. Writing still appears to be the area where the most improvement is needed to reach state and local standards.

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For the 2003-04 school year, WCPSS applied for and received Title V funding for "education reform and school improvement." WCPSS used funds to support two International Baccalaureate (IB) programs: the Middle Years Programme (MYP) at Broughton High School and the Diploma Programme (DP) at Garner Senior High School. Additional funds were used to fund a senior evaluator for school accountability to provide data to inform school improvement and student achievement. The report provides evidence of implementation and outcomes.

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In 2003-04, 1,912 students in 16 elementary and 6 middle schools in the Wake County Public School System (WCPSS) participated in Fast ForWord program. Evaluation findings indicate that elementary and middle school participants made short-term gains averaging 22-55 months (approximately 2-4 years) of gain in terms of foundational listening and reading skills after nine weeks of intervention. When compared to students who had not received Fast ForWord instruction in 2003-04, both groups appeared to make similar gains on the Reading EOG over one year, although 7th and 8th graders served via Fast ForWord made greater gains on the math EOG. Over two years, students who received Fast ForWord in 2002-03 again performed similarly to their at-risk peers who had not received services in Reading EOG scores and gains. These findings suggest that Fast ForWord appears to impact foundational reading skills, but is not sufficient on its own to influence higher level reading skills and comprehension as measured by EOGs.

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The Magnet Schools Assistance Program Annual Performance Report Year 3 (2003-2004) was implemented from September 1, 2003, through August 31, 2004 in the WCPSS. Staff members implemented activities this U.S. Department of Education grant project. They built upon the foundation established in Years 1 and 2 and endeavored to fully accomplish the scope and objectives of the project by the end of Year 3. They sought to reach all performance benchmarks established for Year 3 as well as to make up for any benchmarks not fully achieved in Years 1 and 2. When senior members of the project staff realized that not every objective would be fully completed by the end of Year 3, they requested and received a no-cost extension from the MSAP office for an additional project year (September 1, 2004-August 31, 2005). Schools participating in the project and their magnet themes are: Brooks Elementary School - Museums, Joyner Elementary School - Language Explorations, Millbrook Elementary School - International Baccalaureate, Powell Elementary School - Visual and Performing Arts, and Moore Square Middle School - Museums. The project focuses on four major purposes and has objectives related to each. Annual benchmarks have been established to measure success in achieving the objectives. The four MSAP purposes are listed below, followed by a summary of accomplishments or deficits in meeting the Year 3 benchmarks for each purpose.

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WCPSS has made some notable positive changes in achievement, graduation, and other outcomes over the last few years. This document summarizes trends over time in outcomes and district efforts which likely contributed.

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Project Achieve is a major Wake County Public School System (WCPSS) instructional initiative to improve student achievement adapted from a Brazosport, Texas model. The number of schools involved increased from 8 to 13 in 2002-03. Results were positive. All Project Achieve elementary and middle schools met the state ABCs High Growth standard both years (up from five in spring 2001), and nearly all schools increased the percent of students at or above grade level in their first year. In Year 2, compared to other WCPSS students, participation in Project Achieve was generally associated with significantly higher gains in mathematics and similar gains in reading (when background characteristics were controlled through regression analyses). Staff members also expressed more positive opinions about the academic program in their schools than in the past.

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Project Achieve is a major Wake County Public School System (WCPSS) instructional initiative to improve student achievement adapted from a Brazosport, Texas model. The number of schools involved increased from 8 to 13 in 2002-03. Results were generally positive. All Project Achieve elementary and middle schools met the state ABCs High Growth standard in spring 2003 (up from five in spring 2001), and 10 of 13 schools increased the percent of students at or above grade level. Compared to other WCPSS students, participation in Project Achieve was generally associated with significantly higher gains in mathematics and similar gains in reading (when background characteristics were controlled through regression analyses). Staff members also expressed more positive opinions about the academic program in their schools than in the past.

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The percentage of WCPSS schools meeting either high growth or expected growth standards reached a new high of 97% in 2002-03. Elementary schools performed the best, with 89% achieving high growth. No elementary or high school failed to meet expected growth standards.

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The Safe Schools/Healthy Students Grant (SS/HS) was a three-year grant sponsored by a collaboration between the federal Departments of Health and Human Services, Juvenile Justice, and Education. The SS/HS Grant improved collaboration and communication across community agencies. During the grant period perceptions of safety improved among WCPSS students and staff, and juvenile arrests for violence and substance abuse decreased. However, school crime and violence rates, suspensions, and security violations did not decrease as hoped. Many SS/HS funded programs showed promising results, especially Teen Court (increased participation and decreased suspensions for participants) and NovaNET (80% of courses students attempted were completed successfully). Overall, SS/HS provided resources for community change, and new ideas for addressing school safety in the future.

