Board of Education Executive Summary Teacher Incentive Fund Leadership for Educators Advanced Performance Initiative March 13, 2012

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1 I. History/Overview: Charlotte Mecklenburg Schools won a five year Teacher Incentive Fund (TIF) grant that began in the school year. The program is called Leadership for Educators Advanced Performance (LEAP). To support this important initiative, CMS has partnered with the Community Training and Assistance Center (CTAC), a national leader in the field of performance based compensation system development and evaluation. Since 2007, the TIF LEAP initiative established a performance based compensation system in 20 of the district s highest need schools. Remaining Year 5 schools are: Berryhill School (Pre K 8) Billingsville Elementary (Pre K 5) Druid Hills Academy (Pre K 8) Highland Renaissance Academy (Pre K 5) Reid Park Academy (Pre K 8) Shamrock Gardens Elementary (Pre K 5) Martin Luther King, Jr. Middle (6 8) Sedgefield Middle (6 8) Garinger High (9 12) West Charlotte High (9 12) West Mecklenburg High (9 12) For the and school years, program efforts have concentrated primarily on helping teachers use data to drive instructional practices that can lead to improved levels of student achievement via Student Learning Objectives (SLOs). Performance Measures: Eligible participants have two differentiated compensation opportunities. They are: 1. Student Learning Objectives (SLOs): Through extensive data analysis, teachers identify learnercentered problems and then develop specific Student Learning Objectives to address demonstrated needs. Components considered during the SLO process include: population, learning content, interval of instruction, assessment, growth expectations, and instructional strategies. A combination of existing assessment instruments and teacher designed tools are used to measure academic gains. 2. Value Added Measure : The district developed value added growth measure was piloted in TIF LEAP schools. It is only one of the many dimensions of teacher performance that can measure a teacher's effectiveness at improving student achievement value added growth. It provides a rating of relative performance of a teacher s effect after adjusting for conditions that are outside of a teacher's control (such as the number of student absences, the number of special needs students in a classroom, and the number of students with behavioral issues, etc.) Percentile rankings are calculated for each teacher indicating how he/she compares to others in the district who teach the same content. Performance Evaluations: In addition to meeting qualifying SLO and VAM criteria, participants must also receive adequate performance evaluations to be eligible for payout. TIF LEAP 1

2 1. Principals and assistant principals: Must earn proficient or above on each overall standard of the NC School Executive: Principal/Assistant Principal Evaluation Process. 2. Teachers: Must earn proficient or above on each overall standard of the NC Teacher Evaluation Process. Year 5 Payout Structure: Position Criteria Amount Total Principals SLO facilitation $1,800 Up to School growth $2,200 $3,600 (in top 40% $5,400 Assistant principals SLO facilitation $1,800 Up to School growth $1,500 $2,900 (in top 40% $4,700 Teachers with End Of Course SLO attainment $1,000/SLO (two required) Up to (EOC)/End Of Grade (EOG) Test(s) Classroom growth $2,000 $3,000 (in top 30% $7,400 School growth $1,000 $2,400 (in top 40% Teachers without EOC/EOG SLO attainment $1,000/SLO (two required) Up to Test(s) Team growth $1,000 $2,000 (in top 30% $6,400 II. Driving Governance: School growth $1,000 $2,400 (in top 40% The purpose of the federal Teacher Incentive Fund (TIF) is to support programs that develop and implement performance based teacher and principal compensation systems based primarily on increases in student achievement in high need schools. U.S. Department of Education (DOE) Teacher Incentive Fund (TIF) goals: 1. Improve student achievement by increasing teacher and principal effectiveness; 2. Reform teacher and principal compensation systems so that teachers and principals are rewarded for increases in student achievement; 3. Increase the number of effective educators teaching poor, minority, and disadvantaged students in hard to staff subjects; and 4. Create sustainable performance based compensation systems. TIF LEAP 2

