Following the recommendations of a 2013 instructional audit, the Academically or Intellectually Gifted department implemented a co-teaching instructional strategy in 41 volunteer schools starting in the 2014-15 school year. Implementation data and discussions with central office staff suggest that while implementation fidelity was relatively…

The Elementary Support Model (ESM) was implemented in Wake County Public School System's (WCPSS) 12 lowest performing elementary schools. ESM is designed to improve teacher and student outcomes by addressing governance, staffing, professional development, resources, calendar and schedule, and provides leadership and instructional coaching.…

In 2013-14, Letterland had strong implementation, with moderate to high fidelity within approximately 90% of Wake County Public School System (WCPSS) K-1 classrooms. The impact of Letterland on students' reading achievement was neutral to positive. A significantly higher percentage of WCPSS kindergarten students were at or above benchmark mid-year…

The Teacher Advancement Program (TAP) is a model for training, teacher advancement, and instructional strategies. Based on interviews and observations, the four TAP principles were implemented with fidelity during the 2010-11 school year, with one exception--teacher evaluations. Feedback was slow, and teachers had concerns about the reliability of…

In 2003-04, 11 Wake County Public School System (WCPSS) high schools moved from a traditional student schedule of six full-year courses to a block schedule of four courses each semester (4x4). Implementation went fairly smoothly, with 90% of teachers trained prior to the change. Academic course opportunities and course enrollment numbers increased…