AGENDA - Durham Public Schools · Playworks Public Comment: None John McCain, Area Superintendent...

AGENDA Durham Public Schools Board of Education

Academic and Student Support Services Work Session

August 3, 2015

Fuller Administration Building, 511 Cleveland Street, Durham, NC

1. Call to Order

2. Moment of Silence

3. Agenda Review and Approval

4. Public Comment

5. Instructional Services and Support Services Committee Meeting Minutes

I. June 1, 2015 and June 8, 2015

6. Reports

I. Process for Work Session Agenda Items (30 Minutes)

II. Board Policy 3200 - Grading System - Revised (15 Minutes)

III. Cambium Learning Purchase Agreement (10 Minutes)

IV. Superintendent’s Evaluation Training (45 Minutes)

V. Summary of Follow Up Items

VI. Adjournment

Mission Statement

In collaboration with our community and parents, the mission of Durham Public Schools is to provide all students with an outstanding education that motivates them to reach their full potential and enables them to discover their interests and talents, pursue their goals and dreams, and succeed in college, in the workforce and

as engaged citizens.

Date: August 3, 2015

Durham Public Schools Academic and Student Support Services

Work Session

PRECIS

Agenda Item: Instructional Services Committee Meeting Minutes

Staff Liaison Present: Deborah Polen-Pitman Phone #: (919) 560-2554

Main Points:

Administration is presenting meeting minutes for consideration and approval:

o June 1, 2015 and June 8, 2015

Fiscal Implications:

None

Strategic Plan Alignment:

None

Purpose

Information Discussion Action Consent

Reviewed by: Finance __________ Attorney __________

Minutes of the

Instructional Services Committee of the Board of Education

Durham Public Schools

June 1, 2015

The Instructional Services Committee of the Durham Public Schools Board of Education held a

meeting on Monday, June 1, 2015 at 5:20 p.m. in the Board Room, Fuller Administration

Building - 511 Cleveland Street, Durham, NC.

Committee members present

Matt Sears, Co-Chairperson; Natalie Beyer; Heidi Carter; and Leigh Bordley

Administrators present

Dr. Bert L’Homme, Superintendent; Dr. Stacey Wilson-Norman, Deputy Superintendent for

Academic Services; Hugh Osteen, Deputy Superintendent of Operations; Dr. Julie Spencer,

Assistant Superintendent of Research and Accountability; John McCain, Area Superintendent;

Jackie Ellis, Area Superintendent; Marcia Pearson, Chief Information Officer; and Tom

Crabtree, Assistant Superintendent of Human Resource Services.

Attorney present

Ken Soo

Call to Order/Moment of Silence

Co-Chairperson Matt Sears called the meeting to order and presided over a moment of silence.

Agenda Review and Approval

Chairperson Minnie Forte-Brown made a motion to approve the agenda. The motion passed

unanimously.

General Public Comment

1. Yuki Temma – Ms. Temma stated that she wanted better communication between school

and home to better assist her children with homework.

The individuals listed below made reference to the Local Assessments regarding teacher surveys,

effectiveness of testing, curriculum alignment, and publicized surveys.

2. Melody Peters

3. Isabella Peters

4. Lindsay Vail

5. Alexa Goff

6. Iressa Fannin

7. Dav Rosenberg

8. Tiffany Pyen

Approval of Minutes The minutes were unanimously approved as written.

| Instructional Services Committee-June 1, 2015

Reports

Follow-Up on Local Assessments

Public Comment: None

.

Motion was made to move report IV-Local Assessments to report I on the agenda to address

some of the concerns of the public comments. Dr. Stacey Wilson-Norman, Deputy

Superintendent of Academic Services, provided follow-up from the April Instructional Services

meeting regarding the local assessments, which included unfolding the four options plan to be

presented to the schools for the 2015-2016 school year. Follow-up tasks include the review of the

four options. The options will reduce the number of assessments given and develop strategies to

make them more in-depth. Updates include: 2015-2016 to be a transition year; a tiered

approach will be created with options that will meet the needs of the schools; and one

comprehensive district-wide assessment will be given mid-year. A committee will be established

to review the current local assessment options and create a long term local assessment plan that

will support data-driven decision-making. Local Assessment report dates will be October 1,

2015; December 1, 2015; and February 1, 2016. No additional comments were generated from

the public.

The Board had a full discussion. The agenda item was presented for information.

2015-2016 Contract for Museum of Life and Science


Timothy Gibson, M.S.A., Director of Elementary Teaching and Learning, presented the

Memorandum of Understanding as a continuation of the partnership with the Museum and

Durham Public Schools. Mr. Gibson elaborated on the scope of service and the funding

implications regarding the reduction cost of the contract, which is paid with local funds

($64,500.00 saving).

The Board had a full discussion regarding the report and the item was moved to consent agenda.

2015-2016 Contract for Communities in Schools Memorandum of Agreement


Dr. Stacey Wilson-Norman presented the information and Memorandum of Agreement regarding

the partnership with Communities in Schools (CIS). CIS provides a dropout prevention program

for Durham Performance Learning Center, Northern, Hillside, and Southern. The scope of

services between Durham Public Schools and CIS were defined. The same funding implications

for 2014-2015 will be enforced; CIS is a sole source provider and is supported through local

dollars.


2015-2016 Contract for Discovery Education Memorandum of Agreement


Timothy Gibson, M.S.A., Director of Elementary Teaching and Learning provided the

Memorandum of Agreement regarding the scope of services, which includes 12 online

| Instructional Services Committee-June 1, 2015

instructional resources to all schools. The subscriber funding implications include renewal, cost

increase ($1,655.00), and the subscription is paid through local funds.


Exceptional Children’s Update


Motion was made by Natalie Beyer and seconded by Sendola Diaminah to move the agenda item

V to the Support Services Committee (June 8, 2015). The motion passed unanimously.

Timeline for Superintendent’s First Year Evaluation


Dr. Bert L’Homme, Superintendent, provided an overview of the timeline for the evaluation

process for the superintendent.

The Board had a full discussion. The agenda item was presented for information.

