fall 2012 regional outreach meetings every student ready
TRANSCRIPT
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
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
PROJECTMAP
New Standard Course of Study
Balanced Assessment System
New Accountability Model
Strong Leaders
Support in Low-AchievingLEAs and Schools
Improved Supply of Teachers
Tools and Training toImprove Practice
PROJECTMAP
A Fair Evaluation System
1. Rebecca on standards
1-6 and the purpose of evaluation
New Standard Course of Study
Balanced Assessment System
Strong Leaders
Support in Low-AchievingLEAs and Schools
Improved Supply of Teachers
Tools and Training toImprove Practice
PROJECTMAP
A Fair Evaluation System
1. Rebecca on standards
1-6 and the purpose of evaluation
New Accountability
Model
2. Angela on the GA’s performance grades
New Standard Course of Study
Balanced Assessment System
Strong Leaders
Support in Low-AchievingLEAs and Schools
Improved Supply of Teachers
Tools and Training toImprove Practice
PROJECTMAP
A Fair Evaluation System
1. Rebecca on standards
1-6 and the purpose of evaluation
New Accountability
Model
2. Angela on the GA’s performance grades
3. Question and Answer
New Standard Course of Study
Balanced Assessment System
Strong Leaders
Support in Low-AchievingLEAs and Schools
Improved Supply of Teachers
PROJECTMAP
A Fair Evaluation System
1. Rebecca on standards
1-6 and the purpose of evaluation
New Accountability Model
2. Angela on the GA’s performance grades
3. Question and Answer
Tools and Training toImprove Practice
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
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.
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
North Carolina Educator Evaluation Process
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
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:
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
North Carolina Educator Evaluation Process
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
North Carolina Educator Evaluation Process
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
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?
North Carolina Educator Evaluation Process
Process
A focus ondeveloping an increasingly accurate understanding of the evaluation rubrics.
North Carolina Educator Evaluation Process
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
Demonstrate Leadership
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
North Carolina Educator Evaluation Process
Ratings Categories
North Carolina Educator Evaluation Process
Effectiveness Status After 3 Years of Growth
1 2 3 4 5Establish Environme
nt
KnowContent
Facilitate Learning
Demonstrate Leadership
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
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.
6Contribute to
Academic Success
North Carolina Educator Evaluation Process
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
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
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 End of Grade or End of Course
6 Common Exams
6 Career Technical Education Assessment
6 K-3 Assessments
6 Analysis of Student Work
Note: 44 CTE Assessments can use EVAAS
EVAAS
to measure growth
North Carolina Educator Evaluation Process
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
Note: 79 CTE assessments will use Pre-Post
PRE-POSTto measure growth
North Carolina Educator Evaluation Process
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 WorkEVALUATO
RREVIEWto measure
growth
North Carolina Educator Evaluation Process
Measures used to determine Standard 6
North Carolina Educator Evaluation Process
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
North Carolina Educator Evaluation Process
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
North Carolina Educator Evaluation Process
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
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
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