NC DPIInformation and UpdatesJanuary 24, 2014
Arts EducationCommon Core ResourcesMath Course Options for 2014-15Read to AchieveStudent Achievement SummitHonors Review ImplementationQuestions?
Comprehensive Arts Education
G.S. 115-C-296requires that pre-service elementary teachers are prepared to integrate the arts across the curriculum. Wide-scale education legislationsigned into law by the Governor on June 26, 2012 (subsequent legislation signed in May and June 2013)
Michelle Burrows | DirectorA+ Schools Program email@example.com: 919.807.6503
http://aplus-schools.ncdcr.gov/http://aplus.ncdpi.wikispaces.net/More Information and Resources
ELA LiveBinders:ELA Common Core State Standards Self StudyLiveBinder:http://www.livebinders.com/play/play/262077ELA ResourcesLiveBinder:http://www.livebinders.com/play/play/297779ELA WIKI: http://elaccss.ncdpi.wikispaces.net
Topic: What Can Student Writing Tell You? Looking at Writing Through a New LensTime: 9:00 - 3:30
Some districts/regions have asked for a book title that might accompany this professional development for further study. We suggest Writing for Understanding.http://www.amazon.com/Writing-Understanding-The-Vermont-Collaborative/dp/1934685054Spring ELA Region 2: February 7
http://wikicentral.ncdpi.wikispaces.net/NCDPI+WikiCentral The Seven Cs of CCSSM: Professional Development for Math professional development to support secondary math teachers in implementing the NCSCOS, based on the Common Core State Standards for Mathematics. 2 day institutes for Math I and II Training to be offered will take place on February 20-21 at the NC TeleCenter (Williamston) and will cover Math II. On March 10-11 the Math I Institute will be held at Johnston Workforce Development Center, Clayton DEADLINE FOR REGISTRATION SUBMISSION IS 5:00 PM FEBRUARY 10,
EOC & NC Final Exams 2013-14Math I EOC all students in 1st HS Math Math II, Math III, CC Integrated Math III2003 AND CC Geometry2003 AND CC Algebra II2003 Discrete, 2003 AFM, & 2003 Pre-Calculus
2014-15 Math Courses
Math I, II, IIIAdvanced Functions and ModelingDiscretePre-Calculus Appropriate AP/IB coursesSREB College Ready CourseVarious Community College Math Courses
SREB Course InformationCan be included (participation 2014-15) in course guides for 2014-15, but realize addendums may have to be issued for registration due to printing deadlines.Training dates and locations forthcoming for summer. Units of study available for teachers.
North Carolina Read to AchieveDevelopmental Screening and Kindergarten Entry Assessment (2014-2015)5 essential domainsLanguage and literacy, cognition and general knowledge, approaches toward learning, physical well-being and motor development, social and emotional developmentEarly language, literacy, math within 30 dayshttp://www.livebinders.com/play/play/850102
Any of the following options may be used to satisfy the requirements of the Read to Achieve law: The Student:1. Passes the North Carolina Grade 3 End-of-Grade English Language Arts/Reading Test. 2. Achieves a scale score of at least 442 on the NC Grade 3 Beginning-of-Grade English Language Arts/Reading Test. 3. Meets the requirements of the portfolio as defined in law. 4. Passes the state developed Read to Achieve alternative assessment.5. Passes the State Board of Education approved LEA alternative assessment.
Beginning of Grade 3 AssessmentScale score of 442 or higher have met the reading comprehension requirements specified in Read to Achieve These students proficient scores will count for performance in accountability for 2013-14; however, these students will have to take the End-of-Grade 3 English Language Arts/Reading Test at the end of the school year for inclusion in the growth analysis
Portfolio The portfolio is not required for all studentsThose who have met requirements for Read to Achieve on the BOGThose students not yet on grade-level, except as an instructional tool when utilizing the three selections identified for that purpose. Others as determined by the individual childs needs
Read to Achieve Alternative test
There are three opportunities to administer the SBE Read to Achieve alternative test: (1) after the end-of-grade test, (2) after summer reading camp, and (3) at mid-year promotion in the 3/4 transition class.