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Magnet Schools Assistance Program Annual Performance Report Year 2 (2002-03) From September 1, 2002, through June 30, 2003, the staff members of the Wake County Public School System (WCPSS) 2001-04 Magnet Schools Assistance Program (MSAP) grant have successfully built upon the foundation they established in Year 1. This year they have endeavored to make up for any objectives not fully achieved in Year 1 and to attain all of their Year 2 objectives. Schools participating in the project and their magnet themes are: Brooks Elementary School - Museums, Joyner Elementary School - Language Explorations, Millbrook Elementary School - International Baccalaureate, Powell Elementary School - Visual and Performing Arts, and Moore Square Middle School - Museums. The project focuses on four major purposes and has objectives related to each. Annual benchmarks have been established to measure success in achieving the objectives. The four MSAP purposes are listed below, followed by a summary of accomplishments or deficits in meeting the Year 2 benchmarks for each purpose.

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WCPSS initiated the Accelerated Learning Program (ALP) in 1999-2000 as the major new intervention to help all students reach grade-level performance in reading and math. Analyses of the program's third year results show that overall, changes in both achievement growth and performance support the effectiveness of ALP and other assistance at grades 3-8.

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In 2001-02, 23 schools were provided with 40 teacher positions through the Class Size Reduction (CSR) Program. Achievement results for students in reduced class sizes were compared to those of similar students in other CSR schools who did not choose the same grade for the project (keeping school and student demographics similar). At grades 1 and 2, WCPSS K-2 Literacy and Mathematics Assessments were compared pre (spring 2001) and post (spring 2002). These analyses yielded mixed results: (a) an increase in the percentage of students meeting the reading-book-level standards was greater for students in the reduced-size classes at grade 2 but not at grade 1, and (b) an increase in the percentage of students meeting the mathematics standards was greater for students in the reduced-size classes at grade 1 but not at grade 2. As in the previous year at grade 3, the NC End-of-Grade fall pretest and spring post-test data indicate that, controlling for differences in pre-test scores and free and reduced-price lunch status of students, there were no significant differences in reading and mathematics achievement between students in reduced-size classes and those in regular-sized classes. As in previous years, WCPSS generally did not reach a class size of 18, the goal of the enabling legislation, and it was again recommended that schools receiving two CSR teacher positions should place two teachers at the same grade level to reduce class sizes at a single grade.

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In the 2001-02 school year, NovaNET students earned significantly higher GPAs and fewer F's than before participating in NovaNET. NovaNET students did not show significantly greater gains than students in a comparison group that had similar demographic and academic characteristics; however, analyses revealed that the two groups varied somewhat in terms of prior suspensions, so results should be interpreted with caution. Some schools had much greater participation and student success than others. Strategies used by successful NovaNET programs include individualizing coursework; supplemental counseling and behavior modification; selecting the most appropriate students; requiring students to sign a contract promising to complete the course; and giving offline assignments to supplement NovaNET. Extending successful school practices to all schools could increase overall program impact.

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This is an evaluation of the pilot year of Project Achieve, a major local instructional initiative at six elementary schools and two middle schools to help reach the WCPSS goal of 95% of students at or above grade level. Participating schools had a higher percentage of low-income students and low-achieving students and slightly less stable student populations than the district as a whole. The initiative is based on the same principles and instructional process applied in the Brazosport, Texas school district, with modifications tailored to local needs and based on the NC Standard Course of Study. Project training and development did occur as planned from early 2001 to implementation in the 2001-02 school year. Participating schools did exceed ABCs growth and performance standards of the previous (baseline) year, as evidenced by annual NC ABCs Accountability System reports. Additionally, parents and staff expressed more positive opinions about the academic program in participating schools.

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In the 2001-02 school year, Wake County Public School System (WCPSS) implemented a project within an innovative assistance program area of Title VI- the provision of performing arts teachers within magnet elementary schools to provide arts education - under the "promising educational reform projects" category. Twelve arts teachers, representing between 0.3 and 1.0 FTE each, served in six elementary magnet schools: Fuller, Powell, Washington, Wendell, Conn, and Wiley. Also, in spring 2001, funding was allocated for planning and training activities for a new school improvement/reorganization effort at eight schools. WPSS Instructional Services Division identified a set of six schools showing historical patterns of below-expectation growth, and two schools volunteered to participate in "Project Achieve." Training and development for the eight schools did occur as planned in July - October, 2001. Results are shared.

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For all WCPSS schools: 55% achieved high growth; 33% achieved expected growth but did not reach high growth; 12% did not meet expected growth but showed adequate performance

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In 2001-02, WCPSS Magnet Schools Assistance Program (MSAP) grant began implementation for three schools in the project and planned for two others. Schools in their first implementation year were: Joyner Elementary School, Language Explorations Millbrook Elementary School, International Baccalaureate Primary Years Programme Powell Elementary School ,Visual and Performing Arts Schools in their planning year included Brooks Elementary School ( Museums), and Moore Square Middle School ( Museums). Objective accomplishment as of the end of year 1 is described.

