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Status Report on NC Race to the Top (RttT)
Implementation & Reform Agenda
Briefing for NCASCD
Dr. Rebecca Garland, Chief Academic OfficerNCDPI
February 8, 2012
How will classrooms change?
Instruction will help students achieve the standards; Assessments will be
meaningful and will help students and teachers;
Students will be taught different and better content and skills
Standards Instruction and AssessmentsEducators will be meaningfully evaluated; Schools will be held accountable for graduating students ready for college and career
Evaluation & Accountability
“Clearer and Higher Expectations”
Common Core in ELA and Math• ex Focus on
informational reading and writing
• ex More real-world application in math
Essential Standards• ex Physical science
in early grades
Instructional Improvement System • A one-stop landing spot for
instructional resources and assessments to help teachers diagnose need using data
• Support of formative assessment practices
• Learning mapsSummative Assessments• New State Assessments
(12-13 & 13-14)• SMARTER Balanced (14-15)
o Computer Adaptive Testingo Performance Tasks
Teacher Evaluation• Evaluation based built on
meaningful discussions and focused on practice improvement for all
• Inclusion of a measure of student growth in all evaluations
• Professional Development Initiative to improve practice
New Accountability Model• Based on College and Career Ready
Expectations - including the ACT/PLAN/EXPLORE suite
• Updated data reporting• Flexibility around No Child Left
Behind (in progress)
Overview
• Common Core Implementation• New Assessments – NC; SBAC• Explore, Plan, ACT – College
Career Promise• Transition Courses• Instructional Improvement
System• Accountability & ESEA
Flexibility• Teacher Effectiveness
Initiatives
Goal of RttT: Advance Core Education
Reforms
College- and career-ready standards and high quality, valid, and reliable assessments for all
students, including ELLs and students with disabilities
Pre-K to higher education data systems that meet the principles in the America COMPETES Act
Teacher effectiveness and equitable distribution of effective
teachers
Intensive support and effective interventions for lowest-
performing schools
RttT Overall Goals (by June 2014)
Overall RttT Goals
Increase the high school graduation rate
Produce more career-, college- and future-ready graduates, as measured by performance on the SAT, ACT, Accuplacer, Compass, and other relevant assessments
Increase the number of graduating seniors who complete challenging capstone courses, including AP and IB
DPI Goal?
SBE Goal?
Gov.'s goal?
1
3
2
ü ü ü
ü ü ü
ü ü ü
In process – currently refining metric targets
RttT Overall Goals (by June 2014)
Overall RttT Goals
Increase achievement in all grades, as measured by state assessments, NAEP results, and other relevant indicators
Improve the 118 low-performing schools and 23 low-performing districts so they are all above the current low-performing criteria
Reduce the achievement gap by making larger gains for lower performing subgroups
DPI Goal?
SBE Goal?
Gov.'s goal?
4
6
5
ü ü üü ü üü ü ü
We are aligned on the goals for RttT and for NC over the next four years
In process – currently refining metric targets
Common Core Implementation
• Regional Institutes & Technical Support
• Toolkits & Online Modules• Local Initiatives• Partnerships
• Core to College• CCSSO
Common Core ELA Instructional Shifts
• Building knowledge through content-rich nonfiction and informational texts
• Reading and writing grounded in evidence from text
• Regular practice with complex text and its academic vocabulary
Building Knowledge through content-rich nonfiction &
informational texts • Across History, Science &
Technical Subjects• Focus on Knowledge about
content• K-5 – 50/50 balance between
literary and informational texts
• 6-12 – more focus on non-fiction
Rationale: Workplace reading is informational
Reading & Writing Based in Evidence from Text
• Shift from Narrative Writing to persuasive and critical writing
• Not a focus on student’s experiences but analysis of what a student can read and understand from text
• Students should be able to answer text-specific questions, particularly inferences based on evidence from text
Regular Practice with complex text & its rich academic vocabulary
• Focus on text complexity and frequent practice will build a staircase to career and college level reading
• Focus on academic vocabulary and multiple/nuanced word choice important in Common Core ELA
Shifts in Math Common Core
• Focus strongly where the standards focus
• Coherence: think across grades and link to major topics within grades
• Rigor: require conceptual understanding, procedural skill and fluency, and application with intensity
Focus strongly where the standards focus
• Restrict instruction only to the
skills that are covered in the standards
• Students will gain strong foundational standards
• Many familiar activities will be erased from classroom instruction
Coherence: think across grades and link to major
topics within grades
• Learning progressions in math
- linking the same topics across grade spans
• Building on foundations – for example, linking multiplication & fractions across spans – not topic driven
• Nothing new but an extension of previous learning
• Nothing an end to itself
New Assessments 2012-2013
• New End-of-Grade Assessments in Reading and Mathematics in Grades 3-8
• New Science Assessments in Grades 5, 8, and Biology
• New End-of-Course in Algebra I/Integrated Math 1 & English II
New Assessments
2014-2015
Smarter Balanced Consortium Assessments on Common CoreGrades 3-8 and Grade 11
Assessment Vision
17
11
Start of Schoolin
gGraduation
Form
al C
hec
k for
Rea
din
ess
in 8
th
K 1 2 3 4 5 6 7 8 9 10
12
Form
al C
hec
k for
Rea
din
ess
in
10th
3-8 End-of-Grade Assessments High School End-of-Course Assessments
Measu
re o
f R
ead
iness
Formative Assessment, Benchmark and
Continuous Checks for Understanding
Form
al C
heck
for
Rea
dine
ss in
K-5
2/8/2012
Career and College Promise
• Dual Enrollment Program for Juniors & Seniors
• 3 Options – College Transfer, Career & Technical Certificate or Degree, Cooperative Innovative Program
• Eligibility & Continuation Requirements
CCP Eligibility & Continuation
• 3.0 Weighted GPA• And/Or Principal
Recommendation• Pre-requisites, including
testing requirements• 2.0 GPA for continuation• Must adhere to pathway
courses
CCP College Transfer Pathway
• Humanities and Social Sciences
• Science, Technology, Engineering and Math
• Life and Health Sciences• Business and Economics
CCP Career & Technical Pathway
• Aligned with CTE Clusters• Programs identified by
Community Colleges• Available online and on
campus• Programs approved by System
Office
And for those students not ready…
• Transition Courses through
SREB partnership of multiple states…funded by Bill and Melinda Gates Foundation
• Alignment with IHEs for remediation free upon successful completion of courses
New State Accountability Model
K-8 – Based on performance &
growth on state assessmentsHigh School – Performance &
Growth on Graduation Rates; Assessments; ACT College Readiness; Math Rigor; Career Readiness
No School Designations – Reporting against standard
ESEA Federal Flexibility Principles
• College and Career Expectations for all students
• State-Developed Differentiated Recognition, Accountability, and Support
• Supporting Effective Instruction and Leadership
• Reducing Duplication and Unnecessary Burden
ESEA Flexibility – Federal Accountability
• Setting New AMOs• Decreasing Achievement Gaps by
50% over seven years• Same benchmarks for sub-
groups across stateEx. 30% proficient; 70% gap;
reduce gap by 35%; growth 5% per year for 7 years