Summary of Follow-up Items

Committee for Assessment and Survey

There being no further business, Matt Sears adjourned the meeting at 7:10 p.m.

MINUTES

Support Services Committee

of the

Durham Public Schools Board of Education

June 8, 2015

The Support Services Committee met on Monday, June 8, 2015 in the Board Room of the Fuller

Administration Building, 511 Cleveland Street, Durham, North Carolina.

Board Members Present Leigh Bordley, Chairperson; Sendolo Diaminah, Vice Chairperson; Minnie Forte-Brown; Natalie

Beyer; Mike Lee; Matt Sears and Heidi Carter were present.

Administrators Present Dr. Debbie Pitman, Assistant Superintendent of Student, Family and Community Services;

Dr. Bert L’Homme, Superintendent; Dr. Stacey Wilson-Norman, Deputy Superintendent of

Academic Services; Hugh Osteen, Deputy Superintendent of Operational Services, Alisa

McLean, Area Superintendent; John McCain, Area Superintendent; and William Sudderth-III,

Director of Public Information.

Attorney Present None

Call to Order/Moment of Silence

Chairperson, Leigh Bordley called the meeting to order at 4:35 P.M. and presided over a moment

of silence.

Agenda Review and Approval

Motion was made to approve the agenda; motion passed unanimously.

Public Comment

Alexander Modesto – Expressed his concerns regarding the annual yearly progress report,

allocated resources and expenditures.

Approval of Minutes

Motion was made to approve the Minutes. The motion passed unanimously.

Committee Reports

Service Agreement between Durham Public Schools and Duke University Health Systems,

Inc.


Dr. Deborah Pitman, Assistant Superintendent introduced Dr. Lemke, Principal, Hospital School

and Related Services who presented an overview of the service agreement for physical therapy

services with Duke University Health System which is currently providing contracted services

for pre k – 12 students. He provided the overview for the scope of services and the funding

implications with Duke University Health System as the sole provider. The contract is not to

| Support Services Committee – June 8, 2015

exceed $368,675 and is paid through federal funds. DPS has a goal of hiring 1.0 physical

therapist in February and 2.0 additional physical therapists by 2016-2017.

The Board had a full discussion regarding the report. Motion was made by Mr. Diaminah and

seconded by Mr. Sears. The item was moved to consent agenda.

Contract for Delivery of Visually Impaired Instructional Services


Dr. Lemke, Principal, Hospital School and Related Services presented the Invision Services

Agreement which provides services for those students eligible for visually impaired and braille

services, as well as low vision instruction and orientation mobility services for students. He

covered the scope of services. The funding will not exceed $272,120. The contract is paid

through federal funds.

The Board had a full discussion regarding the report. Motion was made by Mr. Sears and

seconded by Mrs. Beyer. The item was moved to consent agenda.

Playworks


John McCain, Area Superintendent presented the Memorandum of Agreement and overview on

the Playworks contract. Playworks provides physical, social and emotional development for

students in 10 schools for four days per week. The funding implications include the reduction

savings of $53,000. Contract is paid with local and school based federal funds (3% discount if

paid by September 30, 2015).

The Board had a full discussion regarding the report. Motion was made by Mr. Sears and

seconded by Mrs. Beyer. The item was moved to consent agenda.

Career and Technical Education-Computer Purchases


Rick Sheldahl, Director, CTE stated that the remaining months of employment (MOE’s) were

expected to transfer to the district to cover CTE teachers whose licensure requirements are not

met. The leftover amount is greater than $90,000 and is being spent with Lenovo, a single

vendor. A table of expenditures was supplied. The board requested extended information

regarding the cost of the computers.

The Board had a full discussion regarding the report. Motion was made and the item was moved

to consent agenda.

| Support Services Committee – June 8, 2015

Code of Student Conduct Task Force Update


Dr. Deborah Pitman, Assistant Superintendent introduced Elizabeth Shearer, Executive Director

of Student Support Services serving as Task Force Co-Chair, who provided an overview of the

task force, their accomplishments and productivity. It was reported that over 40 volunteers

presently serve on the task force. Some of the members (Alison Edwards – Teacher, Teka

Dempson – Community Representative (Alliance Behavior Health), Mattie Perry Johnson –

Teacher, Theodore Pikes – Community Representative (NCCU), Mark Trustin – Community

Representative (Attorney), Quillie Coath – Community Representative (PROUD Program),

James Johnson - Community Representative (Salvation Army), and Harold Fleming – Teacher)

were present to report their experiences, complexities of behavior management, vision,

challenges, goals and expectations while serving on the task force. Ms. Shearer also reported on

the input secured from multiple stake holder groups. She defined the membership and their

occupations, guidelines, research, policy analysis, and next steps timeline.

The Board had a full discussion regarding the report. Motion was made and the item was

submitted for information.

Summary of Follow-Up Items

1. Provide information on the programmatic impact of Playworks

2. Provide more specific breakout costs and specifications on the CTE computers

3. Provide summary comments from Code of Conduct Task Force student focus groups (Second

Chance Academy, PROUD, Lakeview)

4. Send Code of Conduct Task Force reference information on the code of student conduct

policies from Chicago, Oakland and Charlotte/Mecklenburg.

There being no further business, Ms. Bordley adjourned the meeting at 6:25 P.M.



Work Session

PRECIS

Agenda Item: Process for Work Session Agenda Items

Staff Liaison Present: Dr. Bert L’Homme Phone #: (919) 560-3749

Main Points:

Board of Education has developed a new Work Session structure.

With the new change; outlined procedures are needed for agenda development.

The administration is presenting this item for discussion.


None

Purpose


Reviewed by: Finance: Attorney:



Work Session

PRECIS

Agenda Item: Board Policy 3200 - Grading System - Revised

Staff Liaison Present: Deborah Polen-Pitman Phone #: (919) 560-2554

Timothy Gibson (919) 560-3897

Main Points:

Effective for the 2015-2016 school year, revisions to the district’s grading scale defined

in Board Policy 3200.2 Grading Scale are required to reflect the new state grading scale

defined in State Board of Education Policy GCS-L-004.

In addition, revisions are needed to Board Policy 3200.3 Grades K-5 to align board

policy with the elementary grades standards-based report card adopted by the board in

2014-15.

