sampson county principals and directors march 26, 2015
TRANSCRIPT
Sampson County Principals and Directors
March 26, 2015
Topics:
• Number of hours for seat time credit• High School Diploma Endorsements• Healthy Active Student Guidelines • Report Cards Letter Grade ( 15 Point Scale or 10 Point Scale)• Textbook Adoption (where are we going in the future, such as eBooks,
etc)• EVAAS Status…when can we expect to see growth for both
EOGs/EOCs and NCFEs?• Use of Grade Three EVAAS Growth in School Performance Grades
Seat-Time Credit
• Course for Credit policy GCS-M-001• http://
sbepolicy.dpi.state.nc.us/policies/GCS-M-001.asp?acr=GCS&cat=M&pol=001
(includes language about CDM as well)
• May 2014 – revisions removed language related to specific reference to the number of hours of seat time for a credit course and maintain the requirement that local school superintendents ensure that courses have sufficient rigor, breadth, and depth for a HS credit. Also includes credit requirements for MS students taking HS courses.
HS Credits that can be earned in MS
• English I• Math I, II, III• Earth/environmental science, Physical Science, Biology• Civics and Economics, World History, American History I and II• CPR requirement (also AHA, ARC)• First and second years of a World Language• Credit requirements added in the future may be earned in middle
school for disciplines where such credit is currently allowed (English, math, science, SS, WL)
Students in grades 6-8 who pass English I and/or math, science, SS, WL that are described in and aligned to NCSCOS for grades 9-12 may use the course to meet HS graduation requirements and the number of credits required to graduate and shall appear on the HS transcript.
These courses shall not be included in calculation of students’ HS GPA; GPA shall be computed only with courses taken in high school.
HS Credits that may be earned with appropriate college/university sequences• English III, IV• 4th math credit• Earth/Environment Science, Physical Science, Biology• Civics/Economics, World History, American History I and II• Health/PE• Elective credits• First and second years of a WL
• Students may earn dual credit for any high school course and meet graduation requirements using an appropriate college course or combination of college courses. Principals shall award dual credit according to the Career and College Promise program guidelines established by DPI.
• For courses not addressed by DPI guidance, a principal may award dual credit for a college course if an evaluation of the course content against NC Standard Course of Study requirements demonstrates that the college course offers substantial coverage of the high school course standards.
College/university courses earn HS dual credit
Semester Hours Credit High School Credits
1-4* 1
5-8** 2
9 or more** 3
For college courses with lab (such as math or WL), combination of course and lab = single course with one credit.**CTE only
K-12 e-learning course credits
• For credit toward diploma, must be approved by NCVPS• If included in NCSCOS, must meet competency goals/objectives• If AP or IB, must align with governing bodies• Courses not included in NCSCOS must have rigor, depth, breadth
comparable to courses in NCSCOS; NCVPS must consider whether course meets SREB and/or iNACOL criteria for awarding credit, is offered for credit toward a degree by a UNC or NC CC or a regionally accredited college• If available, EOG, EOC, post-assessments used as an indicator of mastery;
sores to be included in the determination of the base school’s state and federal accountability reports• AND
• Enrollment in an e-learning “for credit course” shall count towards satisfying local board requirements related to minimum instructional days, seat time policies, student attendance, athletic and/or extracurricular obligations. • Local Education Agencies (LEAs) are instructed to be purposeful in
establishing processes and procedures to enroll and manage such e-learning students in an environment where they can be successful.
• Credit may not be awarded for school bus driving, office assistance, teacher assistance, or laboratory assistance.
Credit Recovery
• “Credit recovery” refers to a block of instruction that is less than the entirety of the SCOS for that course.
• http://www.ncpublicschools.org/docs/accountability/testing/eoc/creditrecovfaq14.pdf - FAQs give guidelines on how to administer, record, manage Credit Recovery
High School Diploma Endorsements
• GCS-L-007 http://sbepolicy.dpi.state.nc.us/policies/GCS-L-007.asp?pri=01&cat=L&pol=007&acr=GCS Students enrolled in North Carolina high schools shall have the opportunity to earn Endorsements to their High School Diploma that identify a particular area of focused study, beginning with the graduating class of 2014-2015• Students may earn any or all of these Endorsements: Career, College,
College/UNC, North Carolina Academic Scholars, and/or a Global Languages Endorsement• Not required for graduation
Career Endorsement
• Future-ready core mathematics, including 4th course aligned with the student’s post-secondary plans; includes applied math courses found in the CTE domain• CTE concentration in one of the CTE Cluster areas• Unweighted GPA of at least 2.6• At least one industry-recognized credential; can include Career
Readiness Certificates (CRC) at the Silver level or above from WorkKeys assessments OR another appropriate industry credential/certification
College Endorsement
• Future-ready core mathematics sequence and a fourth course aligned with the student’s post-secondary plans that meets UNC system Minimum Admission Requirements or be acceptable for earning placement in a credit-bearing college class under the North Carolina Community College System’s Multiple Measures Placement policy
• unweighted grade point average of at least 2.6.
