Every Student READYFall 2012 RegionalOutreach Meetings
The story of North Carolina Public Schools is one of both • + Measurable Progress and Δ Increasing Urgency to Improve •
+ Measurable ProgressNorth Carolina NAEP MathematicsGraduation Rates to theWhen comparedgraduation rate just 5 years Mathematics resultsbefore, this increase means Ranked 12th inabove continue to be 4th 80.4 grade math despite the national average inmore than 11,000 77.9 71.7 74.2 being 37th in median 4th and 8th grades.additional students 69.5 70.3 household income.graduated from the classof 2012. 2009 2010 2011 2012 2007 2008
Δ Increasing Urgency to ImproveStill 1 in 5 students does NOTgraduate from HighEducation Level Mean Income School. Unemployment NC High SchoolIn a $9,605 cohort of 110,00 students, Dropout 23%that is more than 20,000 School NC High $23, 055 Graduate 13%students.
Δ Increasing Urgency to ImproveReading: 3rd- through 8th- graders in 2011-12… 59.1% 86.4% 157,798 economically disadvantaged students of economically disadvantaged students of those students deemed not economically were not proﬁcient in 3-8th grade reading. were proﬁcient. disadvantaged were proﬁcient.
While acknowledgingour successes, we are reaching higher forour students and our state…
…and that starts withwhat students mustknow and be able to do to be READY.
One important aspect of our new Standard Course of Study Complex Texts
Complex Texts“Reading demands in college, workforcetraining programs, and life in general have heldsteady or increased over the last half century,K–12 texts have actually declined insophistication, and relatively little attention hasbeen paid to students’ ability to read complextexts independently.” ~Excerpted from Common Core Appendix
Complex Texts• Literacy skills must be a focus in all content areas. Literacy Standards in Social Studies, Science and Technical Subjects• The balance of text types Grade Literary Informational 4 50% 50% 8 45% 55% 12 30% 70%
Complex Texts Start Simple Every educator can help students read and comprehend complex text by • Asking Text-based Questions • Teaching Academic Vocabulary
Complex Texts Text-based Questions Not Text-Dependent Text-DependentIn “Casey at the Bat,” Casey What makes Casey’sstrikes out. Describe a time experiences at batwhen you failed at humorous? Studentssomething. must return toIn “The Gettysburg “The Gettysburg Address” the text inAddress” Lincoln says the mentions the year 1776. search ofnation is dedicated to the According to Lincoln’s evidenceproposition that all men are speech, why is this yearcreated equal. Why is signiﬁcant to the eventsequality an important value described in the speech?to promote?
Complex Texts Text-based QuestionsText-based Questions should be a mainstay in all classrooms, across all subjects.Kindergarten:”With prompting and support, identify the reasonsan author gives to support points in a text.”12th Grade:“Cite strong and thorough textual evidence tosupport analysis of what the text says explicitly aswell as inferences drawn from the text, includingdetermining where the text leaves mattersuncertain.”
Complex Texts Academic Vocabulary relative relative itemize itemize formulate formulate Words that give students digniﬁed digniﬁed calibratecalibrate the ability to express themselves in subtle and precise ways and are periphery periphery useful across all faltered faltered disciplines.misfortunemisfortune unabashedly unabashedly speciﬁcity speciﬁcity vary vary
The central focus of READY by enabling andis improving every ensuringstudent’s learning ... great teaching.
Strong Leaders A Fair Evaluation System Tools and Training to Improve Practice New Standard Improved Supply of Teachers Course of Study •Balanced Assessment Support in Low-Achieving LEAs and Schools System •New Accountability Model
The way forward isthrough effectiveinstructionwith evidence of ahigh impact onstudent learning.
“Teachers must …regardevery imperfection in thepupil’s comprehension notas a defect in the pupil,but as a deﬁcit in theirown instruction, andendeavor to develop theability to discover a newmethod of teaching.”–Leo Tolstoy
Instead of saying“students can’t”,we now identifyinstructional strategiesthat demonstrate“how students can”.
In a Math I classroom, a teacher seeking to helpstudents understand rate of change, designed alesson to have students work in groups and use thedata from Hurricane Sandy’s landfall to predict thefuture wind speeds as the hurricane travelled acrossthe northeast.As a result, the lesson allows students to applycontent-speciﬁc skills to relevant, real-worldexperiences, which extends their learning.
