TURNAROUND PROGRAM

North Carolina Department of Public Schools believes that all children should have access to a quality education that adequately prepares them for the future ahead. The Turnaround Program was designed to help schools improve their overall educational program by providing resources, training, and support. The program began in the 2005 - 2006 school year. In the 2006 - 2007 school year 35 high schools entered a three-year support cycle. The program continued to grow adding 31 high schools, 40 middle schools, and 20 elementary schools in the 2007 - 2008 school year. The following information pertains only to the Turnaround Program, which is anticipated to phase out on June 30, 2010. All support services will be transitioned into Comprehensive Support for District and School Transformation.

TURNAROUND SCHOOL LOCATIONS

HOW SCHOOLS ARE IDENTIFIED

High schools are identified for turnaround based on their performance composite. This measure describes the percentage of student test scores that are at or above the proficient level. All high school students take end-of-course tests in five core subjects: Algebra I, English I, Biology, US History, Civics and Economics. All schools added in the 2006 - 2007 school year had a performance composite below 60 percent in the 2005 - 2006 school year. The benchmark for schools in the 2007 - 2008 school year was also below 60 percent.

In the 2007 - 2008 school year, middle schools were identified as feeder schools to high schools already identified. In addition, they need to have a proficiency level below 60 percent for two years.

In the 2007 - 2008 school year, elementary schools were identified by being in at least their third year of corrective action under NCLB and/or identified as Low Performing.

STEPS FOR TURNAROUND

• Trained Leadership Facilitators are assigned to each school to assist in bringing about change.
• The school develops a Framework for Immediate Action.
• Professional development is provided to principals through a customized training program. Professional development for teachers is provided as determined by school needs through a team of instructional facilitators.
• High schools (only) are required to select a new high school reform model from an approved model: America's Choice, the New Schools Project, Talent Development High Schools, or Edison. Schools have an option to request consideration of an alternate model after rigorous screening.

NPI's turnaround staff and staff work with schools for three years to facilitate change. The turnaround staff partners with experienced and successful contract educators, the University of North Carolina system, the North Carolina Middle School Association, and other groups to provide assessment visits, local guidance in change management and extensive, ongoing professional development for local school districts and high schools undergoing turnaround activities. While educators and leaders at the state level can help jumpstart and encourage local improvements, it is essential that local school district and building-level educators and community members become the driving force behind local school turnaround efforts.