Project: Year 7 2018–2019

South Carolina Low-Performing Schools

The South Carolina Department of Education (SCDE), with support from the Southeast Comprehensive Center (SECC), has developed a school improvement framework, which is under review by SCDE senior-level administration. The SECC is continuing to provide support by assisting the SCDE in the development of an evaluation of the Transformation Coach Program in the state.

Technical Assistance Approach

The SECC is assisting SCDE with a work session for SECC and SCDE teams to outline the Transformation Coach Program data collection needs, crafting a survey to gather data (a) from districts and (b) for principals. The center also will conduct principal focus groups on the Transformation Coaches Program, gather data, and review the perceptions of a sample group to (a) gauge the quality of implementation within the sample, (b) gauge the needs of teachers/principals in the process, and (c) establish a reflection/evaluation process that districts can use to gauge the effectiveness of transformation coaches.

Impact
  • Improved knowledge and skills in SCDE regarding strengths and weaknesses in the Transformation Coach Program 
  • Improved organizational structures and processes in local education agencies through the availability of tools to evaluate the Transformation Coach Program at the local level 
Project State(s)

Project Updates

Most Recent Update: 2018 | December

The Low-Performing Schools project will be discontinued for Year 7, as priorities and goals for the department have changed. If assistance is needed, the South Carolina Department of Education (SCDE) will contact the Southeast Comprehensive Center (SECC) through fast response support.

The SECC will follow up with the local education superintendent who attended the SECC Equity Summit to discuss support needs and review content in current equity guiding documents.

The SECC contacted the coordinator and director for Adult Education to determine if any feedback was provided on the agency brochure and if assistance is needed to support priorities based on the feedback during the work-based learning workshop. The coordinator indicated that the brochure was given to the director before the holidays to review. She is expecting his feedback/suggested revisions or final approval by the first week in January 2019. The coordinator of Generational Family and SECC staff participated in a follow-up communication to discuss support needs moving forward.

A conference call will be scheduled to refine the provided needs, and work will begin to provide support on the identified needs.

 

Previous Updates:

The Low-Performing Schools project will be discontinued for Year 7, as priorities and goals for the department have changed. If assistance is needed, the South Carolina Department of Education (SCDE) will contact the Southeast Comprehensive Center (SECC) through fast response support.

The SECC will follow up with the local education superintendent who attended the SECC Equity Summit to discuss support needs and review content in current equity guiding documents.

The SECC contacted the coordinator and director for Adult Education to determine if any feedback was provided on the agency brochure and if assistance is needed to support priorities based on the feedback during the work-based learning workshop. The coordinator indicated that the brochure was given to the director before the holidays to review. She is expecting his feedback/suggested revisions or final approval by the first week in January 2019. The coordinator of Generational Family and SECC staff participated in a follow-up communication to discuss support needs moving forward.

A conference call will be scheduled to refine the provided needs, and work will begin to provide support on the identified needs.

The South Carolina Department of Education (SCDE) had a team (statewide regional coach) to participate in the Southeast Comprehensive Center (SECC) Equity Summit in Jackson, Mississippi. During the summit, state teams shared thoughts and experiences relevant to advancing equitable education systems at the state and local levels. Additionally, state teams reflected upon immediate and historical realities that have perpetuated inequitable norms, engaged with education stakeholders and experts in the field to critically examine data to better understand state and local structures related to those norms, and developed strategies for redesigning equitable education systems to increase access to high-quality teachers and supports for improving student academic achievement.

The superintendent of Bamberg 2 School District indicated that she will discuss the content of the Equity Summit with her school board and will contact the SECC for follow-up support to include possible brainstorming and review content in current guiding documents.

Southeast Comprehensive Center (SECC) staff met with the deputy superintendent of Data, Technology, and Agency Operations at the South Carolina Department of Education to finalize the Year 7 Work Plan. The Year 7 SECC activities will align with the priorities of the agency. The SCDE deputy superintendent of Data, Technology, and Agency Operations discussed the possibility of support with how other states are meeting the Every Student Succeeds Act (ESSA) requirement of reporting inexperienced and ineffective teachers, how are other states addressing the alignment of teacher certification/endorsements for certain content areas, and how are states using SCEDS.

The deputy Superintendent of Data, Technology, and Agency Operations will follow up with the director of school transformation regarding the continuation of support in this area. SECC will contact the Center on Great Teachers and Leaders (GTL) to begin investigating how states are meeting the ESSA requirement of reporting inexperienced and ineffective teachers, how are states addressing the alignment of teacher certification/endorsements for certain content areas, and how are states using SCEDS.