In a kindergarten classroom, a teacherprovides targeted reading interventionto an individual student based onneeds identiﬁed through earlyassessment.The same kind of instruction isoccurring in all elementary schools inthis district.
Remodeling EducationCareer and College Readiness Instructional Excellence Personalized LearningDr. June AtkinsonSuperintendent of Public Instruction June’s remodeling
• Remodel, not tear down• Higher Expectations• Constant Improvement• Continuity of Race to the Top Work
Thank You§ For embracing raised expectations§ For constantly improving§ For providing feedback§ For all the work you do on behalf of students in North Carolina
PROJECT MAP Strong Leaders A Fair Evaluation System Tools and Training to Improve Practice New Standard Improved Supply of Teachers Course of Study • Support in Low-AchievingBalanced Assessment LEAs and Schools System •New Accountability Model
PROJECT 1. Rebecca on standards 1-6 and the purpose of MAP Strong Leaders evaluation A Fair Evaluation System Tools and Training to Improve Practice New Standard Improved Supply of Teachers Course of Study • Support in Low-AchievingBalanced Assessment LEAs and Schools System •New Accountability Model
PROJECT 1. Rebecca on standards 1-6 and the purpose of MAP Strong Leaders evaluation A Fair Evaluation System Tools and Training to Improve Practice New Standard Improved Supply of Teachers Course of Study • Support in Low-Achieving Balanced Assessment2. Angela on the GA’s LEAs and Schools System performance grades • New Accountability Model
PROJECT 1. Rebecca on standards 1-6 and the purpose of MAP Strong Leaders evaluation A Fair Evaluation System Tools and Training to Improve Practice New Standard Improved Supply of Teachers Course of Study • Support in Low-Achieving Balanced Assessment2. Angela on the GA’s LEAs and Schools System performance grades • 3. Question and Answer New Accountability Model
PROJECT 1. Rebecca on standards 1-6 and the purpose of MAP Strong Leaders evaluation A Fair Evaluation System Tools and Training to Improve Practice 4. Angela and Philip on our New Standard Improved Supply of Teachers new tech platform and Course of Study its tools for teaching • Support in Low-Achieving Balanced Assessment2. Angela on the GA’s LEAs and Schools System performance grades • 3. Question and Answer New Accountability Model
North CarolinaEducator EvaluationA process for professional growth
North Carolina Educator Evaluation ProcessWhy the Evaluation Process? Assumptions • Educating students is not an easy task • We can all improve
North Carolina Educator Evaluation ProcessWhy the Evaluation Process? The reason we observe, gather student growth data, get feedback and discuss our practice is to improve the learning of our students.
North Carolina Educator Evaluation Process Teachers We have a total of 6 standards in our teacher evaluation system. All standards, 1-6, are of equal value. Our goal is to use this system to: • Identify our strongest teachers and explore their methodologies, and • Support teachers who need to increase their effectiveness 1 23456 ContributeDemonstrate Establish Know Facilitate Reﬂect on to Leadership Environment Content Learning Practice Academic Success 11/19/12 • page 36
North Carolina Educator Evaluation Process Principals and APs We now have a total of 8 standards in our principal and assistant principal evaluation system. All standards, 1-8, are of equal value. Our goal is use this system to: • Identify our strongest leaders and explore their methodologies, and • Support leaders who need to increase their effectiveness1 2 34 56 78 Human External Micro Academic Strategic Instructional Cultural Managerial Resource Development Political AchievementLeadership Leadership Leadership Leadership Leadership Leadership Leadership Leadership 11/19/12 • page 37
North Carolina Educator Evaluation ProcessGoals for System ImplementationAs a result of yearly evaluations, every educator will:u Identify substantive strengths in practice to build upon and share with colleaguesu Identify substantive areas for improvement in practice and take steps to grow
North Carolina Educator Evaluation Process Process Principals and APs TeachersStep 1 Orientation Step 1 TrainingStep 2 Pre-Evaluation Meeting Step 2 OrientationStep 3 Initial Meeting Step 3 Teacher Self-AssessmentStep 4 Data Collection Step 4 Pre-Observation ConferenceStep 5 Mid-Year Conference Step 5 ObservationsStep 6 Consolidated Performance Step 6 Post-Observation Assessment ConferenceStep 7 Summary Evaluation Step 7 Summary Eval Conference Conference and Summary Rating Form Step 8 Professional Development Plan
North Carolina Educator Evaluation Process ProcessThe new evaluation process requires bravery andthe ability to have challenging conversations aboutpractice.Bravery u to believe there are always ways to improve u to invite critical feedback u to give critical feedback
North Carolina Educator Evaluation Process Table TalkPrincipals:• How is the new evaluation process supporting effectiveness among your teachers?• What is challenging about helping teachers grow through this process?Teachers:• How is the new evaluation process supporting effectiveness in your work?• What is challenging about the new process?