The administration presents revisions to Board Policy 3200 - Grading System for

discussion and subsequent board approval.

Fiscal Implications

None

Purpose



1

Policy 3200 GRADING SYSTEM

The policy of the Board of Education is to strive for a consistent and just evaluation of each

student in the Durham Public Schools. To ensure the effectiveness of this policy, the Board of

Education endorses these beliefs and best practices.

• Students’ grades should reflect their academic achievement.

• While attendance and behavior may influence a student’s learning, they should be

reported separately, not included in the student’s grade.

• Teachers should compare each student’s performance against pre-set standards, not

against the performance of other students.

• For missing work, teachers should provide reasonable opportunities to complete make-up

assignment(s) in order to demonstrate the targeted learning in keeping with Policy 4104,

Makeup Work.

• Teachers should provide students and their parents with a clear explanation of their

grading practices including the weighting of formative and summative assessments and

rubrics as appropriate.

• All assessments and assignments, including teacher-made tests should be aligned with the

North Carolina Standard Course of Study and be designed to assess student achievement

accurately.

3200.1 GRADING PERIOD

The grading and reporting period for grades K-12 shall consist of a nine weeks period of

instruction, or as otherwise approved in a school's site-based plan.

3200.2 GRADING SCALE

In all grade levels in which letter and/or numerical grades are given, the grading scale shall be as

follows:

• A = 93-100 Excellent A = 90-100 Excellent

• B = 85-92 Above Average B = 80-89 Above Average

• C = 77-84 Average C = 70-79 Average

• D = 70-76 Passing D = 60-69 Passing

• F = 0-69 No Credit F = 0-59 No Credit

3200.3 KINDERGARTEN

At the kindergarten level, students shall be evaluated on personal/social growth, work habits, fine

motor coordination, and appropriate subject areas as specified in the North Carolina Standard

Course of Study. Progress shall be evaluated as follows: satisfactory performance, making

progress, improvement needed, and no progress.

3200.3 GRADES 1-5 3200.3 Grades K-5

Progress reports for grades 1 and 2 shall be a descriptive checklist of academic and social skills.

Starting in grade 3, letter grades shall be given in math and communications. In grades 4 and 5,

letter grades will be given in all appropriate subjects. Parent-teacher conferences are required in

2

grades K-5 by the end of the first grading period, but should be requested earlier for students

experiencing significant academic difficulty. A second conference shall be held during the

second semester in grades K-5.

In kindergarten through fifth grade, students receive a numerical rating scale score based

on mastery of subject area standards in English language arts, mathematics, science, social

studies, visual arts, music and healthful living. The numerical rating scale score for these

subjects is: 1 – does not meet standards, 2 – meets some of the standards, 3 – meets all of

the standards, and 4 – exceeds all of the standards. Students also receive scores for non-

academic, classroom behaviors such as taking responsibility for learning, following

directions, completing classwork on time, completing homework on time, respecting

authority, peers, and property, collaborating effectively with peers, participating in class

activities, and cooperating in art, music and physical education. The grading scale for non-

academic behaviors is: C – consistently, S – sometimes, and R – rarely. Report cards are

provided on a quarterly basis in English and Spanish. Parent-teacher conferences are

required in grades K-5 by the end of the first grading period, but should be requested

earlier for students experiencing significant academic difficulty.

3200.4 GRADES 6-12

In grades 6-12, percentage grades will be used on report cards, cumulative folders, and

transcripts.

In yearlong courses, for first, second, and third quarter grades, no student will receive lower than

a 60 50. There is no set minimum for fourth quarter or final grades. For semester courses, the

first quarter grade will be no lower than a 60 50; there is no set minimum for second quarter or

final grade.

The Superintendent or designee shall implement standardized transcripts in accordance with

State law.

3200.5 CREDIT FOR HIGH SCHOOL COURSES

For high school level courses, a student shall receive credit toward graduation for courses in

which the student earns an average of 70 60 or above. The student’s final grade in all courses

shall be determined by calculating 80% of the grade as the course average and 20% of the grade

as the final exam. All high school level courses will administer a final exam that counts 20% of

the student’s final grade. See policy 3230 for a definition of “final exam.” This policy applies to

all courses earning credit toward high school graduation with the exception of approved dual

enrollment college courses.

3

3200.6 RIGHT TO APPEAL ACADEMIC GRADES

Parents/guardians shall have the right to request a review of any grade given a child. The first

appeal should be made to the child's teacher. Final authority for a grade rests with the student's

principal. The principal's decision may be appealed under the Student Grievance Policy.

Cross Reference: Policy 4800, Student Grievances policy

Legal Reference: G.S.115C-288, G.S.116-11(10a).

Adopted Effective: July 1, 1999

Revised Effective: July 1, 2000

Revised Effective: September 28, 2000

Revised Effective: December 7, 2000

Revised Effective: January 27, 2005

Revised Effective: June 17, 2010


Revised Effective: November 21, 2013

Clean Version

1

Policy 3200 GRADING SYSTEM

The policy of the Board of Education is to strive for a consistent and just evaluation of each

student in the Durham Public Schools. To ensure the effectiveness of this policy, the Board of

Education endorses these beliefs and best practices.

• Students’ grades should reflect their academic achievement.

• While attendance and behavior may influence a student’s learning, they should be

reported separately, not included in the student’s grade.

• Teachers should compare each student’s performance against pre-set standards, not

against the performance of other students.

• For missing work, teachers should provide reasonable opportunities to complete make-up

assignment(s) in order to demonstrate the targeted learning in keeping with Policy 4104,

Makeup Work.

• Teachers should provide students and their parents with a clear explanation of their

grading practices including the weighting of formative and summative assessments and

rubrics as appropriate.

• All assessments and assignments, including teacher-made tests should be aligned with the

North Carolina Standard Course of Study and be designed to assess student achievement

accurately.

3200.1 GRADING PERIOD

The grading and reporting period for grades K-12 shall consist of a nine weeks period of

instruction, or as otherwise approved in a school's site-based plan.

