Upload
hardyrcs
View
192
Download
0
Tags:
Embed Size (px)
Citation preview
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
Video
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
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
•
•
PROJECT MAP
New Standard Course of Study
Balanced Assessment
System
New Accountability Model
Strong Leaders
Support in Low-Achieving LEAs and Schools
Improved Supply of Teachers
Tools and Training to Improve Practice
•
•
PROJECT MAP
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-Achieving LEAs and Schools
Improved Supply of Teachers
Tools and Training to Improve Practice
•
•
PROJECT MAP
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-Achieving LEAs and Schools
Improved Supply of Teachers
Tools and Training to Improve Practice
•
•
PROJECT MAP
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-Achieving LEAs and Schools
Improved Supply of Teachers
•
•
PROJECT MAP
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 to Improve Practice
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?
North Carolina Educator Evaluation Process Process
A focus on developing 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 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
North Carolina Educator Evaluation Process Process
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
Demonstrate Leadership
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
Demonstrate Leadership
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 End of Grade or End of Course
6 Common Exams
6 Career Technical Education Assessment
6 K-3 Assessments
6 Analysis of Student Work
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 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 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
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
Note: 79 CTE assessments will use Pre-Post
PRE-POST to measure growth
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 EVALUATOR
REVIEW to measure growth
North Carolina Educator Evaluation Process Measures used to determine Standard 6
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
North Carolina Educator Evaluation Process Process
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.
© 2012 RMAGENCY.COM
SM
Why Home Base?
• Access
• Aligned
• Single Sign-on
• Targeted Impact © 2012 RMAGENCY.COM
SM
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