North Carolina Educator Evaluation ProcessProcessA focus ondeveloping anincreasingly accurateunderstanding of theevaluation rubrics.
North Carolina Educator Evaluation ProcessProcess A clear understanding of the evaluation rubrics is key to rating accurately – not on a curve, but instead against the deﬁned set of best practices for teachers and leaders that are identiﬁed in the rubrics.
Using the NCEES rubrics requires the same kind of careful reading forevidence that the Common Core requires of students.For instance: 3 Element IIIb Know Teachers know the content appropriate Content to their teaching specialty. Proﬁcient Accomplishedq Demonstrates an q Applies knowledge of appropriate level of subject beyond the content knowledge in the content in assigned teaching specialty to teaching specialty. which assigned. Motivates students to investigate the content area to expand their knowledge and satisfy their natural curiosity.
North Carolina Educator Evaluation Process Process NCDPI support for the Evaluation Process and RubricsSupport Details Training Helping participants accurately use the tools and implement the process Includes “Coaching for Growth,” “Inter-rater Reliability,” “Understanding the Standards,” and differentiated support Exemplar Studies of actual teaching with rationales for Videos and ratings (coming soon) Artifacts NCEES http://ncees.ncdpi.wikispaces.net/NCEES+Wiki Wiki Resources Webinars http://ncees.ncdpi.wikispaces.net/Upcoming+Webinars
North Carolina Educator Evaluation Process Ratings Categories 1 2 3 4 5Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reﬂect on Practice 6 Contribute to Academic Success 5 Categories 3 Categories Not Demonstrated Developing Exceeded Expected Growth Proﬁcient Met Expected Growth Accomplished Distinguished Did Not Meet Expected Growth 1 2 34 56 7 8 Human External Micro Academic Strategic Instructional Cultural Managerial Achievement Resource Development PoliticalLeadership Leadership Leadership Leadership Leadership Leadership Leadership Leadership 11/19/12 • page 46
North Carolina Educator Evaluation Process Effectiveness Status After 3 Years of Growth In Need of Highly Effective Improvement Effective Standards 1-5 Any Rating Proﬁcient Accomplished Lower than or Higher or Higher 1 2 3 4 5Demonstrate Establish Leadership Environment Know Content Facilitate Learning Reﬂect on Practice Proﬁcient on Standards 1-5 on Standards 1-5 And/Or And And Standard 6 Does Not Meets or Exceeds 3-year average Meet Exceeds Expected) Expected Expected Growth 6 Year 1 + Year 2 6 + 6 ) /3 Year 3 Growth Growth
North Carolina Educator Evaluation Process Standard 6: Key Points 6 Contributeto Academic Success Standard 6 is new and is different, but not more important than the other standards • Growth. It gives the teacher and her evaluator a look at the measured growth of her students. • Trends in Growth. EVAAS helps compare the growth of different classes and groups of students. • Limits of Standard 6. Standard 6 gives you less insight into pedagogy than Standards 1-5. Standards 1-5 suggest next steps. o Think: revise formative assessment practices, track progress more accurately, improve questioning strategies, research best practices on literacy, etc.
North Carolina Educator Evaluation Process Standard 6: Reminders 6 Contributeto Academic Success • Status Standard 6 is used to determine effectiveness status only when a teacher has 3 years worth of growth data § Conservative use of growth data; certainty of growth estimate improves over time § No teacher effectiveness status until 2014-15, at the earliest • 1-5 are High Stakes Evaluators will continue to place teachers on monitored or directed growth plans when they receive a Developing on any of the ﬁrst 5 standards
North Carolina Educator Evaluation ProcessStandard 6 By 2013-14, every NC teacher will have a measure of his or her students’ growth. How?
