BUILDING COLLECTIVE EFFICACY:

TULSA PUBLIC SCHOOLS CASE STUDY

For three consecutive years, Tulsa Public Schools’ Lewis and Clark Elementary has received recognition for consistent increases in student growth and proficiency rates on the third- and sixth-grade state MAP ELA and Math tests. Of those three years, CT3 has been involved with Real Time Leadership Coaching for the past two. Read more about the positive effects leadership coaching has on an entire school’s ecosystem by clicking on the image above.

BUILDING CAPACITY:

RICHMOND PUBLIC SCHOOLS CASE STUDY

In the 2021-2022 school year, Richmond Public Schools piloted CT3’s work in 5 of their schools. With over 300 educators trained in the No-Nonsense Nurturer® pedagogy at the start of the year, 10 Real Time Teacher Coaches working with 96 teachers, and 5 principals receiving Real Time Leadership Coaching, the schools with CT3 support saw noticeable improvements. Those 5 schools dramatically outperformed district averages with larger increases in growth and proficiency in their yearly assessments.

MAKING GAINS IN THE FACE OF A GLOBAL PANDEMIC:

TULSA PUBLIC SCHOOLS CASE STUDY

CT3’s partnership with Tulsa Public Schools began back in 2015. For the past seven years, CT3 has worked with TPS to enhance student learning and increase staff capacity for both teachers and school leaders. There is no doubt that the 2021-2022 school year was uniquely challenging for schools across the country. But even during such a difficult year, Tulsa Public Schools’ teachers persevered. CT3 was able to support educators through coaching and implementing pedagogical strategies to continually increase student engagement. Read more about the gains TPS experienced during the 2021-2022 school year by clicking on the image above.

What we’ve done with these Denver Area Schools,
we can do with yours.

Research

A research study made possible by the NewSchools Venture Fund determined the effectiveness of CT3’s No-Nonsense Nurturer® approach coupled with the Real Time Teacher Coaching® model in multiple classrooms (grades 3–12) in an urban school. Student demographics are 99.1% African-American and less than 1% Caucasian or Hispanic. 83% of the students qualify for the free and reduced lunch program.

From the data, it is evident that the No-Nonsense Nurturer approach coupled with the Real Time Teacher Coaching model is an effective approach that provides teachers with skills to create a classroom where teaching and learning can occur.

The data suggests the following:

A multi-phase approach that has both group and individual instruction provides teachers with skills that are maintained over time

The training procedures are valid and reliable and indicate a high level of treatment fidelity

Both teacher and student behavior are positively influenced by the strategies of the No-Nonsense Nurturer approach and the Real Time Teacher Coaching model

Off-task student behavior was reduced by up to 55%

Data Digest

See how our Real Time Teacher Coaching® launches are going in districts for the 2022-23 school year:

Launching for Impact

Indianapolis Public Schools – Indianapolis, IN

CT3 has been partnering with Indianapolis Public Schools since 2021. Based on the data IPS shared regarding student achievement results from SY2122 and projected proficiency for SY2223 based on NWEA data, here are some of the biggest takeaways related to CT3’s work:

 

  • CT3 partner schools are outperforming other district schools in the “Emerging Zone” cohort
  • In many cases, our partner schools are outperforming the IPS district averages
  • We are seeing clear correlations between Instructional Strategy targeting a particular content and student learning within that same content (Math)
Real Time Teacher Coaching has positively impacted teacher practice in more ways than one. By far the most significant impact has been increased engagement and decreased behaviors.

Shauna Lipscomb

Assistant Principal, Brookside School 54

Indianapolis Public Schools

This infographic shows the impact of Real Time Teacher Coaching in schools in Indianapolis Public Schools in the course of just two months.
This infographic displays the data gathered after 2 months of Real Time Teacher Coaching across 23 schools in Ferguson-Florissant School District.

Real Time Coaching, Real Time Results

Ferguson-Florissant School District – Greater St. Louis, MO

CT3 is entering its second year of partnership with Ferguson-Florissant School District. We have expanded our work from 5 to 23 school sites since last year. Here are some fast facts about what has been accomplished in the first three months of the 2022-2023 school year:

 

  • 291 Real Time Teacher Coaching cycles have been completed
  • 221 teachers have received coaching support
  • 34% decrease in classrooms rated as “disengaged”
  • 66% increase in classrooms rated as “active participation”
I love the coaching support I'm receiving. It has given me a new way to manage my class and the Four Step Model really works! I can't wait for my coach to continue working with me so that I can continue to get better.

Ms. Berry

Teacher, Parker Road PreK-2

Ferguson-Florissant School District

Results

CT3 works with over 200 schools across the country to support schools to better serve youth. Here’s a look at some of our partnerships that support the schools’ and districts’ significant improvement goals:

Training for Turnaround

Project LIFT – Charlotte-Mecklenburg Schools in Charlotte, NC

Since 2013, CT3 has partnered with Project L.I.F.T to provide No-Nonsense Nurturer and Real Time Teacher Coaching training across L.I.F.T. schools. CT3’s work has greatly expanded during the past two school years to involve 20 coaches across all L.I.F.T. schools, as well as to provide support for schools in their turnaround work through Schoolwide Culture Planning and Principal Support.

In SY 14-15 and SY 15-16, outcomes included significant increases in student and faculty attendance, reduction in chronic absences and suspension rates, increases in family events and participation rates, improved scores on staff, student and community feedback surveys, and academic increases.

During the course of our work, West Charlotte High School’s graduation rate increased from 54% in 2012 to 89% in 2017. Three other schools saw an average gain of 30% more students on task.

I was charged with creating a suite of services to support our school turn-around process and oversee the investment we made in teacher coaching. CT3 is an instrumental partner in supporting our teachers, coaches and principals, and I will continue to rely on them as we plan for the coming years.