3 III. Budget: TIF LEAP Budget Year TIF CMS Total Budget Incentives Budget (1) $1,987,589 $410,104* $2,397,693 $970,302 (40%) (2) $3,061,279 $1,211,813* $4,273,092 $2,897,648 (68%) (3) $3,154,594 $1,395,636* $4,550,230 $3,312,111(73%) (4) $1,865,648 $2,727,415 $4,593,063 $3,737,415 (81%) (5) $1,811,157 $2,886,359 $4,697,516 $3,848,359 (82%) Totals $11,880,267 $8,631,327 $20,511,594 $14,765,835 (72%) * Existing CMS incentive programs (High School Challenge, STAR Incentive, Pay for Performance) met the match requirement in Years 1 3. No new local dollars spent; only federal funds used. Total amount saved = $3,017, TIF LEAP Budget* Budget Item CMS CTAC Total 1. Personnel $1,193,400 Personnel $208,782 $152,150 Merit based supplements $832, Fringe benefits $226,526 Personnel fringe subtotal $52,870 $44,124 Merit based supplements fringe $129, Travel $37,441 Local travel by CMS TIF personnel $3,000 CMS travel to Washington, DC, for TIF meeting $1,300 CTAC travel to CMS $33, Equipment $0 5. Supplies $0 6. Contractual $188,930 Professional development facilitators $10,000 Technical assistance for financial model $32,714 Project evaluation $74,750 CTAC Sr. Associate, assessments (25% in Years 1 5) $28,380 CTAC Sr. Associate, professional development and $28,380 human resources (25% in Years 1 5) CTAC research specialist (15% in Years 1 5) $14, Construction $0 8. Other $30,700 Survey administrative costs $15,200 Survey mailing costs $3,500 Printing and distribution of management report $12,000 Total Direct Costs $1,227,952 $449,045 $1,676,997 * Budget does not include approved carryover funds TIF LEAP 3

4 Budget Summary CMS CTAC Total TIF $1,811,157 Direct Costs $1,227,952 $449,045 Indirect Costs $134,160 CMS $2,886,359 Local Match $2,886,359 Total Budget $4,114,311 $583,205 $4,697,516 Incentives Summary CMS CTAC Total TIF (25%) $962,000 Performance based supplements $832,468 Performance based supplements fringe $129,532 CMS (75%) $2,886,359 Local Match $2,886,359 Total Incentives $3,848,359 IV. Goals, Objectives and Measures: TIF LEAP was charged with creating a performance based compensation system focused on improving student achievement at 20 of the district s high need schools. Program Goals: 1. Create a differentiated compensation system for teachers and principals that provides differentiated levels of pay based on student achievement gains and teacher/principal evaluations, including multiple observations; 2. Support the recruitment and retention of qualified teachers and principals in hard to staff schools and subjects; 3. Align and improve support systems to achieve these goals; and 4. Increase the number of highly effective teachers and principals to levels that allow for expansion, evaluation, and sustainability of a district wide, achievement focused compensation system. V. Major Initiatives: Year 1 ( ) During the first year of TIF LEAP implementation, initial efforts included: creating a formal steering committee and working groups with members including teachers, principals, area superintendents, and district department representatives; TIF LEAP 4

5 engaging key departments within the district, such as the Office of Accountability, Human Resources, and Communications; securing stakeholder input through focus groups and surveys; adopting a research based Student Learning Objective (SLO) pathway for Years 2 5; creating initial financial models leading to the long term organizational and financial sustainability of the initiative; and creating a five year communication plan and project control plan. Participating Schools (6): Billingsville, and Shamrock Gardens elementary schools, Martin Luther King Jr., Sedgefield, Bishop Spaugh Community Academy, and Wilson middle schools. Year 2 ( ) During the second year of TIF LEAP, CMS continued to work towards project development and to plan for long term organizational and financial sustainability. Activities included: meeting monthly with the Steering Committee and gathering ongoing input from the four stakeholder groups; engaging key departments within the district and aligning initiatives; securing district and community input through surveys, focus groups, and individual interviews; implementing new Student Learning Objective (SLO) model; modifying financial models leading to long term sustainability; and adjusting assumptions and modeling capacity for projecting long term financial sustainability. Participating Schools (10): Billingsville, Druid Hills, Highland Renaissance Academy, Reid Park, Shamrock Gardens elementary schools, John Taylor Williams, Martin Luther King Jr., Sedgefield, Bishop Spaugh Community Academy and Wilson middle schools. Year 3 ( ) In Year 3, there was an increased focus on student growth and achievement measured at both the classroom and school levels. Activities included: developing and piloting a district developed value added growth measure ; providing targeted instructional support for the successful implementation of teacherdesigned, administrator approved SLOs; refining data management systems for students and teachers; and adjusting assumptions and modeling capacity for projecting long term financial sustainability. Participating Schools (20): Berryhill, Billingsville, Druid Hills, Highland Renaissance Academy, Lincoln Heights, Reid Park and Shamrock Gardens elementary schools; John Taylor Williams, Martin Luther King Jr., Sedgefield, Bishop Spaugh Community Academy and Wilson middle schools; and Business and Finance at Garinger, International Studies at Garinger, Leadership and Public Service at Garinger, Math and Science at Garinger, New Technology at Garinger, E.E. Waddell, West Charlotte, and West Mecklenburg high schools. TIF LEAP 5