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The Wake County Safe Schools/Healthy Students (SS/HS) Project was a three-year federal cooperative effort sponsored by the Department of Education, the Department of Juvenile Justice, and the Department of Health and Human Services. This report focuses on year 3 results. While all students were impacted indirectly, 3,315 individual students were served directly by SS/HS intervention programs, and 16,100 students participated in group prevention activities; SS/HS disproportionately served the higher risk students in the system directly as intended. The grant had many positive benefits in Year 3. A safe school environment was promoted by security system installation, and use of the WAVE Line. Alcohol, drug, and violence prevention and early intervention programs were promoted through a Communities in Schools (CIS/CLP) mentoring program, which had a positive effect on student achievement. Teen Court expanded the number of youth served, as well as the range of programs available for those youth. In terms of school and community mental health preventive and treatment intervention services, Children of Substance Abuse (COSA) groups drastically reduced the number of students reporting that they would use violence in the future. The preschool Second Step program resulted in teachers spending less time disciplining students. Five different curricula related to SS/HS reached over 15,000 WCPSS students. NovaNET improved students' ability to pass courses and get back on track to graduation.

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This report examines the impact of the second year of the federal Class-Size Reduction (CSR) program in the Wake County Public School System (WCPSS) on student achievement.

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The Wake County Public School System developed a project within an innovative assistance program area of Title VI--the provision of performing arts teachers within magnet elementary schools to provide arts education--under the "promising educational reform projects" category. Funding provided to private non-profit schools was used primarily for curricular materials. In the spring of 2001, Title VI funding was allocated for planning and training activities for new school improvement/reorganization efforts at seven schools under the "3a. Promising Educational Reform Programs: Effective Schools" category. This report provides information on implementation and attainment of objectives.

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NovaNET is an on-line computerized instructional system that provides students with self-paced instruction for many North Carolina high school courses. This evaluation looks at outcomes for students participating in the NovaNET program and compares them with outcomes for a group of students with similar characteristics who did not participate in NovaNET. The primary positive finding was that the number of failing grades decreased significantly for students who participated in NovaNET, while a slight increase occurred for matched students. The GPA for NovaNET students showed a significant increase, but the comparison group increased about the same amount (difference between increases were not significant). NovaNET appeared to have more of a positive impact on math and social studies course grades than on English and science course grades. The pass rate for NovaNET science courses was only 50%. NovaNET did not appear to impact suspensions in 2000-2001; rates for NovaNET and matched students were statistically similar. NovaNET students were more likely to drop out of school in 2000-2001 than the comparison students who had a lower dropout rate than WCPSS overall; the change in drop-out rates should be examined again over the next few years. Overall, NovaNET seems to help students pass classes. However, more specific findings are difficult to obtain due to the newness of the program, and the difficulty of creating an accurately matched comparison group.

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Wake Summerbridge is an enrichment program that has supported selected WCPSS middle school students for a number of years. This evaluation compared subsequent academic performance, suspensions and dropout rates of students who had participated in the program with a comparison group of students with similar characteristics who did not participate in the program. The main positive finding was that dropout rates were much lower for Summerbridge students than for the comparison group (1% versus 13%). Achievement scores and grade point averages showed a slight but consistent advantage in absolute terms for Summerbridge students over the comparison group. The differences were not statistically significant, although they may have some educational significance. The percentage of students receiving F's and suspension rates actually favored the comparison group. However, the higher dropout rate among comparison students may account for the lower number of F's earned by this group. Some cautions must be kept in mind when interpreting these findings. Sample sizes were relatively small which makes statistical significance more difficult to detect (about 80 per group). Groups could differ in ways that could not be determined from school system data files (e.g., attitude toward school, rigor of course selections, middle versus higher income status). Given the results, the cost of providing the service should also be considered in decisions about future funding.

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Middle school teachers in the Wake County Public School System use computers more as their level of training increases, especially when that training addresses their specific subject areas*. More frequent use is also related to specific training components delivered by the instructor (presentation of theory, demonstrations/modeling of use, coaching/feedback regarding use, and practice) and to the availability of ongoing support. The study concluded that technology training, addressing teaching areas (e.g., language arts, mathematics, sciences, etc.), and the delivery of specific training components combine to be the best predictor of subsequent computer use by teachers. The study further concluded that technology training was related to frequency of classroom instructional use in nine of eleven types of computer technology (e.g., word processing, spreadsheets, databases, desktop publishing). Of overall interest is that approximately one-third (31%) of the teacher respondents reported no computer use in their lessons at all and many reported no computer use in specific computer technology types.

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