North Carolina Educator Evaluation Process Measures Used to Determine Standard 6 6 End of Grade or End of Course 6 Common Exams 6Contribute toAcademic 6 Career Technical Education Assessment Success 6 K-3 Assessments 6 Analysis of Student Work
North Carolina Educator Evaluation Process Measures Used to Determine Standard 6 6 End of Grade or End of Course 6 Common Exams 6Contribute toAcademic 6 Career Technical Education Assessment Success 6 K-3 Assessments Coming in 2013-14 6 Analysis of Student Work
North Carolina Educator Evaluation ProcessStandard 6: K-3 AssessmentsK-2 (in development; coming in 2013-14)• Age-appropriate assessments of reading growth administered within classroom3rd Grade (in development; coming in 2013-14)• Pre-test/Post-test to measure growth
North Carolina Educator Evaluation ProcessStandard 6: Analysis of Student WorkWhat will this look like?• Deﬁned goal-setting process for determining student growth in subject areas with no state- provided assessments (e.g. World Languages, Arts, Electives, etc)• Guided process will require the evaluator to make the standard 6 determination based on student growth evidenceWhere we are• Process currently being developed• Will involve NC teachers like the Common Exams
North Carolina Educator Evaluation Process Measures used to determine Standard 6 6 End of Grade or End of Course 6 Common Exams 6Contribute toAcademic 6 Career Technical Education Assessment Success 6 K-3 Assessments 6 Analysis of Student Work
North Carolina Educator Evaluation Process Measures used to determine Standard 6 6 End of Grade or End of Course EVAAS to measure growth 6 Common Exams 6Contribute Note: 44 CTE toAcademic 6 Career Technical Education Assessment Assessments can Success use EVAAS 6 K-3 Assessments 6 Analysis of Student Work
North Carolina Educator Evaluation Process Measures used to determine Standard 6 6 End of Grade or End of Course 6 Common Exams Note: 79 CTE 6Contribute toAcademic 6 Career Technical Education Assessment assessments will use Pre-Post Success 6 K-3 Assessments PRE-POST to measure growth 6 Analysis of Student Work
North Carolina Educator Evaluation Process Measures used to determine Standard 6 6 End of Grade or End of Course 6 Common Exams 6Contribute toAcademic 6 Career Technical Education Assessment Success 6 K-3 Assessments EVALUATOR 6 Analysis of Student Work REVIEW to measure growth
See www.ncpublicschools.org/educatoreffect/ for details North Carolina Educator Evaluation Process Status High-Level Time Line 2012-13 2013-14 2014-15 2015-16End of Grade or End of Course2012-13 is Year One 1st StatusCommon Exams2012-13 is Year One 1st StatusCareer Technical Education Assessment2012-13 is Year One 1st StatusK-3 Assessments 2013-14 is Year One 1st StatusAnalysis of Student Work 2013-14 is Year One 1st Status
North Carolina Educator Evaluation Process ProcessNCDPI support of Standard 6Support Details Website http://www.ncpublicschools.org/ educatoreffect/ Guides, trainings and info on Standard 6 EVAAS https://evaas.sas.com/ Virtual professional development; scheduling PD; help ﬁles Regional PD Training throughout the year on the Leads evaluation system including EVAASWebinars and Ongoing Webinars (see website) and in- Trainings person RESA trainings
Implementing the General Assembly’sSchool Performance Grades 61
Context ACRE/READY General Assembly ► Summer 20122012 Accountability Revision • SBE approved college GA’s budget requires the and career ready indicators for 2012-13 SY assignment of2011 and reporting of the A-F grades for all READY Acct Model schools (HB 950) • Approval of ESEA Waiver to use proposed READY2010 model2009 62
Responding to School Performance Grades (SPG) • The SBE must respond to the General Assembly “…annually by January 15 on recommended adjustments to the school performance grade elements and scales for award of scores and grades.” • Additionally, SECTION 7A.3.(f) indicates: “It is the intent of the General Assembly to add a student growth component to school performance grades.” • Operational in 2012-13 63
Indicators in the Elementary and Middle School Model • English Language Arts (3-8)PerformanceComposite • Mathematics (3-8) • Science (5 & 8) • Growth 64
Indicators in the High School Model • Performance Composite (AlgI/Int I, Bio, Eng II) • Algebra II/Integrated III • Graduation Rate • WorkKeys • ACT • Growth 65
Alignment between Indicators in High School High Schools Performance Grades • Performance Composite • Algebra II/Integrated III End of Course • Graduation Rate • WorkKeys Math Course Rigor • ACT Graduation Rates WorkKeys Key Point: The set of indicators are ACT shared and set a college and career ready expectation. Graduation Project