3200.2 GRADING SCALE

In all grade levels in which letter and/or numerical grades are given, the grading scale shall be as

follows:

A = 90-100 Excellent

B = 80-89 Above Average

C = 70-79 Average

D = 60-69 Passing

F = 0-59 No Credit

3200.3 GRADES K-5

In kindergarten through fifth grade, students receive a numerical rating scale score based on

mastery of subject area standards in English language arts, mathematics, science, social studies,

visual arts, music and healthful living. The numerical rating scale score for these subjects is: 1 –

does not meet standards, 2 – meets some of the standards, 3 – meets all of the standards, and 4 –

exceeds all of the standards. Students also receive scores for non-academic, classroom behaviors

such as taking responsibility for learning, following directions, completing classwork on time,

completing homework on time, respecting authority, peers, and property, collaborating

effectively with peers, participating in class activities, and cooperating in art, music and physical

education. The grading scale for non-academic behaviors is: C – consistently, S – sometimes,

and R – rarely. Report cards are provided on a quarterly basis in English and Spanish. Parent-

Clean Version

2

teacher conferences are required in grades K-5 by the end of the first grading period, but should

be requested earlier for students experiencing significant academic difficulty.

3200.4 GRADES 6-12

In grades 6-12, percentage grades will be used on report cards, cumulative folders, and

transcripts.

In yearlong courses, for first, second, and third quarter grades, no student will receive lower than

a 50. There is no set minimum for fourth quarter or final grades. For semester courses, the first

quarter grade will be no lower than a 50; there is no set minimum for second quarter or final

grade.

The Superintendent or designee shall implement standardized transcripts in accordance with

State law.

3200.5 CREDIT FOR HIGH SCHOOL COURSES

For high school level courses, a student shall receive credit toward graduation for courses in

which the student earns an average of 60 or above. The student’s final grade in all courses shall

be determined by calculating 80% of the grade as the course average and 20% of the grade as the

final exam. All high school level courses will administer a final exam that counts 20% of the

student’s final grade. See policy 3230 for a definition of “final exam.” This policy applies to all

courses earning credit toward high school graduation with the exception of approved dual

enrollment college courses.

3200.6 RIGHT TO APPEAL ACADEMIC GRADES

Parents/guardians shall have the right to request a review of any grade given a child. The first

appeal should be made to the child's teacher. Final authority for a grade rests with the student's

principal. The principal's decision may be appealed under the Student Grievance Policy.

Cross Reference: Policy 4800, Student Grievances policy

Legal Reference: G.S.115C-288, G.S.116-11(10a).

Adopted Effective: July 1, 1999

Revised Effective: July 1, 2000

Revised Effective: September 28, 2000

Revised Effective: December 7, 2000


Revised Effective: June 17, 2010


Revised Effective: November 21, 2013

Revised:



Work Session

PRECIS

Agenda Item: Cambium Learning Purchase Agreement

Staff Liaison Present: Timothy Gibson Phone #: (919) 560-3897

Main Points:

Provide leveled literacy materials for student and teacher use, both in the classroom and

at home. The software package is intended for kindergarten through fifth grade.

The administration is presenting this item for discussion and subsequent board approval.


This purchase order is supported through local funds

Purpose



Academic and Student Support Services Work Session

August 3, 2015

Timothy Gibson, M.S.A. Director of Elementary Teaching & Learning

Cambium Learning

2015-2016 Purchase Agreement

Cambium Learning Purchase Quote

• Provide instructional and leveled reading materials K-5 through ReadingA-Z.com, Raz-Kids.com, ScienceA-Z.com. Includes professional development through LAZ Webinar Training and LAZ Onsite Training.

• Contract is new at district level. Formerly schools have purchased contracts individually. More cost effective for district purchase, saving an estimated $40,000.00 currently spent to purchase licenses individually.

http://www.readinga-z.com



http://www.raz-kids.com



http://www.sciencea-z.com



Scope of Service

• Cambium Learning provides web based literacy materials and learning activities that can be accessed in the classroom as well as in the home.

Funding Implications

• Cambium Learning is the sole source provider for this service

• Purchase agreement 1 year purchase $126,000 + tax $9,500 for a total of $135,500

• Contract paid with local funds

• Cambium Learning is willing to give 40 additional complimentary licenses for use in middle schools.



Work Session

PRECIS

Agenda Item: Superintendent’s Evaluation Training

Staff Liaison Present: Dr. Bert L’Homme Phone #: (919) 560-3749

Main Points:

The North Carolina Superintendent Evaluation Process was developed by McREL for the state

Department of Public Instruction. The Board Attorney will train the Durham Public Schools

Board of Education in this process and the use of the Rubric for Evaluating North Carolina

Superintendents.


None

Purpose



8 Developed in collaboration with the NC State Board of Education. Approved September 2, 2010.

North Carolina Superintendent Evaluation Process

Rubric for Evaluating North Carolina Superintendents

Standard 1: Strategic Leadership–Superintendents create conditions that result in strategically reimaging the district’s vision, mission, and goals to ensure that every student graduates from high school globally competitive for work and postsecondary education and prepared for life in the 21st century. They create a climate of inquiry that challenges the community to continually repurpose itself by building on the district’s core values and beliefs about the preferred future and then developing a pathway to reach it.

a. District Strategic Plan: The district’s identity (its vision, mission, values, beliefs, and goals) is derived from the processes used to establish these attributes and the ways they are embodied in the life of the community.

Developing Proficient Accomplished DistinguishedNot Demonstrated

(Comment Required)

Develops and Rcommunicates a personal vision of a 21st

century school district.

Creates a working Rrelationship with the local board of education that results in a shared vision for the district of the changing world in the 21st century.

Convenes a core group Rof district leaders to develop a district improvement plan focused on student learning and targeting short-term goals and objectives.

Effectively Rcommunicates district improvement plan to principals.

Uses multiple sources Rof data (e.g., student performance data, data from the North Carolina Teacher Working Conditions Survey) to develop goals and objectives and facilitate needed changes for improvement.

. . and

Facilitates the Rdevelopment and implementation of a district strategic plan aligned to the district’s mission, local priorities, and to the mission and goals of the North Carolina State Board of Education.

