2. The story of North Carolina Public Schools is one of both
•
+ Measurable Progress
and
Δ Increasing Urgency to Improve
•
3. + Measurable Progress
North Carolina NAEP Mathematics
Graduation Rates to the
When compared
graduation rate just 5 years Mathematics results
before, this increase means Ranked 12th inabove
continue to be 4th
80.4 grade math despite
the national average in
more 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 class
of 2012. 2009 2010 2011 2012
2007 2008
4. Δ Increasing Urgency to Improve
Still 1 in 5 students does NOT
graduate from HighEducation Level
Mean Income
School. Unemployment
NC High School
In a $9,605
cohort of 110,00 students,
Dropout 23%
that is more than 20,000 School
NC High
$23, 055 Graduate 13%
students.
5. Δ Increasing Urgency to Improve
Reading: 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.
9. 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
10. 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%
11. Complex Texts
Start Simple
Every educator can help students read
and comprehend complex text by
• Asking Text-based Questions
• Teaching Academic Vocabulary
12. Complex Texts
Text-based Questions
Not Text-Dependent Text-Dependent
In “Casey at the Bat,” Casey What makes Casey’s
strikes out. Describe a time experiences at bat
when you failed at humorous? Students
something. must
return to
In “The Gettysburg “The Gettysburg Address” the text in
Address” Lincoln says the mentions the year 1776. search of
nation is dedicated to the According to Lincoln’s evidence
proposition that all men are speech, why is this year
created equal. Why is significant to the events
equality an important value described in the speech?
to promote?
13. Complex Texts
Text-based Questions
Text-based Questions should be a mainstay in all
classrooms, across all subjects.
Kindergarten:
”With prompting and support, identify the reasons
an author gives to support points in a text.”
12th Grade:
“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.”
14. Complex Texts
Academic Vocabulary
relative
relative itemize
itemize formulate
formulate
Words that give students dignified
dignified
calibrate
calibrate
the ability to express
themselves in subtle and
precise ways and are
periphery
periphery useful across all faltered
faltered
disciplines.
misfortune
misfortune unabashedly
unabashedly
specificity
specificity vary
vary
16. The central focus of READY by enabling and
is improving every ensuring
student’s learning ... great teaching.
17. 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
20. The way forward is
through effective
instruction
with evidence of a
high impact on
student learning.
21. “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
22. Instead of saying
“students can’t”,
we now identify
instructional strategies
that demonstrate
“how students can”.
23. 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.
24. 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.
25. Remodeling Education
Career and College Readiness Ÿ Instructional Excellence Ÿ Personalized Learning
Dr. June Atkinson
Superintendent of Public Instruction
June’s remodeling
26. • Remodel, not tear down
• Higher Expectations
• Constant Improvement
• Continuity of Race to the Top Work
27. 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
28. 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-Achieving
Balanced Assessment LEAs and Schools
System
•
New Accountability
Model
29. 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 Assessment LEAs and Schools
System
•
New Accountability
Model
30. 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 Assessment
2. Angela on the GA’s LEAs and Schools
System
performance grades
•
New Accountability
Model
31. 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 Assessment
2. Angela on the GA’s LEAs and Schools
System
performance grades
•
3. Question and Answer
New Accountability
Model
32. 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 Assessment
2. Angela on the GA’s LEAs and Schools
System
performance grades
•
3. Question and Answer
New Accountability
Model
34. North Carolina Educator Evaluation Process
Why the Evaluation Process?
Assumptions
• Educating students is
not an easy task
• We can all improve
35. 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.
36. 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
Contribute
Demonstrate Establish Know Facilitate Reflect on to
Leadership Environment Content Learning Practice Academic
Success
11/19/12 • page 36
37. 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 effectiveness
1 2 34 56 78
Human External Micro Academic
Strategic Instructional Cultural Managerial
Resource Development Political Achievement
Leadership Leadership Leadership Leadership
Leadership Leadership Leadership Leadership
11/19/12 • page 37
38. 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
39. North Carolina Educator Evaluation Process
Process
Principals and APs Teachers
Step 1 Orientation Step 1 Training
Step 2 Pre-Evaluation Meeting Step 2 Orientation
Step 3 Initial Meeting Step 3 Teacher Self-Assessment
Step 4 Data Collection Step 4 Pre-Observation
Conference
Step 5 Mid-Year Conference Step 5 Observations
Step 6 Consolidated Performance Step 6 Post-Observation
Assessment Conference
Step 7 Summary Evaluation Step 7 Summary Eval Conference
Conference and Summary Rating Form
Step 8 Professional Development
Plan
40. 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
41. 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?