Limited English Proficient students (less than 2 yrs of ESL instruction)Students with disabilities (Extended Content Standards; NCEXTEND2)Student portfolio demonstrating proficiencyStudents receiving reading intervention or who have been retained more than once in grades K - 3
Student is retained after 3rd grade3rd/4th transition class (classroom designed to meet 4th grade performance standard while continuing to remediate areas of reading deficiency) within classAccelerated reading class (instructional supports provided to increase a student's reading level at least two grade levels) - pull outOpportunity for Mid-Year promotion by passing the Read to Achieve test of reading comprehension or Student Reading Portfolio by November 1.Proficient?Retention Label remains intensive reading support continues and teacher begins grade 4 portfolio (school based team may consider placement options)Retention Label removed student continues in 4th grade curriculum with intensive reading support4th grade Student Portfolio is used to show proficiency and have retention label removed; and then completes 4th grade EOGCompletes 4th grade EOGPrincipal Authority on ProficiencyRetention/Promotion based on Principal's decisionStudent promoted to 5th gradeProcess of RetentionNONOYESYESOR
https://eboard.eboardsolutions.com/Meetings/Attachment.aspx?S=10399&AID=20259&MID=1138 *Summer Camp Funding
Honors Implementation Wikispacehttp://honorsimplementation.ncdpi.wikispaces.net/
This wiki will provide you with the following information:Honors committee members with e-mail links
Honors Implementation Guide
Archived webinars and content presentations of implementation guide (2012-2013 and 2013-2014)
Honors Rubric and Review Checklist
List of course codes eligible for review, 2013-2014
A one page Quick Reference Guide
Implementation GuideThe Honors Level Course Rubric and the Honors Implementation Guide will serve as a framework to guide teachers, principals, and Local Education Agencies in developing and locally reviewing honors level courses.The honors level course state level review process will occur every three years. A Cohort of 40 LEAs will participate in the process each year of the three year cycle.2013-2014 - Cohort I2014-2015 - Cohort II2015-2016 - Cohort III
Sampson County School Cohort INew Hanover County SchoolsJones County SchoolsLenoir County Public SchoolsPamlico County Cohort IIGreene CountyWayne County Public SchoolsOnslow County
TIMELINE FOR HONORS COURSE REVIEWCOHORT I: Training , Submission, Review and Feedback
Upcoming Training For Honors Portfolio Managers January 31 1:30 2:30The Purpose Of This Webinar Is To
Demonstrate The Uploading Process For Honors Portfolios and Accompanying Evidences To Individuals Assigned As Honors Managers Responsible For Uploading Honors Portfolios to the NC Education Honors Portfolio Moodle
State Agency Role vs. Local Agency Role Role of the State AgencyRole of the Local AgencyDesign and implement a local process used to communicate, develop, collect, review, and provide feedback for honors portfolios in the local school district. DPI will ask that each LEA in Cohort I submit an assurance statement which provides a brief narrative describing the LEAs local honors review process.Establish local timelines for various benchmarks in the LEA honors portfolio development and review process.Determine the portfolio (per content area) which will be submitted as the example representing what a true honors course looks like for a course, in the LEA.
NC Education Moodle The NC Education site is the online platform that the agency is using for LEAs to submit their work.
Each Individual Assigned To Upload MUST Have A NC Education Login.
Only those individuals in Cohort I will be given assess.https://center.ncsu.edu/nc/login/index.php
Student Achievement Summit on Reading and Math*Who: C and I leaders and one personWhere: Embassy Suites in GreensboroWhen:TBD due to inclement weather on January 29-30
Discussion of ways to improve student performance in ELA and MathematicsGuidance/Planning in some requested areasOpportunity to collaborate with other districts around how they are addressing some initiatives/challengesClarity on some state initiatives
**According to the Senate Bill 66 Task Force: these three components define a comprehensive arts education. The NCDPI and NCDCR have worked closely in collaboration to support all three components through all of our work. *AGENDA: Section D
S724 requires that pre-service elementary teachers and lateral entry teachers are prepared to integrate arts education across the curriculum, as part of this wide-scale education Act. This legislation was signed into law by the Governor on June 26, 2012. A State Board of Education working group has discussed this legislation and NCDPI has been compilin