Participates Rin consistent, sustained, and open communication with principals about how school policies and practices relate to the district’s mission and vision.

Creates processes and procedures for developing, implementing, and maintaining the district’s strategic plan that:

Ensure the periodic Rreview and update of the district’s vision, mission, and strategic goals.

Drive decisions and Rreflect the culture of the district.

Establish clear priorities Ramong the district’s instructional goals and objectives.

. . . and

Ensures that the Rdistrict’s strategic plan is implemented as intended by its developers.

Develops relationships Rwithin and beyond the school community that ensure understanding and appreciation of the district’s vision and that positively affect and are affected by the community context.

Develops effective Rsystems of open and honest communication between and among district leaders, the business community, faith community, parents, and students.

Uses input from all Rstakeholder groups to determine the effectiveness of strategies used to meet goals and guide revisions to the strategic plan.

. . . and

Leads in such a way Rthat the district’s strategic plan and implementation processes are referred to by other districts as a model that prompts, supports, or guides similarly integrative and effective planning efforts.

Conscientiously and Rroutinely solicits input from stakeholder groups to determine the effectiveness of the district’s strategic plan and ensures that changes to the plan are made based on such information.

Establishes a rigorous Rand systematic approach to update or rewrite the district’s vision, mission, values, beliefs, and goals statements on a collaboratively established and well-publicized schedule.

Approved September 2, 2010. Developed in collaboration with the NC State Board of Education. 9


b. Leading Change: The superintendent articulates a vision and implementation strategies for improvements and changes that result in improved achievement for all students.


(Comment Required)

Clearly articulates the Rskills and experiences students will need to live and work in the 21st century.

Identifies potential Rschool and district changes for improving student learning.

Understands the Rfundamentals and value of program evaluation.

. . . and

Systematically Rchallenges the status quo and implements change focused on improving student learning of 21st century knowledge and skills.

Routinely and Rsystematically uses rigorous evaluation techniques to determine the efficacy of change efforts on student achievement.

Clearly and regularly Rcommunicates to all stakeholders the results of evaluation of change efforts.

Uses the results of Revaluation to adapt existing processes and to develop and implement new processes for ensuring student learning.

Is a driving force behind Rmajor initiatives that help students acquire 21st century skills.

. . . and

Increases student Rlearning of 21st century knowledge and skills as a result of routine and systematic evaluation clearly indicate.

Uses evaluation results Rto identify and eliminate programs and initiatives that are ineffective or inefficient.

. . . and

Institutionalizes Rthe changes that have brought about improvement in student learning.

Serves as a leader or Rmentor to assist other superintendents in guiding data-driven decision making and change.

c. Distributive Leadership: The superintendent creates and utilizes structures that distribute leadership and decision making throughout the district.

Uses input from a Rvariety of stakeholder groups, including parents, district staff members, school board members, and community members to make decisions.

Understands the culture Rof leadership in the district.

Articulates the Rrationale of distributed leadership.

. . . and

Implements structures Rto distribute leadership and decision making among staff members throughout the district.

Develops capacity of Reducators to effectively assume leadership roles and holds them accountable for doing so.

Participates Rin consistent, sustained and open communication with principals, particularly about how policies and practices relate to the district mission and vision.

. . . and

Implements structures Rto distribute leadership and decision making in ways that include a wide range of stakeholders including parents and community members.

Creates policies, Rprocedures, and processes that support distributed leadership.

Uses distributed Rleadership to promote effective change throughout the district and to support ongoing improvement of student learning.

. . . and

Fosters the career Rdevelopment of principals, teachers, and other staff members by placing them in leadership and decision-making roles.

Encourages staff Rmembers to accept leadership responsibilities outside the district.

Models what is Rexpected.



Comments:

Suggested Data and Documents:

District strategic plan R

School improvement plans are implemented, assessed, and modified R

Effectively functioning, elected school improvement teams R

Superintendent’s performance plan aligned with state and local Rstrategic priorities and objectives

Staff can articulate the district’s direction and focus R

Student performance data R

Student achievement and testing data R

Standard 2: Instructional Leadership–Superintendents set high standards for the professional practice of 21st century instruction and assessment that result in an accountable environment. They create professional learning communities resulting in highly engaging instruction and improved student learning. They set specific achievement targets for schools and students and then ensure the consistent use of research-based instructional strategies in all classrooms to reach the targets.

a. Focus on Learning and Teaching; Curriculum, Instruction, and Assessment: The superintendent leads the discussion about standards for curriculum, instruction, and assessment based on research and best practices in order to establish and achieve high expectations for students.


(Comment Required)

Communicates strong Rprofessional beliefs about schools, learning, and teaching that reflect latest research and best practice in preparing students for success in college or in work.

Knows 21 R st century curricular, instructional, and assessment practices.

Sets high expectations Rand concrete district goals focused on learning and teaching.

Articulates the practice Rof superintendent leadership in the context of 21st century knowledge and skills.

. . . and

Challenges staff to Rreflect on and define the knowledge, skills, and concepts essential for ensuring that every student graduates from high school prepared for life in the 21st century.

Ensures that there is Ran appropriate and logical alignment between the district’s curriculum, instruction, and assessment, and the state accountability program.

Designs scheduling Rprocesses that maximize learning time.

Implements 21st century:

Instructional tools and Rbest practices,

Assessment and Rfeedback processes,

Professional Rdevelopment programs on instructional leadership, and

Uses of student Rassessment data to improve instruction.

. . . and

Holds all district Rstaff accountable for achieving district learning and teaching goals.

Leverages alignment of Rcurriculum, instruction, and assessment to maximize student learning of 21st century knowledge and skills.

Monitors the Reffectiveness of curriculum, instruction, and assessment in promoting increased student learning.

Uses the results Rof monitoring to make adaptations to curriculum, instruction, and assessment.

Ensures that Rinstructional time is valued and protected across the district.

Develops appropriate Rrewards for and recognition of improved student achievement.

. . . and

Develops policies and Rorganizational structures to ensure that effective alignment practices are sustained.

Shares with the larger Rprofessional community practices and procedures that have resulted in improved student achievement.



