Ncae sbe reviewjune

NCAE SBE Review: Updates on State Board of Education and NC DPI Actions Homeless Students in NC was the topic of the Monthly Issues Session and the information was more than eye opening to all present during the presentation. Supporting the Education of Children and Youth Experiencing Homelessness information and a simulation experience is worth your time reviewing.

Policy Actions Connected to School Communities SBE Policy ALOT-003 to Include Program Enhancement Teacher Allotment (HB 90) was ratified on February 13, 2018, and provides funding for program enhancement teachers, modified class size requirements for Kindergarten to third grade and modified allotment transfer requirements. The funding and the class size requirements are phased in over four years.

The State ESSA Plan was finally approved. Now the work begins on how the plan will be implemented and what LEAs need to focus on.

Certified Driver Training Instructors: DRIV-003 policy outlines minimum requirements for para-professionals to be eligible to teach driver education at the public schools. The modifications should help to align policy with legislative mandates as well as SBE goals.

North Carolina Academically and/or Intellectually Gifted (AIG) Program Standards In preparation for the 2019 Local AIG Plan submission, NCDPI is recommending revisions to the current NC AIG Program Standards. The recommended changes do not change significant content of the NC AIG Program standards but further simplify and clarify the practices to support continuous program improvement. The changes were approved.

SBE policy CCRE-001, Course for Credit approved provides opportunities for students to master a subset of an original course to address deficiencies in a student’s mastery, and targets specific components of the course. Graded as Pass/Fail; does not impact GPA and original grade remains on transcript. If applicable, EOC may be administered within 30 days of completion. This goes into effect the 2018-19 school year.

Future Teacher Education Graduates policies edTPA and PPAT Cut Scores were approved by the SBE. For the 2018-2019 school year, Educator Preparation Programs are required to submit portfolios of at least 30 percent of teacher candidates for official national scoring on both the edTPA and PPAT pedagogy assessments. Test scores during this time are non-consequential, meaning a candidate may be licensed regardless of edTPA and/or PPAT performance.

Data collection of score performance during the non-consequential period will provide the state data to use in setting North Carolina-specific cut scores for the 2019-2020 school year. In 2019-2020, all candidates seeking initial licensure must submit edTPA or PPAT pedagogy assessments for national scoring, at which time the scores become consequential for licensure. This policy includes a table of license areas, assessments, and passing scores, as well as a second table with passing and highly qualified scores for the edTPA and PPAT assessments.

Report to the General Assembly on the North Carolina Pilot on Teacher Compensation and Advanced Teaching Roles This preliminary report outlines progress made toward the development and execution of the evaluation of the Teacher Compensation Models and Advanced Teaching Roles Pilot Programs created in response to June NCAE SBE Review

North Carolina General Assembly Session Law 2016-94, Section 8.7. Six Local Education Agency (LEA) proposals were selected by the North Carolina Department of Public Instruction (NCDPI) to participate in the pilot process: Chapel HillCarrboro City Schools, Charlotte-Mecklenburg Schools, Edgecombe County Schools, Pitt County Schools, Vance County Schools, and Washington County Schools.

Discussion Items of Interest ➢ Charlotte Mecklenburg Schools (CMS) submitted a formal proposal to become an initially authorized Educator Preparation Program (EPP). According to NCSBE policy TCED-004, authorization can be achieved through NCSBE approval of a formal application form that requires the applicant to demonstrate each of the standards in policy are met. Once the application is submitted, NCDPI and CAEP have reviewed the proposal using a rubric aligned with the expectations established in policy. The review team recommends this organization be initially authorized as an Educator Preparation Program. If authorized by the State Board, the program will operate under the same outcome and reporting obligations as every other EPP. ➢

Another application from Teachers of Tomorrow that is currently under review and may come to the Board in July. Teachers of Tomorrow is an online alternative certification program.

What the NC TWC Survey IS: A statistically valid and reliable instrument to assess whether educators have working conditions in their school that support effective teaching

What the NC TWC Survey Is NOT: An assessment of the morale of teachers or their happiness with specific policies. The survey does not provide information as to why teachers perceive conditions as they do, which is best ascertained through datadriven dialogue as part of the school improvement planning process.

What the survey measures

Construct Average based 100-point scale

‘16 Time

Facilities and Resources Community Support & Involvement

Managing Students Teacher Leadership School Leadership Use of Professional Development

Instructional Practices & Support June NCAE SBE Review

‘18

Available time to plan, to collaborate, to provide instruction, and to eliminate barriers in order to maximize instructional time during the school day Availability of instructional, technology, office, communication, and school resources to teachers Community and parent/guardian communication and influence in the school

70

69

84

84

85

84

Conduct Policies and practices to address student conduct issues and ensure a safe school environment Teacher involvement in decisions that impact classroom and school practices The ability of school leadership to create trusting, supportive environments and address teacher concerns Availability and quality of learning opportunities for educators to enhance their teaching Data and support available to teachers to improve instruction and student learning

80

77

83

83

85

84

81

80

81

87

Overview of response rates: In 2004 38 percent (34,380) to 2018 91 percent (109,453), the highest response rate! Presentation provided can be viewed for statewide details. LEA and school TWC results can be found The data is useful for School Improvement Teams as they work on issues for the learning and working conditions impacting their community.

Other Items Discussed Interesting facts regarding virtual schools: the NCVPS and success rate of students in the courses is based on standards, certification, and class size. Class size ratio for the NCVPS is 18-28. The two Virtual Charter Schools class size ratio is 50 for elementary and 112 for high school.

Southside Ashpole Elementary School update by Dr. Hall provided efforts on the ISD to recruit educators, support staff, and other personnel needed for operation of Southside Ashpole Elementary School for the upcoming school year. He also shared the MOU (Memorandum of Understanding) with the Public Schools of Robeson County, which outlines plans for managing student transportation, child nutrition services, custodial/grounds maintenance services, local funding, and other aspects of the partnership between the local district and the ISD. Session Law 2017-189 created a new licensure pathway known as the Residency License. The SBE discussed the proposed amendments that expand on the legislative language, provide details on components of the Residency License, and create more clarity for LEAs and EPPs across the State about this emerging licensure pathway.

Residency Model replaces current Lateral Entry Licensure pathway in 2019 ➢ New Pathway to Replace Lateral Entry begins 2018-19 school year ➢ A Residency License is valid for one year, with the option to renew twice, within no longer than a three-year period ➢ Requirements to convert to an IPL or CPL must be completed before the expiration of the second renewal of the Residency License ➢ Baccalaureate degree ➢ 24 hours content or passed the appropriate SBE-required content exam(s) ➢ Enrolled in an EPP (not an IHE) ➢ Completion of pre-service training requirements ➢ Military personnel and spouses called to active duty can resume their Residency License upon return ➢ CTE may establish alternative criteria in lieu of a baccalaureate degree ➢ Residency Licenses issued at the A level ➢ “Emergency Permit to Teach” has been renamed “Permit to Teach” to reduce confusion with the legislatively created “Emergency License.”

June NCAE SBE Review