ND FIRST

On April 24, 2023, Senate Bill 2254 (SB 2254) was passed in the North Dakota legislature and signed by the Governor (it was enacted August 1, 2023), signifying a significant legislative development concerning educational improvement in North Dakota. The provisions outlined in SB 2254, which has been named “ND FIRST” (Fostering Improved Results for School Transformation), will become operational for schools flagged for Comprehensive Support and Improvement (CSI) for consecutive evaluation cycles, necessitating enhanced support mechanisms and tailored strategies to help persisting educational challenges. ND FIRST addresses the specific circumstances of schools previously designated for CSI within the state's accountability framework. In North Dakota, schools undergo periodic assessments and reviews, with CSI designation occurring every three years for severe challenges and annually for less critical issues. The most recent identification of schools requiring CSI intervention was in September 2022, with the next evaluation scheduled for September 2025.

Vision

Q. What is the goal of ND FIRST?

A. The primary goal is to advance the academic achievement of all students. We will accomplish this by increasing collaboration and building positive relationships with ND FIRST teams to reduce barriers and identify appropriate resources. The primary objective is to develop, in partnership, a robust intervention response to second-cycle Comprehensive Support and Improvement (CSI) schools that improve student outcomes for all children.

Q. How does ND FIRST fit in with the established school improvement process? 

A. NDDPI is taking a multifaceted, tiered approach to school improvement, beginning with general support. NDDPI believes that all schools are in a continuous state of improvement, beginning with general support, which includes providing transparency and public reporting of key performance and improvement indicators, identifying when and where desired results are not being achieved, and prioritizing and allocating resources and support services, increasing oversight and engagement, and elevating accountability. The school communicates this work and thinking to NDDPI yearly via the School Strategy Map. 

North Dakota selects schools within the next layer of support, Targeted Support and Improvement (TSI), on an annual basis. All TSI schools are provided guidance and support, including training on requirements and opportunities, and a Coaching Liaison to provide technical assistance. This partnership allows identified schools to receive assistance with federal requirements, which includes coaching, professional development, evidence-based instructional strategies, data-based decision-making, and ongoing support to meet improvement goals using the School Renewal Guide.

The next layer is Comprehensive School Improvement (CSI). North Dakota selects schools with the highest proportion of struggling students every three years. CSI schools are also provided guidance and support, including training on requirements and opportunities, and a Coaching Liaison to provide technical assistance and support in meeting improvement goals. 

ND FIRST was established to be the next layer of support for a CSI school that is unable to exit CSI status after its first cycle. Overall, ND FIRST complements the existing process outlined by NDDPI by providing a legal framework for intervention and improvement in chronically low-performing schools and districts, thereby contributing to the broader goal of continuous improvement in North Dakota's education system.

Q. What are the roles of the school, community, and State in the ND FIRST process? Is the intent to reduce local control?

A. The intent of this bill is not to reduce local control but to increase oversight of the school improvement plan, according to the language of SB 2254. The process aims to create an even stronger partnership between the state and local agencies and build a shared understanding of the current academic standing of the local school to improve student academic outcomes for all students. Together, local school boards, school leaders, and regional and state personnel will create and implement an improvement plan with built-in checkpoints and directives to ensure that all students are making growth and strides toward academic excellence. In the process outlined by the bill, the roles of the school, community, and state are as follows:

• School:
  • The school is responsible for implementing any directives or changes required by the State as part of the improvement plan.
  • The school must participate in a school board leadership program as required by the department of public instruction.
  • The school administration, teachers, and staff are expected to collaborate and work towards improving the educational outcomes and overall performance of the school.
• Community:
  • The community surrounding the school or district plays a crucial role in supporting the improvement efforts. This support may include involvement in school board meetings, volunteering, providing resources or assistance, and participating in discussions about the school's future.
  • Community members, including parents, guardians, tribal partners, and local organizations, may also engage in work that meets the needs of the school and its students, ensuring their voices are heard in the improvement process.
• State:
  • The State, represented by the superintendent of public instruction and other state agency personnel as needed, takes on a leadership role in identifying and addressing issues within chronically low-performing schools and districts.
  • The superintendent of public instruction is empowered to intervene directly in these schools and districts, conducting assessments, developing improvement plans, and implementing necessary changes.
  • The State also provides oversight, support, and resources to assist schools and districts in their improvement efforts.
  • Reporting requirements ensure transparency and accountability, with the superintendent of public instruction reporting annually to legislative committees regarding the implementation of the intervention process and other educational entities as necessary.
  • Overall, the roles of the school, community, and State are interconnected, with collaboration and cooperation among all stakeholders being essential for successful intervention and academic improvement in chronically low-performing schools and districts.

Process

Q. Who conducts the external reviews of ND FIRST schools? Will current organizations be utilized, given their existing involvement with ND schools?

