NCAE SBE Review: Instructional Policy Updates O C T O B E R
Congratulations to Guilford County School System for receiving the 2015 North Carolina Schools of Character State Award The following Guilford Schools were recognized for the Character Award: Brooks Global Studies Elementary, James Joyner Elementary, and The Early/Middle College at Bennett.
The State Board of Education conducted strategic planning. Revised aspects and updates of the plan can be found here: http:// stateboard.ncpublicschools.gov/ strategic-plan
Read to Achieve (R2A) news: Seventy-six percent of the 3rd graders met reading proficiency through one of the following options: • passing the Beginning-ofGrade 3 English Language Arts/Reading assessment; • passing the End-of-Grade 3 English Language Arts/ Reading assessment; • passing the End-of-Grade 3 English Language Arts/ Reading assessment retest; • passing the Read to Achieve Alternative Test; • passing an alternative assessment for reading; or • successfully completing the reading portfolio.
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STAR3 Teacher Incentive Grant News Panelists of administrators and teachers from Winston-Salem and Mt. Airy shared key learnings, best practices and how a performance-based compensation system was implemented using a TIF3 grant from the U.S .Department of Education. The term of the grant was five years and ends this year. The information shared was based on 16 schools that were part of the grant process, either as an incentive school or a controlled school. Embedded professional development and universal planning periods had a positive impact on teacher professional growth and empowerment. Even though not all teachers were in favor of using a Universal Lesson Planning process, changing how lesson plans were created and addressing components of RtI and MTSS (Multiple Tiered System of Support) created more engaging lessons, and a 10 percent increase in student success. The School Improvement Plan was considered the “hub” or blue print of action for the school. SIPs were created focusing on quality of instruction, student growth, coordinated planning time and PLC meetings. Teachers shared the SIP empowered teacher leaders. RtI or MTSS was implemented within a multi-domain for success beyond a focus of just exceptional children needs. All teachers received targeted professional development to assist ALL students with reading/literacy skills. All teachers worked on CORE instruction, targeted intervention & progress monitoring. These tactics and strategies reduced by an average 50% of students being identified to receive EC services. Focus on literacy impacted all subject areas. Teaching students how to create reading mastery goals and sharing expectations with parent/guardians impacted student success. Providing literacy PD for all staff and having all staff to work on literacy skills during a specific time each day created higher reading proficiency. One strategy was using “push-ins” with specialty teachers working with small groups. “Teachers who believe they make a difference in the school community, will remain in that school community” was a theme in all presentations. Extra pay or bonus pay did motivate many teachers to change how they facilitate learning or to challenge themselves to try different strategies. Teachers noted the bonuses brought respect to their hard work and dedication. Schools having flexible groups of students (students being able to change groups once skills are mastered) instead of fixed grouping all year. High expectations matter! Performance-based compensation system under the STAR3 TIF grant for incentive schools was disbursed based on feedback from the local NCAE as well as Local School Board, and Administrative members along with the School Improvement Team. The PBCS plans were created to allow all staff in the incentive schools to be eligible to earn a bonus if students had success. Bonuses could be earned based on individual work, grade level work and whole school work. Total bonus topped out at $8,500. Teachers who were rated less than proficient received 20 percent less than those rated proficient or higher. Controlled schools received a 1percent bonus salary boost.
NCAE SBE Review October 2015
NCAE SBE Review October 2015 PAGE
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Teacher Professional Growth Renewal Credit Change begins July 1, 2016 Approved the renewal credit policy, based on the 2014 session of the General Assembly regarding the number of renewal credits required for a teacher to renew a Standard Professional 2 license. The number of renewal credits has been increased from 7.5 to 8.0, and requires at least three credits in a teacher's academic subject area. Standards for continuing licensure for elementary and middle school teachers shall include at least three continuing education credits related to literacy. These requirements apply to licensed educators with licenses expiring on or after June 30, 2016.
Digital Badge The Global Educator Digital Badge policy has been amended to include not only teachers but Teacher Leadership, Specialist, Library Media Coordinator, Instructional Technology Facilitator, School Counselor, Career Development Coordinator, School Social Worker, School Psychologist, Speech Language Pathologist, Instructional Central Office Staff, Principal/Assistant Principal, and Superintendent. Educators may choose to voluntarily complete the criteria for the Global Educator Digital Badge as part of their personal growth goals or as a part of a school or district initiative.
Annual Report on Teachers Leaving the Profession Discussed the Annual Report on Teachers Leaving the Profession. All 115 LEAs reported their district-level turnover data this year. The calculations are based on the month of March, which is the most stable time for data to be collected. This year finds N.C. having the highest turnover rate. Data shows that out of the 96,081 teachers employed during the 2014-2015 school year, 14,255 teachers were reported as attrition for their LEAs, resulting in an overall state attrition rate of 14.84 percent. This represents attrition in the state’s total teaching workforce as compared to last year’s attrition rate of 14.12 percent. There are 28 reasons for leaving the profession. The highest turnover (33.55percent) occurred in Northampton County Schools and the lowest (5.75percent) in Graham County Schools. This year finds more teaches moving to charter schools or non-teaching roles like a Teacher Leader or Central Office role. Of those who left the profession, 1,900 took an early retirement while 1,755 retired with full retirement benefits. The SBE raised a concern over the number of teachers retiring early and/or so young (55) when they are more than likely in the “prime” of their career. It was noted by another SBE member the lack of respect and salary issues might be causing teachers to leave early. The report can be found at https://goo.gl/vNl70v
NCAE SBE Review:
Instructional Policy Updates
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Following Actions by the State Board of Education 1. Approved policy changes for students returning to school and/or sports after suffering from a concussion. 2. Approved the following reports to be submitted to the N.C. General Assembly: Completion of CPR by Students, Improve K-3 Literacy Accountability Measures, Founding Principles Act, and Access to Increase Successful Career and Technical Education Participation and Credentialing Report. 3. Approved the CTE essential standards. 4. Approved revisions to the guidelines for Academically or Intellectually Gifted Programs. 5. Approved the R2A local assessments that can be used as shared last month. 6. In the schools participating in the Proof of Concept Formative Assessment in grades 5 math and 6 English, the testing window for the first formative assessment is October 1-30. Feedback within 2 days of testing. 7. The SBE identified the low-performing schools and school districts based on the new legislated definition. Low-Performing Schools and School Districts: 115C-105.37. Identification of low-performing schools 115C105.39A are schools that receive a school performance grade of D or F and a school growth score of "met expected growth" or "not met expected growth“ and are identified annually. Identification of low-performing local school administrative units is a unit in which the majority of the schools in that unit receive a school performance grade and school growth score have been identified as low-performing schools and are identified annually. Low-Performing Districts: Anson County Schools, Bertie County Schools, Bladen County Schools, Kannapolis City Schools, Hickory City Schools, Columbus County Schools, Halifax County Schools, Weldon City Schools, Lenoir County Public Schools, Martin County Schools, Nash-Rocky Mount Schools, Northampton County Schools, Robeson County Schools, Rowan-Salisbury Schools, Vance County Schools and 35 charter schools.
Northeast
48
Northeast
5
North
124
North Central 2
Southeast
58
Southeast
1
Sandhills
91
Sandhills
3
Piedmont
110
Piedmont -Triad 0
North-
45
Northwest
Southwest
89
Southwest
1
NCAE SBE Review October 2015
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Western
16
Western
0
Total LPS
581
Total Districts 15
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