How each indicator is deﬁnedPerformance Composite • Percent of proﬁcient tests in a school(Elementary and High) − All tests, subjects, and grade levels − Uses the EOG/EOC test dataAlgebra II/Integrated III • Percent of 4-year cohort graduates who take and pass Alg. II or Int. Math III − Excludes the 1% populationGraduation Rate • Percent of students that graduate within 4 years (4 year cohort graduation rate)WorkKeys • Percent of seniors who are CTE concentrators who achieve a Silver certiﬁcate, or better, on the WorkKeys assessmentACT • Percent of students who meet college-ready criteria 67
Overall Grade Scale from HB 950 A: 90-100 points B: 80-89 points C: 70-79 points D: 60-69 points F: Less than 60 points 68
What simulations have told us• The model needs to differentiate between schools• The 20-30% drop in test scores anticipated with the adoption of new and more rigorous standards will affect the model• The inclusion of growth affects schools differently 69
Next Steps• With educator feedback, develop a few options that differentiate and include growth• Return to the General Assembly with an operational proposal in January of 2013 per the requirement of the bill 70
Agenda For Institute Home Base and Technology Resource Update
Think of… A place that starts with possibilities and ends with victory. It’s where hard work and teamwork come together. It’s easy to use and shows action in the simplest way. It’s a starting point for success and it’s everyone’s goal to get there.
One Technology Platform Home Base Student Instructional • Single Sign-on Information Improvement System (SIS) • Collaborative System (IIS) • Populated with Tools for resources for NC Tools for Information educators Teaching and and Data Learning
Standards and Curriculum ü Standards in a content area ü Learning progressions ü Standard Course of Study (Common Core and Essential Standards) and Curriculum Resources ü Teacher or Executive Professional Standards
Lesson Plans Instructional Design, Practice, and Resources 3rd Grade Social Studies – Sample Unit Guiding Ques.ons Generaliza.ons Factual (F), Conceptual (C), and Provoc.ve/Debatable (P) History History Geography & 1. The physical environment of a place Geography & 1a. What are some examples of basic Environmental can determine the way that people Environmental needs that all people have? (F) Literacy meet their basic needs. Literacy 1b. What are some ways that you and your family meet their basic needs? (F) 1c. What is the physical environment ü Find sample lesson plans, units, resources like in your community? (F) 1d. What is it important for people to ü Create lesson planschange or link to appropriate 1. Humans may and adapt to understand their physical environment? resources their environment in order to meet their needs. 2a. How might humans interact with the environment to meet their ü Differentiate lessons for students needs? (C) 2b. How do people in your community ü Access Open Education Resources meet their basic needs? (F) 2c. Is human interacEon with the environment always posiEve? (P)
Assessmentsü Search for assessment items/tasksü Create, administer, and score assessments at classroom, school, and district levelsü Administer statewide assessmentsü Formative Assessment Strategies and Resources
Data Analysis and Reporting ü Customizable views ü Role-based Information ü Multiple Data Comparisons ü Attendance ü Grades ü Test Scores ü Discipline
Professional Development and Educator Evaluationü View, register for, participate in PDü Get suggestions for PD based on class performance or observation/evaluation dataü Implement educator evaluation processes
Technology 3 Key Categories Instruction Interconnections Things Application • Support Services • Infrastructure Digital Devices • Tools Ensuring Making Something pressing sure that on which to Enter pressing press helps Enter Enter students always learn worksDraft – March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation
We want technology that is:• Responsive Driven by challenges in our public schools• Visionary Incorporates the latest advances in tools and capabilities• Trustworthy Provides for privacy and security• Available Allows for access across the State and through multiple media• Robust and Expandable Has the capacity to grow reliably to accommodate changing demands• Collaborative Facilitates sharing of pedagogical knowledge and instructional tools
Home Base Began transition to new SIS Preparing Content IIS Vendor(s) for Home Base Approval & Contract September Award 2012 à Fall 2012 December 2012 Integration of the SIS and the IIS Pilots for IIS Components of Home Base goes Home Base Live* Early 2013 à Mid - 2013 à Starting 2013-14 School Year *There will be a phased in roll out of the IIS components of Home Base.
Every Student READYFall 2012 RegionalOutreach Meetings