A. No final decisions have been made about who will conduct external reviews. This will be determined in the next phase of this work. However, the NDDPI plans to review existing structures and partnerships as part of this process to determine consistent and customized expectations.

Q. What data will be used in the trend analysis in the first step of the ND FIRST process?

A. NDDPI is developing the rubrics by which schools will be reviewed in the first step of the ND FIRST process. However, these will include data collected through the current CSI process, accountability metrics, and other data points already reported to the State by the school.

Q. Are ND FIRST schools expected to make more significant changes because their level of need is high, or work on small changes that they scale up? How does ND FIRST account for variables that are out of a school’s control, like historical trauma and cultural resilience?

A. The ND FIRST initiative focuses on student outcomes while acknowledging that schools must take a broad community approach to problem-solving. However, a school must acknowledge that academic performance and achievement are the primary roles of education. 

Q. Who would mediate if a school and the ND FIRST team are unable to come to an agreement on the Collaborative Partnership Agreement/Memorandum of Understanding (MOU)?

A. NDDPI has not yet set a protocol for if or when a school and the ND FIRST team cannot come to an agreement when forming the Collaborative Partnership Agreement/MOU. It hopes that creating these agreements will be highly collaborative and give schools the power to voice their opinion on what should be included. Every effort will be made to acknowledge the local context, ensure expectations are attainable, and propose reasonable solutions. Legal experts can and will be consulted if there are questions about the law, as the NDDPI is not an investigative body. Local school decision-makers have the authority to make strategic decisions about whether it is appropriate to follow the expectations set forth in ND FIRST or forego state and federal funds as a public school entity.

Q. What happens to schools after their third year of ND FIRST status?

A. Schools that have attained the outcomes highlighted in the Collaborative Partnership Agreement/Memorandum of Understanding (MOU) established at the beginning of the ND FIRST process will exit ND FIRST status. The exit process is still being developed, though NDDPI anticipates a gradual release to ensure schools maintain the support they need to transition out of ND FIRST and sustain any positive improvements they made during that time.

Q. How will the Memorandum of Understanding (MOU) be developed, and who is involved? Will it be separate from improvement plans that already exist within schools?

A. The Collaborative Partnership Agreement/Memorandum of Understanding (MOU) is an opportunity for school leaders to sit down with the ND FIRST team to develop customized expectations for their school throughout the duration of the ND FIRST cycle, as well as identify the consistent expectations on which their school will be assessed. There will be an annual meeting to review and revise the MOU, as school priorities and needs change constantly. The MOU can, by all means, reflect goals a school has already been working towards, as well as goals set under TSI or CSI status. The MOU is not intended to introduce new expectations for schools to meet; instead, it is an opportunity for schools to share their personal goals with the ND FIRST team and gain an added layer of support and oversight to achieve them.

Q. Has this model been used in other states, or is North Dakota the first?

A. Components of this model are utilized in other states. However, from the beginning stages of development, the design of the ND FIRST model has sought to reflect the context of North Dakota public schools.

Engagement & Partnerships

Q. How are Tribal entities involved in the ND FIRST process beyond Tribal Consultations? Are all tribes represented?

A. One of NDDPI’s top priorities is ensuring that community stakeholders, including tribal members, are involved in the ND FIRST process. NDDPI is continuing to think through how to best incorporate all feedback and suggestions in the development of ND FIRST, as well as how families and communities will be key players in supporting ND FIRST schools. More information about the intents and purposes of the Tribal Consultation process can be found here: North Dakota ESSA Tribal Stakeholder and Tribal Consultation. 

Q. How are families and community stakeholders involved in the ND FIRST process?

A. Families and community members are indispensable stakeholders in the ND FIRST process. As NDDPI develops the plan to support ND FIRST schools, it continues to consider how to leverage its expertise in the needs of its students, schools, and communities. NDDPI plans to hold at least one more public comment period to solicit feedback on the ND FIRST process plan. Then, as the plan is being implemented, there will be continued community outreach and engagement. 

Q. How are schools involved in the creation of customized and consistent expectations?

A. NDDPI is currently creating a Collaborative Partnership Agreement/Memorandum of Understanding (MOU) template for schools to complete alongside the ND FIRST team, which is an opportunity for school leaders to co-develop customized expectations for their schools. Consistent expectations are still being developed based on the results from the feedback sessions, public comment periods, and workgroups.

Q. Can stakeholders still provide feedback on this process, and for how long?

A. NDDPI has always valued the continuous improvement process for any of its programs. Therefore, NDDPI will continue to seek feedback on ND FIRST even after it is implemented to make changes that best fit the needs of North Dakota students and schools. All questions, comments, or feedback can be sent to amandapeterson@nd.gov or sent through public comment forums that will be posted on the website.