Denise Watts

Former Learning Community Superintendent, Project L.I.F.T.

Charlotte-Mecklenburg Schools

High Expectations, Dramatic Gains

Success Academy Harlem 4 in New York City

Since 2010, CT3 has worked with all Success Academies schools, a rapidly growing charter management organization in New York City. CT3 began an 18-month engagement with the principal of Success Academy Harlem 4 in 2010 just after she took her position at the school.

The school was the lowest-performing in the network. The culture was one that lacked high expectations for youth, the staff and administration did not trust one another, and families often conveyed distrust. The new principal’s goals for 2010 were clear and ambitious: create a schoolwide culture of high expectations and engender family buy-in in order to ensure a marked improvement in student achievement.

CT3 partnered with the school to train teachers on the No-Nonsense Nurturer method then develop campus coaches’ capacity to use Real Time Teacher Coaching to support teachers in their implementation of the NNN strategies.

Key results from this partnership included a dramatic increase in on-task behavior measures from an average of 73% to 95%+ across classrooms. The school moved from the lowest to the highest in the Success network on network-wide “Quality of Education Culture” metrics.

The school also made consistent academic gains both on internal network benchmarks as well as the New York Standardized exams:

3rd Grade ELA – 88% proficient

3rd Grade Math – 98% proficient

4th Grade ELA – 89% proficient

4th Grade Math – 97% proficient

4th Grade Science – 100% proficient

The No-Nonsense Nurturer approach has transformed my teachers’ classroom management… When you walk into their classrooms you now see learning taking place 100% of the time!

Stacey Gershkovich

Managing Director of Sharing

Success Academy Charter Schools

Setting a New Standard

Oran M. Roberts Elementary School – Dallas Independent School District in Dallas, TX

CT3 began working with Oran M. Roberts Elementary School in April 2015. A team of Real Time Teacher Coaches was trained to support teachers in the implementation of the No-Nonsense Nurturer model.

Over the next school year, coaches and school leadership supported teachers with Real Time Teacher Coaching to significantly impact their classroom culture, behavior management, and instructional practices.

As of August 2016, Oran M. Roberts Elementary is proud to report they have “Met Standard” after two years on the “Improvement Required” List for the State of Texas. The school saw significant progress, including an increase in attendance stability from 86.8% (SY 13-14) to 91.4% (SY 15-16), and an impact over two years on State of Texas Assessment of Academic Readiness Results in Math (20.2% gain), Science (18.4% gain) and Writing (20.8% gain). Dr. Padro Colon credits her partnership with CT3 as one of the key levers driving improvement in her school.

Because of Real Time Teacher Coaching, we now have a clear vision of what instruction should look like at Roberts Elementary.

Eneida Padro

Principal, Roberts Elementary

Dallas Independent School District

From No-Stakes to High-Stakes

Beecher Community Schools in Flint, Michigan

In 2013, Beecher Community Schools consistently ranked among the lowest-performing school systems in Michigan. According to the state’s Department of Education, 70% to 90% of students failed to demonstrate proficiency in reading, and 90% or more failed to demonstrate proficiency in math.

Just as importantly, the schools were unable to implement meaningful change over the years, causing a “flat line” in performance that saw Beecher perennially underperform relative to peer districts. CT3 began training Beecher educators in the No-Nonsense Nurturer approach supported with Real Time Teacher Coaching. This work was further supported with Schoolwide Culture Planning at each campus.

Administrators commented that the school was “moving from an anything goes mindset to an environment of high expectations for teachers – from no-stakes to high-stakes, and that’s a big shift in mindsets.” This kind of change is especially hard in an environment that was historically unwilling to embrace change.

After consistent work with teachers and coaches, the culture and the academic results in Beecher changed significantly. The discipline referral rate was reduced by 50% between 2011 and 2014, and the high school graduation rate grew from just below 66% in 2010 to 82% in 2014.

This is exactly what we needed. We moved from an 'anything goes' mindset to an environment of high expectations for teachers.

Ryan Ford

School Administrator

Beecher Community School District

Beecher Community School District

Creating a Culture of Change

Cleveland Metropolitan School District (CMSD) in Cleveland, OH

CT3 began a partnership with CMSD in the summer of 2013 in four schools implementing No-Nonsense Nurturer, Real Time Teacher Coaching, and Schoolwide Culture Planning with Strategic Principal Support. First-year work was focused on building an effective, positive school culture; leadership was focused on addressing instability at the school after several years of administration turnover, grade level restructuring, safety deficiencies and staff mistrust.

Strategic support and coaching were provided to building leadership teams throughout the year to support the implementation of the school’s culture plan, and Real Time Teacher Coaching reinforced the use of the No-Nonsense Nurturer model in classrooms and common areas.

This led to significant results that are driving a cultural turnaround and academic improvement at CMSD investment schools. For example, one school saw a dramatic improvement in five high-priority metrics included in the culture plan, including a 59% reduction in the amount of out-of-school suspensions between the 2012-13 and 2013-14 school years, a 56% reduction in classroom off-task/disruptive behaviors across nine grade levels, and an increase from 57.2% to 59% in Academic Performance Index in just one school year, with a Value Added grade of C for the first time in more than five years. In one partner high school, the graduation rate rose from 46% in 2013 to 74% in 2015.

CT3 has helped in the overall transformation of Luis Munoz Marin in Cleveland, Ohio. Over the year of working with CT3, we were able to restructure the culture in the building. I would highly recommend CT3 to a school district that is looking at attacking cultural change.

Jeffery S. Keruski

Former Principal, Luis Munoz – Marin

Cleveland Metropolitan School District

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