College/UNC Endorsement
• Future-Ready Core mathematics sequence and a fourth mathematics course that meets University of North Carolina system Minimum Admission Requirements that include a mathematics course with either Algebra II, Math III or Integrated Mathematics III as a pre-requisite;• three units of science including at least one physical science, one
biological science and one laboratory science course that must include either physics or chemistry;• two units of a world language (other than English);• weighted grade point average of at least 2.5.
NC Academic Scholars Endorsement
• State Board Policy GCS-L-003 http://sbepolicy.dpi.state.nc.us/policies/GCS-L-003.asp?pri=01&cat=L&pol=003&acr=GCS
• http://www.ncpublicschools.org/curriculum/scholars
Global Languages Endorsement
• combined 2.5 GPA for the four English Language Arts courses required for graduation.• proficiency in one or more languages in addition to English, using one of the options outlined below
and in accordance with the guidelines developed by the North Carolina Department of Public Instruction.
• Pass an external exam approved by the North Carolina Department of Public Instruction establishing “Intermediate Low” proficiency or higher per the American Council on the Teaching of Foreign Languages (ACTFL) proficiency scale.
• Complete a four-course sequence of study in the same world language, earning an overall GPA of 2.5 or above in those courses.
• Establish “Intermediate Low” proficiency or higher per the ACTFL proficiency scale using the Credit by Demonstrated Mastery policy described in GCS-M-001.
• Limited English Proficiency students shall complete all the requirements of sections 5a and 5b above and reach “Developing” proficiency per the World-Class Instructional Design and Assessment (WIDA) proficiency scale in all four domains on the most recent state identified English language proficiency test.
Healthy Active Student Guidelines• http://sbepolicy.dpi.state.nc.us/policies/HRS-E-000.asp?pri=03&cat=E
&pol=000&acr=HRS
• Section I. establish and maintain a local School Health Advisory Council• Section 2. SBE makes coordinated school health program model
available to each LEA – 8 components• Section 3. Each LEA administering the National School Lunch Program
must establish a Local Wellness Policy to promote student health and reduce childhood obesity
Section 4: PE and Healthful Living – • K-8 physical activity move toward 150 minutes per week with certified
PE teacher; middle schools 225 minutes per week of Healthful Living Ed, divided equally between health and PE with certified teachers
• Supportive environment
• Classes the same class size as other academic classes with at least 50% of PE class time spent in vigorous physical activity
Section 5. Physical Activity and Recess
• For schools where PE not offered daily to K-8, minimum of 30 minutes daily of moderate to physical activitiy; can be achieved through a PE class or by recess, dance, classroom energizers, or other curriculum-based physical activity programs
• Recess should be unstructured free play or structured games and activities; recess and physical activity shall not be taken away from students as a form of punishment; furthermore, exercise shall not be assigned for use as a form of punishment.
Section 6. Nutrition Services, Education and Promotion • variety of appealing food, beverages; non-food related strategies to
recognize and reward students; nutrition education that aligns with national dietary guidelines, adheres to academic standards, utilizes integrated instruction, grade-specific for building skills to choose/prepare/ consume healthy foods/beverages; connects classroom, cafeteria, and community
Section 7. Policy Monitoring • LEAs submit Local Wellness Policies; annual report on minutes
devoted to physical/healthful living and activity; compliance of schools. Healthy Active Children Policy/Local Wellness Policy survey report submitted by Sept. 15 each year
School Report Card/Letter Grades
• http://www.ncleg.net/Sessions/2013/Bills/House/PDF/H230v4.pdf• Section 14• (1) A school performance score of at least 90 is equivalent to an overall school
performance grade of A. • (2) A school performance score of at least 80 is equivalent to an overall school
performance grade of B. • (3) A school performance score of at least 70 is equivalent to an overall school
performance grade of C. • (4) A school performance score of at least 60 is equivalent to an overall school
performance grade of D. • (5) A school performance score of less than 60 points is equivalent to an overall
school performance grade of F."
• SECTION 15. Notwithstanding G.S. 115C-83.15(d), for the 2013-2014 school year only, for all schools the total school performance score shall be converted to a 100-point scale and used to determine a school performance grade based on the following scale: • (1) A school performance score of at least 85 is equivalent to an overall
school performance grade of A. • (2) A school performance score of at least 70 is equivalent to an overall
school performance grade of B. • (3) A school performance score of at least 55 is equivalent to an overall
school performance grade of C. • (4) A school performance score of at least 40 is equivalent to an overall
school performance grade of D. • (5) A school performance score of less than 40 points is equivalent to an
overall school performance grade of F.