Comments:



School improvement plan R

Professional development plans based on data (e.g., student Rperformance, results of the NC Teacher Working Conditions Survey)

Student performance goals R


Use of formative assessment to impact instruction R

District instructional evaluation program R

Standard 3: Cultural Leadership–Superintendents understand and act on the important role a system’s culture has in the exemplary performance of all schools. They understand the people in the district and community, how they came to their current state, and how to connect with their traditions in order to move them forward to support the district’s efforts to achieve individual and collective goals. While supporting and valuing the history, traditions, and norms of the district and community, a superintendent must be able to “re-culture” the district, if needed, to align with the district’s goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning, and purpose.

a. Focus on Collaborative Work Environment: The superintendent understands and acts on the understanding of the positive role that a collaborative work environment can play in the district’s culture.


(Comment Required)

Collaborates with Rcentral office staff, local school board members, and principals.

Solicits advice and Rguidance of key advisors and mentors.

Uses multiple sources Rof data to understand the culture of the district.

. . . and

Designs elements Rof a collaborative and positive work environment throughout the district.

Routinely and Rsystematically seeks the advice and guidance of teachers, principals, staff, board members, and other stakeholders regarding the strategic direction of the district.

Uses data to create and Rmaintain a positive work environment.

Develops the capacity Rof principals and other district leaders to establish and maintain collaborative work environments.

. . . and

Holds principals Rand other district leaders accountable for establishing and maintaining collaborative work environments.

Monitors improvement Rof the work environment in individual schools and throughout the district.

. . . and

Develops a plan to Rimplement policies and procedures that ensure cohesion and cooperation among staff.

Establishes working Rrelationships with professional colleagues, business and industry associates, and policy makers to support the collaborative culture of the district.



b. Acknowledges Failures; Celebrates Accomplishments and Rewards: The superintendent acknowledges failures and celebrates accomplishments of the district in order to define the identity, culture, and performance of the district.


(Comment Required)

Recognizes district Rshortcomings and accomplishments.

Understands the Rimportance of acknowledging concerns and celebrating accomplishments.

. . . and

Uses established Rcriteria for performance as the fundamental basis for evaluation, reward, and advancement.

When possible, Rcollaborates with principals to establish criteria for evaluating programs and performance.

Uses shortcomings Ras opportunities to improve.

Utilizes reward and Radvancement as a way to promote the accomplishments of the district.

. . . and

Recognizes individual Rand collective contributions toward attainment of strategic goals.

Implements an Rincreasing number of processes to evaluate district programs and initiatives for the purpose of identifying district successes and failures.

Effectively Rcommunicates with stakeholder groups the successes and shortcomings of the district.

. . . and

Institutionalizes the Rdistrict’s response to success and shortcomings.

c. Efficacy and Empowerment: The superintendent develops a sense of efficacy and empowerment among staff which influences the district’s identity, culture, and performance.

Has a sense of Rprofessional efficacy and belief in her or his ability to affect positive leadership in the district.

Understands the Rvalue of efficacy among district staff in promoting district goals.

Establishes an Renvironment of trust among staff.

Builds efficacy and Rempowerment among staff.

. . . and

Establishes an Renvironment of trust among staff, students, parents, and the community at large.

Communicates a Rbelief in the ability of personnel to accomplish substantial outcomes.

Implements strategies Rthat build efficacy and empowerment among principals.

. . . and

Builds efficacy and Rempowerment among stakeholder groups to increase capacity to accomplish substantial outcomes.

Monitors the climate Rof the district to evaluate changes in the sense of efficacy and empowerment of all stakeholder groups.

Uses collective efficacy Rand empowerment among stakeholder groups to impact student achievement.

. . . and

Shares with Rprofessional organizations and other community groups effective practices related to building collective efficacy and empowerment.

Develops and Rimplements policies and procedures designed to maintain high levels of collective efficacy and empowerment.

Comments:




Climate survey data R

NC Teacher Working Conditions Survey results R

Teacher retention data R


Awards structures developed by the district and schools R

Community support of the district R

Standard 4: Human Resource Leadership–Superintendents ensure that the district is a professional learning community with processes and systems in place that result in the recruitment, induction, support, evaluation, development, and retention of a high-performing, diverse staff. Superintendents use distributed leadership to support learning and teaching, plan professional development, and engage in district leadership succession planning.

a. Professional Development/Learning Communities: The superintendent ensures that the district is a professional learning community.


(Comment Required)

Implements Rprofessional learning communities throughout the district.

Supports ongoing Rprofessional development activities throughout the district.

Enlists the support of Rteachers to implement professional learning communities.

. . . and

Supports professional Rlearning communities guided by the district’s strategic plan, focused on results, and characterized by collective responsibility for 21st century student learning.

Assures scheduling Rprocesses and protocols that provide individual and ongoing collaborative planning time for every teacher.

Models the importance Rof continued adult learning by engaging in activities to develop professional knowledge and skill.

Provides for Rprofessional development that is aligned with 21st century curricular, instructional, and assessment practices; connected to district improvement goals; and differentiated based on staff needs.

. . . and

Engages district Rleadership as a professional learning community to advance the district’s strategic plan.

Monitors the efficacy Rof professional learning communities in promoting district goals.

. . . and

Implements policies Rand organizational structures that integrate professional development and professional learning communities into the culture of the district and schools.

Establishes structures Rto ensure sharing and collaboration among professional learning communities throughout the district.



b. Recruiting, Hiring, Placing, and Mentoring Staff: The superintendent establishes processes and systems in order to ensure a high-quality, high-performing staff.


(Comment Required)

Identifies district and individual school needs regarding:

Recruiting new staff. R

Hiring new staff. R

Placing new staff. R

Mentoring new staff. R

. . . and

Creates and implements effective policies and procedures for:

Recruiting and Rretaining highly qualified and diverse personnel.

Continuously Rsearching for the best placement and utilization of staff to fully develop and benefit from their strengths.

Coaching and Rmentoring new staff members to support their success.

Identifies strategic Rpositions in the district and has a succession plan for each key position.

. . . and

District policies and Rprocedures result in a highly qualified and diverse staff.

