LEARNING DIFFERENCES

 

OUR PROGRAMMES

LEARNING DIFFERENCES

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IREDELL STATESVILLE SCHOOLS

Sustaining the COMPASS program, a comprehensive system of individualized student support

Iredell-Statesville School System, a North Carolina school district with more than 20,000 students, is committed to igniting a passion for learning and producing confident, responsible, and globally competitive citizens. Its grant supports its award-winning COMPASS program, which ensures high-quality instruction and interventions that are matched to individual students’ unique needs.

“I taught my heart out.  Every teacher does.  We all have the best intent, but intent is not enough. Over time, through district i3 support, I was introduced and trained in RtI (now MTSS).  We administered screeners, diagnosed deficits, and divided intervention instruction appropriately.  We were growing all kids. RtI saved me; it saved my students.”

– Janna Sells, teacher, instructional facilitator, and MTSS Coordinator

 

FACTS & FIGURES

 

  • In the 2010-11 school year, before COMPASS was implemented, the Iredell-Statesville School district academic rating was 55th statewide, and the graduation rate was 61 percent.

  • By 2015, the district academic rating rose to 12th state-wide, the graduation rate increased to 89 percent, and academic growth rates for high needs students nearly doubled.

 

 

AWARD DETAILS

For information about this grant, please visit our Grant Database.

 

 

 

STRATEGIC PRIORITY AREA

1. Strengthen teacher capacity

 

 

 

SPECIAL TOPIC COVERED

- 1 in 5

 

 

 

ADDITIONAL RESOURCES

Tool

  • “RtI: Stored” Digital Platform.

 

CONNECT WITH US

 

Contact person for Oak LDP grant

Name:

Position:

Email: publicinfo@iss.k12.nc.us

 

 

Website & social media links

QUESTIONS & ANSWERS

What have you accomplished through your Oak-funded programme that you’re most proud to share with your colleagues?

 

Our greatest i3 accomplishment is the creation of district-wide Data Days that focus on identifying targeted skill gaps of every student we serve, developing a plan to address those deficits and provide enrichment to those whose data indicated a need, and continuously analyzing student progress monitoring data during Professional Learning Communities (PLCs). Data days have allowed us to address students’ needs on an individual basis and truly maximize growth for all students. We are now able to equip teachers with what they need through data analysis, determining root cause, and teaching them how to respond by making instructional adjustments.

 

 

What’s the most interesting challenge your Oak-funded programme currently faces?

 

  • Consistent collaboration and communication at the district level to create a common and aligned message was necessary prior to ever stepping foot into a school building.
  • Starting with schools where the administration and the teachers were ready and willing was imperative to initial success.
  • Setting district-wide expectations allowed for consistent and aligned expectations at the school level.
  • Changing the emphasis in our PLCs to focus on student data, the students, and our continuous improvement model was crucial in changing the mindset of our educators.

 

 

ABOUT THE ORGANISATION

 

The Iredell-Statesville School System, one of the twenty largest in North Carolina, has shown to be uniquely successful in narrowing student achievement gaps. In recognition of Iredell-Statesville Schools’ commitment to innovation and continuous improvement, the federal Department of Education has awarded two significant grants to the district: the $5 million “Investing in Innovation” grant, which focuses on helping high-needs students achieve at greater levels, and the $20 million “Race-to-the-Top” grant, which supports the implementation of an innovative blended learning initiative including a one-to-one technology component. In addition to traditional school settings, the district provides a wide range of educational opportunities through its choice programs specifically designed for unique student needs.

 

 

 

 

ABOUT THE OAK FUNDED  PROJECT

 

With Oak’s support, the Iredell-Statesville Schools is continuing and refining its implementing of the Collaborative Organizational Model to Promote Aligned Support Structures (COMPASS) program. Launched in 2010, the ultimate goal of COMPASS is to increase teacher effectiveness and improve achievement of high needs students, students with disabilities and students with limited English proficiency. COMPASS establishes a comprehensive system for supporting the Multi-Tier System of Supports (MTSS) framework in all schools throughout the district, which is a framework of providing high-quality interventions that are matched to student’s need, monitoring progress frequently, and using that data to make changes in instruction or goals.  With successful implementation of an MTSS framework, a district can provide timely instructional changes and individual interventions to students who have not been formally identified, or who do not qualify for special education services, but who need additional support in the general education classroom.

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Oak Foundation commits its resources to address issues of global, social and environmental concern, particularly those that have a major impact on the lives of the disadvantaged. With offices in Europe, Africa, India and North America, we make grants to organisations in approximately 40 countries worldwide.

 

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