42. North Carolina Educator Evaluation Process
Process
A focus on
developing an
increasingly accurate
understanding of the
evaluation rubrics.
43. 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.
44. Using the NCEES rubrics requires the same kind of careful reading for
evidence that the Common Core requires of students.
For instance:
3
Element IIIb
Know
Teachers know the content appropriate
Content
to their teaching specialty.
Proficient Accomplished
q 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.
45. North Carolina Educator Evaluation Process
Process
NCDPI support for the Evaluation Process and Rubrics
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 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
46. North Carolina Educator Evaluation Process
Ratings Categories
1 2 3 4 5
Demonstrate
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 Political
Leadership Leadership Leadership Leadership Leadership
Leadership Leadership Leadership
11/19/12 • page 46
47. 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 5
Demonstrate 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
48. North Carolina Educator Evaluation Process
Standard 6: Key Points
6
Contribute
to 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.
49. North Carolina Educator Evaluation Process
Standard 6: Reminders
6
Contribute
to 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
50. North Carolina Educator Evaluation Process
Standard 6
By 2013-14,
every NC teacher
will have a measure
of his or her
students’ growth.
How?
51. North Carolina Educator Evaluation Process
Measures Used to Determine Standard 6
6 End of Grade or End of Course
6 Common Exams
6
Contribute
to
Academic
6 Career Technical Education Assessment
Success
6 K-3 Assessments
6 Analysis of Student Work
52. North Carolina Educator Evaluation Process
Measures Used to Determine Standard 6
6 End of Grade or End of Course
6 Common Exams
6
Contribute
to
Academic
6 Career Technical Education Assessment
Success
6 K-3 Assessments
Coming
in
2013-14
6 Analysis of Student Work
53. 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
54. 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
55. North Carolina Educator Evaluation Process
Measures used to determine Standard 6
6 End of Grade or End of Course
6 Common Exams
6
Contribute
to
Academic
6 Career Technical Education Assessment
Success
6 K-3 Assessments
6 Analysis of Student Work
56. 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
6
Contribute Note: 44 CTE
to
Academic
6 Career Technical Education Assessment Assessments can
Success use EVAAS
6 K-3 Assessments
6 Analysis of Student Work
57. 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
6
Contribute
to
Academic
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
58. North Carolina Educator Evaluation Process
Measures used to determine Standard 6
6 End of Grade or End of Course
6 Common Exams
6
Contribute
to
Academic
6 Career Technical Education Assessment
Success
6 K-3 Assessments
EVALUATOR
6 Analysis of Student Work REVIEW
to measure growth
59. See www.ncpublicschools.org/educatoreffect/ for details
North Carolina Educator Evaluation Process
Status High-Level Time Line
2012-13 2013-14 2014-15 2015-16
End of Grade or End of Course
2012-13 is Year One 1st Status
Common Exams
2012-13 is Year One 1st Status
Career Technical Education Assessment
2012-13 is Year One 1st Status
K-3 Assessments
2013-14 is Year One 1st Status
Analysis of Student Work
2013-14 is Year One 1st Status
60. North Carolina Educator Evaluation Process
Process
NCDPI support of Standard 6
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 Training throughout the year on the
Leads evaluation system including EVAAS
Webinars and Ongoing Webinars (see website) and in-
Trainings person RESA trainings
61. Implementing
the General Assembly’s
School Performance Grades
61
62. Context
ACRE/READY General Assembly
► Summer 2012
2012 Accountability Revision
• SBE approved college
GA’s budget
requires the
and career ready
indicators for 2012-13 SY
assignment of
2011 and reporting of the A-F grades for all
READY Acct Model schools (HB 950)
• Approval of ESEA Waiver
to use proposed READY
2010 model
2009
62
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
63
64. Indicators in the Elementary and Middle School Model
• English Language Arts (3-8)
Performance
Composite • Mathematics (3-8)
• Science (5 & 8)
• Growth
64
65. Indicators in the High School Model
• Performance Composite
(AlgI/Int I, Bio, Eng II)
• Algebra II/Integrated III
• Graduation Rate
• WorkKeys
• ACT
• Growth
65
66. 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
67. How each indicator is defined
Performance Composite • Percent of proficient tests in a school
(Elementary and High) − 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
67
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
68
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
69
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
70
72. 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.
75. 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
78. 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
79. 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)
80. Assessments
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
81. Data Analysis and Reporting
ü Customizable views
ü Role-based Information
ü Multiple Data Comparisons
ü Attendance
ü Grades
ü Test Scores
ü Discipline
82. 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
83. 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 works
Draft – March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation
84. 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
85. 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.