Supports other Rdistrict leaders in the development of effective recruitment and retention strategies.

Builds the capacity of Rprincipals and other district leaders to apply policies and adapt procedures to the unique needs of their buildings or instructional contexts.

. . . and

Makes recruitment, Rhiring, and placement an ongoing process and conscientiously seeks out highly qualified staff in anticipation of specific vacancies.

Makes recruitment Rand retention of highly qualified staff an operational priority in the district.

c. Teacher and Staff Evaluation: The superintendent ensures that staff members are evaluated in a fair and equitable manner with the focus on improving performance and, thus, student achievement.


(Comment Required)

Supports and fully Rimplements the North Carolina Educator Evaluation System to assure that all staff members are evaluated fairly and equitably.

. . . and

Fosters a culture of Rcontinuous growth and development that uses the results of evaluations to improve performance throughout the district.

Supports all staff in Ridentifying professional goals related to improving student learning through the development of a professional growth plan.

Monitors how Reffectively principals and other district leaders apply the North Carolina Educator Evaluation System.

. . . and

Holds principals and Rother district leaders accountable for the full and complete implementation of the North Carolina Educator Evaluation System.

Establishes procedures Rto assure that multiple assessments are used to evaluate staff.

. . . and

Monitors the results Rof staff evaluations and uses the results to develop district-wide professional development plans.

Removes ineffective Rstaff members.



Comments:





Number of teachers with National Board Certification and graduate/ Radvanced level licensure

Teacher; school executive; and staff diversity, recruitment, and Rretention data

Record of professional development provided staff and an Rassessment of the impact of professional development on student learning

Leadership development plan R

Copies of professional growth plans for school executives R

District plan or policy defining the role of teachers in making or Rparticipating in making resource allocation decisions, such as the use of time, budgets, and other resources, to meet the individual needs of each student

District leadership succession plan R

Standard 5: Managerial Leadership–Superintendents ensure that the district has processes and systems in place for budgeting, staffing, problem solving, communicating expectations, and scheduling that organize the work of the district and give priority to student learning and safety. The superintendent must solicit resources (both operating and capital), monitor their use, and assure the inclusion of all stakeholders in decisions about resources so as to meet the 21st century needs of the district.

a. School Resources and Budget: The superintendent establishes budget processes and systems focused on, and resulting in, improved student achievement.


(Comment Required)

Identifies and plans for Rfacility needs.

Manages the district Rbudget and resources according to legal and ethical standards.

Uses district resources Rin ways that are efficient and reflect responsible stewardship of public resources.

Knows and is able to Rapply sound business practices for budgeting and accounting.

Utilizes collaborative Rprocesses to determine financial priorities and establish a balanced operational budget for school programs and activities.

. . . and

Strategically aligns Rresource allocation to support the district’s vision and strategic plan.

Uses value-added Rassessment to improve the relevancy and impact of resource allocation and use.

Ensures that necessary Rresources, including time and personnel, are allocated to achieve the district’s goals for achievement and instruction.

. . . and

Develops the capacity Rof principals and other district leaders to design transparent systems to equitably manage human and financial resources.

Holds principals and Rother district leaders accountable for using resources to meet instructional goals and support teacher needs.

Routinely and Rconscientiously monitors the use of district resources to ensure fairness and equity.

Leverages district Rresources to attain their highest and best use to improve student learning.

. . . and

Effectively Rcommunicates the district’s budget and resource allocation in ways that build the understanding and trust of constituents.

Uses the budgetary Rprocess to assure that effective programs are maintained and less effective programs are eliminated.

Embeds transparency Rinto the processes that create the district’s financial policies and procedures.



b. Conflict Management and Resolution: The superintendent effectively and efficiently manages the complexity of human interactions so that the focus of the district can be on improved student achievement.


(Comment Required)

Demonstrates Rawareness of potential problems and/or areas of conflict within the district.

Understands that Rconflict is a part of shared human endeavor.

Articulates knowledge Rof strategies for constructively engaging conflict.

Models appropriate Rbehavior.

. . . and

Creates processes Rto build consensus, communicate, and resolve conflicts in a fair and democratic way.

Allows others to Rexpress views that are contrary to her or his own views in ways that are professionally appropriate.

. . . and

Discusses with staff Rand implements solutions to address potentially discordant issues.

Develops in principals Rand other staff the capacity to manage conflict.

. . . and

Monitors staff response Rto discussions about solutions to potentially discordant issues to ensure that all interests are heard and respected.

Resolves conflicts to Rensure the best interest of students and the district result.

c. Systematic Communication: The superintendent designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.

Communicates Rnecessary information to relevant district staff members.

Uses a variety of Rmedia to communicate to relevant staff and students.

. . . and

Assures that district Rstaff and stakeholder groups receive and exchange information in a timely manner.

Uses a variety of media Rto communicate with principals and other stakeholder groups.

Develops a system of Rcommunication that contributes to realizing district goals.

. . . and

Uses a variety of media Rto communicate with all members of the community.

Ensures that Rall community stakeholders and educators are aware of district goals for instruction and achievement, activities used to reaching these goals, and progress toward achieving these goals.

Develops the capacity Ramong principals and staff to use a variety of media to communicate with all members of their respective communities.

Holds principals Rand district leaders accountable for implementing the communication system throughout the district that results in a timely and responsible exchange of information.

. . . and

Anticipates the Rinformation needs of the various community stakeholder groups and provides this information in a timely and effective manner.

Institutionalizes Rroutine communication strategies that ensure that all stakeholder groups have the information they need.

Establishes various Radvisory groups to improve external and internal communication.



d. District Expectations for Students and Staff: The superintendent develops and enforces expectations, structures, rules, and procedures for students and staff.


(Comment Required)

Develops the district Rand school safety and crisis plans, community emergency response plan, and the district’s data security plan in collaboration with appropriate local, state, and federal officials.

. . . and

Collaboratively develops and enforces clear expectations, structures, rules and procedures for ensuring:

Effective and efficient Roperations including management, business procedures, and scheduling.

The health and safety Rof students and staff including physical and emotional well-being.

The security of Rall sensitive and confidential data.

