fall 2012 regional outreach meetings every student ready

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

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

• 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 SimpleEvery educator can help students read and comprehend complex text by

• Asking Text-based Questions

• Teaching Academic Vocabulary

Complex TextsText-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 TextsText-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 TextsAcademic 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 ensuringgreat teaching.

New Standard Course of Study

Balanced Assessment System

New Accountability Model

Strong Leaders

A Fair Evaluation System

Support in Low-AchievingLEAs and Schools

Improved Supply of Teachers

Tools and Training toImprove Practice

Vision Action

Tools in the Teacher and Leader Toolbox

“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. Consequently, gaps in learning are identified and addressed in a timely manner, increasing opportunities for academic success.

June’s remodeling

Remodeling EducationCareer and College Readiness Instructional Excellence Personalized Learning

Dr. June AtkinsonSuperintendent 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




Strong Leaders





PROJECTMAP




Strong Leaders




PROJECTMAP


1. Rebecca on standards

1-6 and the purpose of evaluation



Strong Leaders




PROJECTMAP




New Accountability

Model

2. Angela on the GA’s performance grades



Strong Leaders




PROJECTMAP




New Accountability

Model


3. Question and Answer



Strong Leaders



PROJECTMAP






3. Question and Answer


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

North Carolina

Educator EvaluationA 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


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.

04/10/23 • page 30

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


Teachers

1 2 3 4 5 6Establish Environment

KnowContent

Facilitate Learning

Demonstrate Leadership

Reflect on Practice

Contribute to

Academic Success

04/10/23 • page 31

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 76Instructional Leadership

CulturalLeadership

Human Resource

Leadership

Strategic Leadership

Managerial Leadership

External Developmen

tLeadership

Micro Political

Leadership 8AcademicAchievement Leadership


Principals and APs


Goals for System Implementation

As a result of yearly evaluations, every

educator will:

Identify substantive strengths in

practice to build upon and share with

colleagues

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


ProcessPrincipals and APs Step

1Training

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


Process

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

Bravery

to believe there are always ways to improve

to invite critical feedback

to give critical feedback


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?


Process

A focus ondeveloping an increasingly accurate understanding of the evaluation rubrics.


Process

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 IIIbTeachers know the content appropriateto their teaching specialty.

Proficient Accomplished Demonstrates an

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

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.

3KnowContent

04/10/23 • page 39

1 2 3 4 5 76Instructional

Leadership

CulturalLeadership

Human Resource

Leadership

Strategic Leadership

Managerial

Leadership

External Developmen

tLeadership

Micro Political

Leadership

8AcademicAchievement Leadership

1 2 3 4 5 6Establish Environment

KnowContent

Facilitate Learning


Reflect on Practice

Contribute to

Academic Success

5 CategoriesNot Demonstrated

DevelopingProficient

AccomplishedDistinguished

3 Categories

Exceeded Expected Growth

Met Expected Growth

Did Not Meet Expected Growth


Ratings Categories


Effectiveness Status After 3 Years of Growth

1 2 3 4 5Establish Environme

nt

KnowContent

Facilitate Learning


Reflect on

Practice

In Need of Improvement

EffectiveHighly

Effective

Standards 1-5

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

)

Any Rating Lower than

Proficient

And/Or

Does Not Meet

Expected Growth

Proficient or Higher

on Standards1-5

And

Meets or Exceeds Expected Growth

Accomplishedor Higher

on Standards1-5

And

Exceeds Expected Growth

Standard 63-year average


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.

6Contribute to

Academic Success


Standard 6: Reminders

• StatusStandard 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 StakesEvaluators will continue to place teachers on monitored or directed growth plans when they receive a Developing on any of the first 5 standards

6Contribute to

Academic Success


Standard 6

By 2013-14, every NC teacher will have a measure of his or her students’ growth.

How?


Measures used to determine Standard 6

6Contribute 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

6Contribute to

Academic Success


6 Common Exams


6 K-3 Assessments


Note: 44 CTE Assessments can use EVAAS

EVAAS

to measure growth



6Contribute to

Academic Success


6 Common Exams


6 K-3 Assessments


Note: 79 CTE assessments will use Pre-Post

PRE-POSTto measure growth



6Contribute to

Academic Success


6 Common Exams


6 K-3 Assessments

6 Analysis of Student WorkEVALUATO

RREVIEWto measure

growth




Status High-Level Time LineSee 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

http://www.ncpublicschools.org/educatoreffect/




Process

Support Details

Training Helping participants accurately use the tools and implement the processIncludes “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)

NCEESWiki

http://ncees.ncdpi.wikispaces.net/NCEES+WikiResources

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

NCDPI support for the Evaluation Process and Rubrics

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

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

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


Process

Support Details

Website http://www.ncpublicschools.org/educatoreffect/Guides, trainings and info on Standard 6EVAAS 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



https://evaas.sas.com/


Implementing the General Assembly’s

School Performance Grades

51

52

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

53

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

54

Indicators in the Elementary and Middle School Model

• English Language Arts (3-8)

• Mathematics (3-8)

• Science (5 & 8)

• Growth

PerformanceComposite

55

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.

57

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

58

Overall Grade Scale from HB 950

A: 90-100 pointsB: 80-89 pointsC: 70-79 pointsD: 60-69 pointsF: Less than 60 points

59

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

60

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 andit’s everyone’s goal to get there.

Why Home Base?

• Access

• Aligned

• Single Sign-on

• Targeted Impact

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

Student Information and Learner Profile

Professional Development &

Educator Evaluation

AssessmentInstructional Design, Practice &

Resources

Lesson Plans

Data Analysis and Reporting

Standards & Curriculum

Student Information and Learner Profile

Standards in a content area

Learning progressions

Standard Course of Study (Common Core and Essential Standards) and Curriculum Resources

Teacher or Executive Professional Standards

Standards and Curriculum

3rd Grade Social Studies – Sample UnitGeneralizations

Guiding QuestionsFactual (F), Conceptual (C), and Provoctive/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 interaction with the environment always positive? (P)

Find sample lesson plans, units, resources

Create lesson plans and link to appropriate resources

Differentiate lessons for students

Access Open Education Resources

Instructional Design, Practice, and Resources

Lesson Plans

Search for assessment items/tasks

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

Administer statewide assessments

Formative Assessment Strategies and Resources

Assessments

Customizable views

Role-based Information

Multiple Data Comparisons

Attendance

Grades

Test Scores

Discipline

Data Analysis and Reporting

Professional Development and Educator Evaluation

View, register for, participate in PD

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

Implement educator evaluation processes

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

Digital Devices ToolsServices InfrastructureApplication Support

ThingsInterconnectionsInstruction

Something on which to

press Enter

Making sure that pressing

Enter always works

Ensuringpressing

Enter helps

students learn

Technology3 Key Categories

http://www.ncpublicschools.org/ready/resources/

We want technology that is:

• ResponsiveDriven by challenges in our public schools

• VisionaryIncorporates the latest advances in tools and capabilities

• TrustworthyProvides for privacy and security

• AvailableAllows for access across the State and through multiple media

• Robust and ExpandableHas the capacity to grow reliably to accommodate changing demands

• CollaborativeFacilitates 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*

September2012

Early 2013 Mid - 2013

Starting 2013-14 School Year

Fall 2012

Preparing Content for Home Base

December2012

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

fall 2012 regional outreach meetings every student ready

Documents

practice slide

work slide

visionaction slide

state slide

purpose of evaluation

academic vocabulary

student ready slide

north carolina slide