every student-ready (1)

Fall 2012 Regional Outreach Meetings

Every Student READY

The story of North Carolina Public Schools is one of both

•  Measurable Progress

and •  Increasing Urgency to Improve

+

Δ

When compared to the graduation rate just 5 years before, this increase means more than 11,000 additional students graduated from the class of 2012.

Measurable Progress

North Carolina Graduation Rates

2007 2008 2009 2010 2011 2012

69.5 70.3 71.7 74.2 77.9 80.4

Ranked 12th in 4th grade math despite being 37th in median household income.

+

NAEP Mathematics

Mathematics results continue to be above the national average in 4th and 8th grades.

Mean Income Education Level Unemployment

$9,605 NC High School Dropout 23%

$23, 055 NC High School Graduate 13%

Increasing Urgency to Improve Δ

Still 1 in 5 students does NOT graduate from High School.

In a cohort of 110,00 students, that is more than 20,000 students.

157,798 economically disadvantaged students were not proficient in 3-8th grade reading.

Increasing Urgency to Improve Δ

Reading: 3rd- through 8th- graders in 2011-12…

59.1% of economically disadvantaged students were proficient.

86.4% of those students deemed not economically disadvantaged were proficient.

While acknowledging our successes, we are

reaching higher for our students and our

state…

…and that starts with what students must know 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, workforce

training programs, and life in general have held

steady or increased over the last half century,

K–12 texts have actually declined in

sophistication, and relatively little attention has

been paid to students’ ability to read complex

texts 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-Dependent

In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Students must return to the text in search of evidence

Complex Texts Text-based Questions

Text-based Questions should be a mainstay in all classrooms, across all subjects.

“Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.”

Kindergarten:

12th Grade:

”With prompting and support, identify the reasons an author gives to support points in a text.”

Complex Texts Academic Vocabulary

relative

vary

formulate

specificity

faltered

calibrate

itemize

periphery

misfortune

dignified

unabashedly

Words that give students the ability to express

themselves in subtle and precise ways and are

useful across all disciplines.

relative

vary

formulate

specificity

faltered

calibrate

periphery

misfortune

dignified

unabashedly

itemize

The central focus of READY is improving every student’s learning ...

by enabling and ensuring great teaching.

New Standard Course of Study

Balanced Assessment

System

New Accountability Model

Strong Leaders

A Fair Evaluation System

Support in Low-Achieving LEAs and Schools

Improved Supply of Teachers

Tools and Training to Improve Practice

•

•

Vision

Action

Tools in the Teacher and Leader Toolbox

The way forward is through effective

instruction

with evidence of a high impact on student learning.

“Teachers must …regard every imperfection in the pupil’s comprehension not as a defect in the pupil, but as a deficit in their own instruction, and endeavor to develop the ability to discover a new method of teaching.” –Leo Tolstoy

Instead of saying “students can’t”, we now identify instructional strategies that demonstrate “how students can”.

In a Math I classroom, a teacher seeking to help students understand rate of change, designed a lesson to have students work in groups and use the data from Hurricane Sandy’s landfall to predict the future wind speeds as the hurricane travelled across the northeast. As a result, the lesson allows students to apply content-specific skills to relevant, real-world experiences, which extends their learning.

In a kindergarten classroom, a teacher provides targeted reading intervention to an individual student based on needs identified through early assessment. The same kind of instruction is occurring in all elementary schools in this district.

June’s remodeling

Remodeling Education Career and College Readiness � Instructional Excellence � Personalized Learning Dr. June Atkinson Superintendent of Public Instruction

•  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


Balanced Assessment

System


Strong Leaders





•

•

PROJECT MAP


Balanced Assessment

System


Strong Leaders




•

•

PROJECT MAP


1.  Rebecca on standards 1-6 and the purpose of evaluation


Balanced Assessment

System

Strong Leaders




•

•

PROJECT MAP



• New Accountability

Model

2.  Angela on the GA’s performance grades


Balanced Assessment

System

Strong Leaders




•

•

PROJECT MAP



• New Accountability

Model


3.  Question and Answer


Balanced Assessment

System

Strong Leaders



•

•

PROJECT MAP



New Accountability

Model


3.  Question and Answer


4.  Angela and Philip on our new tech platform and its tools for teaching

North Carolina Educator Evaluation A process for professional growth

North Carolina Educator Evaluation Process Why the Evaluation Process?

Assumptions

•  Educating students is not an easy task

•  We can all improve

North Carolina Educator Evaluation Process Why 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.

