Central Falls High School: First Year Transformation Report

In January 2010, the Rhode Island Department of Education (RIDE) identified Central Falls High School (CFHS) as one of the state's persistently lowest-achieving schools. The Central Falls School District (CFSD) and the Central Falls Teachers Union (CFTU) considered the transformation model but could not come to an agreement initially around "assurances" designed to lengthen the school day, increase professional development, and deepen teacher-student relationships. Citing a lack of resources, as well as a Rhode Island law requiring employee notification of termination for the following school year by March 1, the superintendent recommended the turnaround model. When the Central Falls Board of Trustees approved the adoption of the turnaround model in February 2010 and teachers received their termination notices, the decision became national news and drew the attention of President Barack Obama, Education Secretary Arne Duncan, and American Federation of Teachers President Randi Weingarten, among many others. Depending on the observer's perspective, this one high school district became symbolic of the citizenry's tendency to disrespect and blame teachers for the country's education woes, union-busting, a school district wrenching power from an entrenched labor union, or all that was wrong or right with federal education policy. Under intense media scrutiny, the CFSD and CFTU participated in more than forty hours of mediation and agreed to rescind the teachers' termination letters and work together to improve Central Falls High School using the transformation model. Central Falls administration hired a leadership team, including two co-principals and a transformation officer, during the summer of 2010. The leadership team immediately drafted the transformation action plan required by RIDE. This report summarizes progress toward the goals outlined in the action plan and summarizes stakeholders' perceptions of the first year of implementation, including challenges, opportunities, and areas for improvement. Appended are: (1) Protocol for Interventions: Persistently Lowest-Achieving Schools; (2) Central Falls High School Staff Survey Protocol; (3) Student Attendance before and after Guide 2 Success; (4) Complete Listing of Open-Ended Responses on Advisory; (5) Teacher and Staff Absences Rates, School Year 2010-2011; (6) Complete Listing of Open-Ended Responses on Performance Management; (7) Complete Listing of Open-Ended Responses on Transformation Progress; and (8) Complete Listing of Open-Ended Responses on Suggested Improvements. (Contains 25 figures and 17 footnotes.)