. . . and

Systematically monitors Rthe implementation of district rules and procedures.

Implements innovative Rapproaches to increase the effectiveness and efficiency of district operations; improve the health, safety, and emotional well-being of students and staff; and ensure the security of all sensitive and confidential data.

. . . and

Evaluates the impact Rof district rules and procedures on safety, security, and well-being, and uses the results to improve the effectiveness and efficiency of district operations.

Focuses all district Rstaff on the need for a secure and safe working environment.

Creates appropriate Rpartnerships with other community safety and emergency institutions.

Comments:



External reviews and audits (e.g., budget, child nutrition, Rtransportation)

Copies of district procedures and publications (e.g., student Rhandbooks, discipline policies, safety procedures)

Communication of safety procedures and behavioral expectations Rthroughout the school community


District and school safety and crisis plans R

Community emergency response plan R



Standard 6: External Development Leadership–A superintendent, in concert with the local board of education, designs structures and processes that result in broad community engagement with, support for, and ownership of the district vision. Acknowledging that strong schools build strong communities, the superintendent proactively creates, with school and district staff, opportunities for parents, community members, government leaders, and business representatives to participate with their investments of resources, assistance, and good will.

a. Parent and Community Involvement and Outreach: The superintendent designs structures and processes which result in parent and community engagement, support and ownership for the district.


(Comment Required)

Identifies groups and Rpotential partners within the community.

Ensures that all parental Rand community involvement activities honor the cultures and traditions of the local community.

Interacts with parents Rand community groups that have a critical role in developing support for the school district.

. . . and

Builds relationships Rwith individuals and groups to support the district’s learning-teaching agenda and its potential for individual school and school district improvement.

Builds community Runderstanding of what is required to ensure that every public school student graduates from high school globally competitive for work and postsecondary education and prepared for life in the 21st century.

Creates opportunities Rfor both staff involvement in the community and community involvement in the schools.

. . . and

Assumes leadership Rroles in important local organizations (e.g., serving on boards of directors, chairing important committees or task forces, leading new community initiatives).

Actively and effectively Rdevelops community trust in the school district through speaking engagements, town hall meetings, public forums, media outlets, events, and other approaches.

Seeks out and creates Rnew opportunities for meaningful partnerships or collaborative endeavors.

. . . and

Uses relationships Rand partnerships to affect community-wide change that improves both the community and work of the district.

Manages an ever Rbroadening portfolio of partnerships and collaborations that support and help to advance the strategic plan.



b. Federal, State, and District Mandates: The superintendent designs protocols and processes in order to comply with federal, state, and district mandates.


(Comment Required)

Defines, understands, Rand communicates the impact of legal issues affecting public education.

Prepares and Rrecommends district policies in compliance with local, state, and federal requirements.

Utilizes legal systems Rto protect the rights of students and staff.

. . . and

Designs protocols Rand processes that ensure compliance with federal, state, and district mandates.

Facilitates the Rimplementation of state education policy.

Prepares and Rrecommends district policies in compliance with local, state, and federal requirements that improve student learning and district performance.

Applies laws, policies, Rand procedures fairly, wisely, and considerately.

Utilizes legal systems Rto improve learning opportunities.

. . . and

Routinely and Rconsistently assesses the progress of district compliance with local, state, and federal mandates and adjusts as necessary.

Guides the Rdevelopment of district goals and initiatives directed at improving student achievement.

Develops in principals Rand other district staff the capacity to comply with local, state, and federal mandates.

Holds principals and Rother staff accountable for compliance with local, state, and federal mandates.

. . . and

Interprets federal, state, Rand district mandates so that they are viewed as opportunities for the district.

Comments:



Minutes from school board meetings R

Survey results from parents and other community leaders R

Business partnerships and projects involving business partners R

Visible support for district goals and priorities from community Rleaders, such as educational foundation activities, civic club scholarships, etc.

Partnership agreements and other documents to support collaborative Reffort for achieving school district goals and priorities

Accounts of school and district accomplishment in various forms of Rpublic media

Newsletters and other public engagement documents designed to Rstrengthen connections to the community

Membership and participation with community organizations R

Community college/university partnerships, collaborative projects, Rand professional development initiatives

Student enrollment data for community college and university Rcourses



Standard 7: Micro-political Leadership–The superintendent promotes the success of learning and teaching by understanding, responding to, and influencing the larger political, social, economic, legal, ethical, and cultural context. From this knowledge, the superintendent works with the board of education to define mutual expectations, policies, and goals to ensure the academic success of all students.

a.Superintendent Micro-political Leadership: The superintendent develops systems and relationships to leverage staff expertise and influence in order to influence the district’s identity, culture, and performance.


(Comment Required)

Defines and Runderstands the internal and external political systems and their impact on the educational organization.

Surveys and Runderstands the political, economic, and social aspects/needs of groups in the community and of the community at large for effective and responsive decision making.

Maintains a positive Rworking relationship with the school board.

. . . and

Provides leadership Rin defining superintendent and board roles and mutual expectations that result in an effective superintendent-board working relationship.

Develops relationships Rwith district and influential community groups that further the district’s goals of positive culture and student performance.

. . . and

Accesses local, state, Rand national political systems to provide input on critical educational issues.

Develops the capacity Rof principals and staff to foster relationships with influential school and school-community groups that further the district’s goals of positive culture and student learning.

Systematically develops Rrelationships with increasing numbers of community groups that result in increasing community involvement in the schools and in enhancing teacher and principal effectiveness.

. . . and

Influences local, state, Rand national political systems on critical educational issues.

Establishes through Rpolicies and procedures a political environment that is inclusive of diverse groups, viewpoints, and interests.

Comments:


Parent, community, and staff survey data R

Teacher, school executive, and staff retention data R

Ability to confront conflict and build consensus R

Shared decision making R

Outreach efforts R

School board policies R

Minutes and reports R

Superintendent’s performance goals R

AGENDA - Durham Public Schools · Playworks Public Comment: None John McCain, Area Superintendent...

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Transcript of AGENDA - Durham Public Schools · Playworks Public Comment: None John McCain, Area Superintendent...