11/19/12 • page 36

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

North Carolina Educator Evaluation Process Teachers

1 2 3 4 5 6 Establish Environment

Know Content

Facilitate Learning

Demonstrate Leadership

Reflect on Practice

Contribute to

Academic Success

11/19/12 • page 37

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 effectiveness

1 2 3 4 5 7 6 Instructional Leadership

Cultural Leadership

Human Resource

Leadership

Strategic Leadership

Managerial Leadership

External Development

Leadership

Micro Political

Leadership 8 Academic Achievement Leadership

North Carolina Educator Evaluation Process Principals and APs

North Carolina Educator Evaluation Process Goals for System Implementation

As a result of yearly evaluations, every educator will:

u  Identify substantive strengths in practice

to build upon and share with colleagues

u  Identify substantive areas for

improvement in practice and take steps

to grow

Step 1 Orientation

Step 2 Pre-Evaluation Meeting

Step 3 Initial Meeting

Step 4 Data Collection

Step 5 Mid-Year Conference

Step 6 Consolidated Performance Assessment

Step 7 Summary Evaluation Conference

North Carolina Educator Evaluation Process Process Principals and APs

Step 1 Training

Step 2 Orientation

Step 3 Teacher Self-Assessment

Step 4 Pre-Observation Conference

Step 5 Observations

Step 6 Post-Observation Conference

Step 7 Summary Eval Conference and Summary Rating Form

Step 8 Professional Development Plan

Teachers

North Carolina Educator Evaluation Process Process

The new evaluation process requires bravery and the ability to have challenging conversations about practice. 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 Talk

Principals: •  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?


A focus on developing an increasingly accurate understanding of the evaluation rubrics.


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 for evidence that the Common Core requires of students.

For instance:

Element IIIb Teachers know the content appropriate to their teaching specialty.

Proficient Accomplished q Demonstrates an

appropriate level of content knowledge in the teaching specialty to which assigned.

q Applies knowledge of subject beyond the content in assigned teaching specialty. Motivates students to investigate the content area to expand their knowledge and satisfy their natural curiosity.

3 Know Content


Support 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 Videos and

Artifacts

Studies of actual teaching with rationales for ratings (coming soon)

NCEES Wiki

http://ncees.ncdpi.wikispaces.net/NCEES+Wiki Resources

Webinars http://ncees.ncdpi.wikispaces.net/Upcoming+Webinars

NCDPI support for the Evaluation Process and Rubrics

11/19/12 • page 46

1 2 3 4 5 7 6 Instructional Leadership

Cultural Leadership

Human Resource

Leadership

Strategic Leadership

Managerial Leadership

External Development

Leadership

Micro Political

Leadership 8 Academic Achievement Leadership

1 2 3 4 5 6 Establish Environment

Know Content

Facilitate Learning


Reflect on Practice

Contribute to Academic

Success

5 Categories Not Demonstrated

Developing Proficient

Accomplished Distinguished

3 Categories

Exceeded Expected Growth

Met Expected Growth

Did Not Meet Expected Growth

North Carolina Educator Evaluation Process Ratings Categories

North Carolina Educator Evaluation Process Effectiveness Status After 3 Years of Growth

1 2 3 4 5 Establish Environment

Know Content

Facilitate Learning


Reflect on Practice

In Need of Improvement Effective Highly

Effective

Standards 1-5

6 6 6 Year 1 Year 2 Year 3 + + / 3 ) )

Any Rating Lower than Proficient

And/Or

Does Not Meet

Expected Growth

Proficient or Higher

on Standards 1-5

And

Meets or Exceeds Expected Growth

Accomplished or Higher

on Standards 1-5

And

Exceeds Expected Growth

Standard 6 3-year average

North Carolina Educator Evaluation Process Standard 6: Key Points

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.

6 Contribute to Academic

Success

North Carolina Educator Evaluation Process Standard 6: Reminders

•  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

6 Contribute to Academic

Success

North Carolina Educator Evaluation Process Standard 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 Contribute to

Academic Success

6 End of Grade or End of Course

6 Common Exams

6 Career Technical Education Assessment

6 K-3 Assessments

6 Analysis of Student Work

6 Contribute to

Academic Success


6 Common Exams


6 K-3 Assessments


Coming in

2013-14

North Carolina Educator Evaluation Process Measures Used to Determine Standard 6

North Carolina Educator Evaluation Process Standard 6: K-3 Assessments

K-2 (in development; coming in 2013-14)

•  Age-appropriate assessments of reading growth administered within classroom

3rd Grade (in development; coming in 2013-14) •  Pre-test/Post-test to measure growth