6 Year 4 ( ) Last year s efforts focused on refining existing program elements. Specific activities included: balancing SLO/VAM incentives payout budget ratio; creating a roster verification web application to verify student/teacher linkages for VAM calculations; improving electronic platform for SLO submission and approval process (SharePoint site developed); increasing the quality and rigor of SLOs via targeted professional development on learning content, assessments, and growth expectations; clarifying SLO alignment with North Carolina Teacher Evaluation Process; and ensuring the integrity of the SLO process and payouts by conducting an assessment audit. Total teachers eligible Teachers who created and implemented at least 1 SLO Year 4 SLO Audit Results Teachers with at least 1 SLO with 75+% attainment, based on scores reported Teachers* disqualified b/c of attendance, no training, or performance evaluation Teachers* with at least 1 SLO disqualified as a result of both audits Teachers* who did not submit materials for at least 1 SLO in 2nd audit Teachers receiving compensation for at least 1 SLO Totals Percentages 85.0% 84.2% 3.5% 47.3% 28.5% 64.2% * Teacher counts only include those with approved SLOs subsequently disqualified Participating Schools (20): Berryhill, Billingsville, Druid Hills, Highland Renaissance Academy, Lincoln Heights, Reid Park and Shamrock Gardens elementary schools; John Taylor Williams, Martin Luther King Jr., Sedgefield, Bishop Spaugh Community Academy, Wilson middle schools; Business and Finance at Garinger, International Studies at Garinger, Leadership and Public Service at Garinger, Math and Science at Garinger, New Technology at Garinger, E.E. Waddell, West Charlotte and West Mecklenburg high schools. Year 5 ( ) In the final year of the pilot, the TIF LEAP team has continued to press for fidelity in the SLO process, greater rigor in thinking and application, and continuous improvement in the quality of outcomes. Ongoing activities include: enhancing SLO SharePoint site with custom web application for improved submissions and approvals; providing and/or coordinating pedagogical, content, and technical support; supplying timely SLO status reports to administrators to help facilitate the process; conducting ongoing assessment audits; sharing qualitative and quantitative data with the Teacher Effectiveness Project s SLO Teacher Work Team for future implementation considerations; and consulting with numerous states and local efforts to design and implement SLOs as part of Race to the Top initiatives. TIF LEAP 6

7 Participating Schools (11): Berryhill School, Billingsville, Druid Hills Academy, Highland Renaissance Academy, Reid Park Academy, Shamrock Gardens elementary schools; Martin Luther King Jr. and Sedgefield middle schools; and Garinger, West Charlotte, and West Mecklenburg high schools. VI. Results: Payout Amounts Year Award Eligibility Criteria Payouts Totals (1) $468,177 North Carolina Accountability Basic Skills (ABCs) $468,177 (2) $1,432,848 Recruitment Bonuses $489,808 Professional Development/Leadership Stipends $122,784 Performance Based Supplements (SLOs) $820,256 (3) $3,121,522 Professional Development/Leadership Stipends $348,170 Performance Based Supplements (SLOs + VAM) $2,773,352 (4) $2,210,192 Performance Based Supplements (SLOs + VAM) $2,210,192 Total Payouts to Date* $7,232,739 *Year 5 ( ) payouts will be made no later than the fall of 2012 Student Achievement School level results on state assessments (EOGs and EOCs) can be viewed and interpreted various ways. See Table 1 (attachment) for longitudinal student achievement data at participating schools based on NC EOGs and EOCs using the following measures: AYP = Percent of Annual Yearly Progress Goals Met Percent Proficient = Proficiency on EOG/EOC tests ABC Growth = Average NC ABC Growth Calculation VAM = District Value Added Percentile Ranking SLO/EOG Correlations Preliminary analysis of SLO ratings (conducted by CTAC evaluators) and EOG results indicate there is a positive, statistically significant association between mean SLO ratings and student achievement. Impact Indicators Beyond compensation amounts and student achievement measures, other qualitative data suggests TIF LEAP has: improved focus on curriculum and content knowledge, improved methods of assessment, elevated use of data analysis to guide instructional practices, TIF LEAP 7

8 improved alignment of initiatives, provided measures of teacher effectiveness, and increased use of technology. VII. Lessons Learned: Insights gained from the five year pilot include: Principal leadership dictates quality of program implementation and results; Buy in and commitment is greater when given the opportunity to self select participation; Students often perform better than the minimum expectation set by their teachers; Some of our most effective teachers work in our high needs schools; Additional targeted professional development is needed (e.g., assessing student progress, creating rigorous, yet attainable expectations, differentiating tasks based on baseline data, etc.); and Quality assurance measures and accountability protocols are necessary for fidelity, as indicated by Year 4 audit results. TIF LEAP 8