Without a change in legislation this year, the 10-point scale will be in effect for 2015-16.• Some support for 60/40 achievement/growth• Some support for 50/50 achievement/growth
• Legislative Updates: http://legislative.ncpublicschools.gov/legislative-updates/2015-long-session
Textbook Adoption
"textbook" means systematically organized material comprehensive enough to cover the primary objectives outlined in the standard course of study for a grade or course. Formats for textbooks may be print or nonprint, including hardbound books, softbound books, activity-oriented programs, classroom kits, and technology-based programs that require the use of electronic equipment in order to be used in the learning process. Good review of adoption process:http://www.ncpublicschools.org/docs/textbook/advisors/science-adoption.pdf
Current Textbook Adoptions:
• The SBE approved textbook adoptions for mathematics for purchase in 2014-15.• The textbook adoption process is underway for science.• The timeline calls for the SBE to approve science textbook adoptions in May
2015.• Governor’s budget $35,000,000 for instructional resources, including
textbooks and Home Base. The new definition and additional dollars allow school districts flexibility in the utilization of these funds for instructional resources as determined by local need. This instructional resource funding also complements the funds available to districts in the School Technology Fund.• http://osbm.nc.gov/thebudget - p. 33 for Public Education
Shift to Digital Learning
SL2013-12 calls for the State to• transition by 2017 from textbooks to digital materials that are
effective for all learners, are aligned with the curriculum, and can be kept current. SL2013-11 and SL2013-226 call for the State Board of Education to develop and implement digital teaching and learning standards for teachers and school administrators by July 2017.
Moving toward Digital Learning
In December 2013, the SBE passed a requirement for every student to take at least one course online as a requirement for graduation.
The April 2014 SBE Strategic Plan supports the legislature’s directions by (1) calling for all schools to have sufficient wireless access tosupport digital learning initiatives; (2) increasing the number of teachers and students using digital learning tools;(3) using Home Base as an essential resources for instructional delivery, online testing, and communications with parents and students; and (4) personalizing education for every student.
Friday Institute Readiness Rubric
• Honest appraisal of digital readiness• Not a time to inflate readiness• Will use results to seek further funding• Due May 15
EVAAS• Recalculating NCFEs now; should be complete by the end of the
month; heads-up from Tom Tomberlin’s office (HR); No change in EOGs, EOCs• The recalculation could change Principal Standard 8, depending upon
how close the numbers fall.• K-2 is not in the update.
• For 2013-14, only the schools with grade 3 as their highest grade level had grade 3 growth in the School Performance Grades, but for 2014-15, this will be included for all schools with a grade 3. Also, schools with the highest level of grade 3 will have a growth designation.
You didn’t ask me, but….
• Testing and Accountability Proposal• Districts, not Regions• Excellence in School Leadership – SB 121• Out-of-state field trips• MTSS• AP/IB Exams
Testing and Accountability Proposal
• The State Board of Education Task Force on Summative Assessment met on Friday, February 13, 2015. The Task Force reconvened as a full group after working in grade span study groups over the last two months. The meeting agenda included the proposed recommendations on assessment from the elementary, middle, and high school study groups. The Task Force also acknowledged the business perspective on educational assessment with presentations from BEST NC and the North Carolina Chamber Foundation. A preliminary plan for redesigning assessments administered at grades 3-8 and grades 9-12 was discussed, including important test and measurement considerations. The next meeting of the Task Force is scheduled for Friday, March 13, 2015
Pursuant to SL 2014-18, the State Board of Education districts will be slightly revised, effective April 1, 2015. The map below reflects the changes to SBE districts: R
Bill to Watch
• SB 121 The Excellence in School Leadership Act was filed with bi-partisan support. Many principals and assistant principals will support this bill as it takes a step toward re-calibrating the School-Based Administrator Salary Schedule, given the salary changes from the 2014 Session that resulted in some administrators earning less than teachers. The bill would appropriate $8 million per year over the biennium for a 3% salary increase for administrators and annual bonuses to principals of schools that exceed student growth expectations. • ncleg.net
Out of State Field Trips
• Healthcare concerns• States do not always have compacts for nurses• May have to hire a local nurse to dispense medications• Plan ahead and communicate early with your school nurse or our
regional School Nurse Consultant, Amy Levy [email protected] or 919-922-5462
MTSS
• Problem-solving Framework for improving academic and behavior outcomes for all students, PreK-12• Integration of academic, behavior, attendance data at district, school,
and individual student level• Facilitates the integration of RtI and PBIS• Framework for policy changes in EC for identification of students with
SLD• Strategic implementation plan for all school districts• http://www.dpi.state.nc.us/curriculum/responsiveness
AP/IB Exams
• 2013 Legislation Broaden Access and Successful Participation in Advanced Courses (115C-83.4A) enhances access and encourages participation in AP and IB courses by appropriating funds to pay for all AP/IB exams for traditional public school and charter school students beginning in 2014-15. • LEA finance officers have information • Do not collect AP/IB funds from students