North Carolina Educator Evaluation Process Standard 6: Analysis of Student Work

What 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 evidence

Where 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 Contribute to

Academic Success


6 Common Exams


6 K-3 Assessments


6 Contribute to

Academic Success


6 Common Exams


6 K-3 Assessments


Note: 44 CTE Assessments can use EVAAS

EVAAS to measure growth


6 Contribute to

Academic Success


6 Common Exams


6 K-3 Assessments


Note: 79 CTE assessments will use Pre-Post

PRE-POST to measure growth


6 Contribute to

Academic Success


6 Common Exams


6 K-3 Assessments

6 Analysis of Student Work EVALUATOR

REVIEW to measure growth


North Carolina Educator Evaluation Process Status High-Level Time Line

See www.ncpublicschools.org/educatoreffect/ for details

End of Grade or End of Course

Common Exams

Career Technical Education Assessment

K-3 Assessments

Analysis of Student Work

2012-13 is Year One

2012-13 is Year One

2012-13 is Year One

2013-14 is Year One

2013-14 is Year One

2012-13 2013-14 2014-15 2015-16

1st Status

1st Status

1st Status

1st Status

1st Status


Support 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 Leads

Training throughout the year on the evaluation system including EVAAS

Webinars and Trainings

Ongoing Webinars (see website) and in-person RESA trainings

NCDPI support of Standard 6

Implementing the General Assembly’s

School Performance Grades

61

62

Context

2009

2010

2011

2012

ACRE/READY

Accountability Revision •  SBE approved college

and career ready indicators for 2012-13 SY and reporting of the READY Acct Model

•  Approval of ESEA Waiver to use proposed READY model

General Assembly

► Summer 2012 GA’s budget requires the assignment of A-F grades for all schools (HB 950)

63

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

64

Indicators in the Elementary and Middle School Model

•  English Language Arts (3-8)

•  Mathematics (3-8)

•  Science (5 & 8)

•  Growth

Performance Composite

65

Indicators in the High School Model

•  Performance Composite (AlgI/Int I, Bio, Eng II)

•  Algebra II/Integrated III •  Graduation Rate •  WorkKeys •  ACT •  Growth

Alignment between Indicators in High School

End of Course

ACT

Graduation Rates

Math Course Rigor

WorkKeys

Graduation Project

High Schools Performance Grades •  Performance Composite •  Algebra II/Integrated III •  Graduation Rate •  WorkKeys •  ACT

Key Point: The set of indicators are shared and set a college and career ready expectation.

67

How each indicator is defined

Performance Composite (Elementary and High)

•  Percent of proficient tests in a school −  All tests, subjects, and grade levels −  Uses the EOG/EOC test data

Algebra II/Integrated III

•  Percent of 4-year cohort graduates who take and pass Alg. II or Int. Math III −  Excludes the 1% population

Graduation 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 assessment

ACT •  Percent of students who meet college-ready criteria

68

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

69

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

70

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

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.

Student Information System (SIS)

Instructional Improvement System (IIS)

Tools for Information

and Data

Tools for Teaching and Learning

One Technology Platform

•  Single Sign-on •  Collaborative •  Populated with

resources for NC educators

Home Base

Sign-On

© 2012 RMAGENCY.COM

SM

Student Informa.on and Learner Profile

Professional Development &

Educator Evalua.on

Assessment Instruc.onal Design, Prac.ce &

Resources

Lesson Plans

Data Analysis and Repor.ng

Standards & Curriculum

Student Information and Learner Profile

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

Standards and Curriculum

3rd Grade Social Studies – Sample Unit Generaliza.ons

Guiding Ques.ons Factual (F), Conceptual (C), and Provoc.ve/Debatable

(P) History

History

Geography & Environmental Literacy

1.  The physical environment of a place can determine the way that people meet their basic needs.

1.   Humans may change or adapt to

their environment in order to meet their needs.

Geography & Environmental Literacy

1a. What are some examples of basic needs that all people have? (F)

1b. What are some ways that you and your family meet their basic needs? (F)

1c. What is the physical environment like in your community? (F)

1d. What is it important for people to understand their physical environment?

2a. How might humans interact with

the environment to meet their needs? (C)

2b. How do people in your community meet their basic needs? (F)

2c. Is human interacEon with the environment always posiEve? (P)

ü  Find sample lesson plans, units, resources

ü  Create lesson plans and link to appropriate resources

ü  Differentiate lessons for students

ü  Access Open Education Resources

Instructional Design, Practice, and Resources

Lesson Plans

ü  Search for assessment items/tasks

ü  Create, administer, and score assessments at classroom, school, and district levels

ü  Administer statewide assessments

ü  Formative Assessment Strategies and Resources

Assessments

ü  Customizable views

ü  Role-based Information

ü  Multiple Data Comparisons

ü  Attendance

ü  Grades

ü  Test Scores

ü  Discipline

Data Analysis and Reporting

Professional Development and Educator Evaluation

ü  View, register for, participate in PD

ü  Get suggestions for PD based on class performance or observation/evaluation data

ü  Implement educator evaluation processes

Draft – March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation

Digital Devices • Tools Services • Infrastructure Application • Support Things Interconnections Instruction

Something on which to

press Enter

Making sure that pressing

Enter always works

Ensuring pressing

Enter helps

students learn

Technology 3 Key Categories

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

Integration of the SIS and the IIS Pilots for IIS

Components of Home Base

Home Base goes

Live*

September 2012 à

Early 2013 à Mid - 2013 à

Starting 2013-14 School Year

Fall 2012

Preparing Content for Home Base

December 2012

IIS Vendor(s)

Approval & Contract Award

*There will be a phased in roll out of the IIS components of Home Base.

Fall 2012 Regional Outreach Meetings

Every Student READY

every student-ready (1)

Documents

disadvantaged students

students ability

students readand

additional students

withwhat students

higher forour students

complex textsreading

text inaddress lincoln