Implementation Description
Community Public Charter School (CPCS) is a place that focuses on the needs of every child, understanding and targeting their individual strengths and weaknesses. Research shows that “children have individual needs and trajectories that require differentiated instruction and supports to enable optimal growth in competence, confidence, and motivation” (Darling-Hammond et.al., 2020). Students at CPCS are treated as individuals and accepted for what they bring to the table. This mindset is foundational to the school’s culture and reflected in the adoption of common practices and curriculum. The desire to align the school's education program with the needs of all students led the school to adopt the Core Knowledge and Eureka Math curriculums. As described by the Core Knowledge Foundation, inherent in the Core Knowledge Sequence curriculum is an approach that supports educationally disadvantaged (ED) students (Knowledge-Based Schooling; Results and Research).
Selecting the curriculum was simply the first step. Next, it was important to ensure that all teachers were able to consistently use the curriculum with fidelity. Only one person on staff, the instructional coach, had prior experience with these curricula, so the school required all staff to participate in fifteen hours of training delivered by curriculum experts. The school instructional coach was able to provide an additional level of support during the implementation, which was carefully monitored to ensure alignment across classrooms. Teachers have embraced these curricula and are becoming more comfortable with and proficient in its implementation resulting in student academic gains. Parents are noticing a difference not just in their own child, but in the school community with 93% of parents surveyed indicating that the school was committed or very committed to serving ALL students (June 2020 survey). Because students are experiencing success, parents are recommending the school to others.
While the school’s education program is critical to students’ success, “one of the most powerful and important things educational leaders can do is develop a positive culture that is self-sustaining and focused on student outcomes” (Howell, 2018). CPCS recognizes the importance of developing a positive school culture among staff, students and families, and, in response to this, the school dedicated seven and a half hours of professional development to this topic inviting Learning for Living to facilitate on-site workshops for the entire staff. The intent of this training was to establish a thriving and inclusive school culture focused on building trust and empathetic relationships among staff and students.
This emphasis on culture and relationship-building is critically important as research shows that when teachers work collaboratively and have opportunities for professional development, student growth is maximized (Hongboontri, 2014). Through the opportunity afforded by NC ACCESS grant funding, targeted professional development was available to the staff, creating an environment where teachers feel confident with the new curriculum, ensuring instructional excellence, and establishing a positive school culture which is beneficial for staff, students, and families.
Results
Teachers are implementing the Core Knowledge Language Arts (CKLA) and Eureka Math curricula with fidelity. Data from the NC Check-in indicate significant growth in math with 3rd and 4th graders showing an 11% growth in math, while 5th grade scores increased by more than 27% during the first project year.
Data from a June 2020 parent survey supports the value and success of the school’s curricula and focus on school culture. The survey shows that 82.5% of respondents indicated that the education program/curriculum is one of their top three reasons for choosing to keep their child(ren) enrolled at CPCS. In addition, 66.7% indicated the school staff was another reason for remaining at CPCS.
Challenges
When implementing a new program or curricula, it is a challenge to establish trust and solicit “buy-in” among the staff. CPCS leadership knew that trust in the education program was essential to successful implementation, so they invested in training from curriculum experts able to answer questions and provide the necessary support to ensure all staff members understood the materials and were prepared to use them with fidelity. To further support teachers and encourage curricular collaboration during this transition, teachers at CPCS were provided with two planning periods each day, one of which must be used to collaborate as grade level teams.
Future Modifications
During the second project year, CPCS will add the STAR reading and math diagnostics so they are able to more formatively assess student progress and meet the needs of each individual student.
Critical Components
Getting Started
This strategy relies heavily on the choice of curriculum and staff professional development. With that understanding, it is essential that school leaderships and staff agree to use and align their classroom activities with the selected curriculum. Next, it is important to provide relevant and timely training and support to all staff members throughout the implementation period. Part of the support network at CPCS involved ongoing feedback and assistance from the school’s instructional coach. This expectation was explicitly detailed in the instructional coach’s job description. It was also important to ensure ample planning time for teachers, so the daily schedule was developed to accommodate two planning periods each day with one of them dedicated to grade level team planning.
Staff professional development hosted prior to the school’s opening focused on establishing positive relationships and was instrumental in laying the foundation for a welcoming, supportive, positive school culture.
Ongoing Supports
Continued professional development to ensure that all staff, especially newer staff members, understand the curriculum and assimilate into the existing school culture and continued classroom support from the Instructional Coach will be necessary each year.
Equity Connections
Families facing educational disadvantages, specifically poverty, are more likely to experience school mobility, or the movement between different schools, which impacts students’ ability to form relationships with their teachers (McKinnon et. al., 2018). In order to more adequately address this inequity, CPCS is striving to build positive relationships with students and families through the school’s operation and education program.
In general, educationally disadvantaged students may be held to lower standards due to a perception of their inability to perform at a high academic level (Woolley-Wilson, 2016). To address this inequity, schools and teachers must develop, teach and uphold high level, rigorous academic expectations. Through staff professional development and an emphasis on fidelity with the curriculum, CPCS is striving to ensure that all stakeholders in the school community understand and have the support they need to meet the school’s academic expectations.
Research
1. Linda Darling-Hammond, Lisa Flook, Channa Cook-Harvey, Brigid Barron & David Osher (2020) Implications for educational practice of the science of learning and development, Applied Developmental Science, 24:2, 97-140, DOI:10.1080/10888691.2018.1537791
2. Knowledge-Based Schooling, Core Knowledge, Retrieved from https://www.coreknowledge.org/our-approach/knowledge-based-schools/
3. Results and Research, Core Knowledge, Retrieved from https://www.coreknowledge.org/our-approach/results-research/
4. Howell, M., (November 9,2018) Edutopia School Leadership. Connecting Education Policy to School Culture. Retrieved from https://www.edutopia.org/article/connecting-education-policy-school-culture
5. Hongboontri, C. (2014) Australian Journal of Teacher education. School Culture: Teachers’ Beliefs, Behaviours, and Instructional Practices. Retrieved from https://files.eric.ed.gov/fulltext/EJ1017655.pdf
6. McKinnon, R. D., Friedman-Krauss, A., Roy, A. L., & Raver, C. C. (2018). Teacher-child relationships in the context of poverty: the role of frequent school mobility. Journal of children & poverty, 24(1), 25–46. Retrieved from https://doi.org/10.1080/10796126.2018.1434761
7. Woolley-Wilson, Jessie (August 17, 2016) Dreambox Learning. The Power of High Expectations in Equitable Education. Retrieved from https://www.dreambox.com/blog/high-expectations
Click on the links below to learn more about this school and to download the complete Best Practice Implementation Strategy.