NCAE State Board of Education Review President Mark Jewell met Mark Johnson, the new state superintendent of public schools during the January State Board meeting. During Superintendent Johnson’s remarks to the Board he shared main points of his goal to transform public schools so all students, no matter their zip code, can have a successful K-12 learning experience. To transform public schools, key points of his framework include: Urgency – Bold action is needed to transform schools so all students will have success Ownership – “We” need to own our work and take responsibility for how we test, and how students are being prepared for the 21st century Innovation – We must be creative in how we transform the system – innovation will be KEY. He stated the current system is still following the framework of 1920/50s. He also noted that it is a moral obligation to prepare all students for success. To gain insight from educators, businesses and community members, he will begin a Listening Tour across the state soon to hear what citizens think the Department of Public Instruction and the State Board of Education must do better, as we begin the work to transform public schools.
Every Student Succeeds Act update and NC draft plan was shared with the SBE. The new draft has changes based on feedback and input from key stakeholders. Feedback and comments are still being accepted. North Carolina plans on submitting the plan September 18, 2017. Feedback from superintendents across the state in December centered on: Supporting growth as a significant component of model Expressed caution about using chronic absenteeism, as all schools don’t have an impact on chronic absenteeism. Accountability Questions: 1. Should our state end the double-testing at eighth grade for N.C. Math I students? 2. Could an indexing of achievement levels be used as an option for reporting assessment results? 3. How will we determine ELL progress in English?
Digital Learning Updates: 1. February 20 is Digital Learning Day 2. NC HomeBase is having a soft launch in February for the new applications that will provide time-saving steps for educators. 3. Not all schools have good firewall protection and security issues need addressing. 4. CANVAS is a portal that is being used as LEAs move toward micro-credentialing.
In January some teachers will receive an extra check! AP and IB Teachers In the 2016 Appropriations Bill 2016-94 Section 8.8 appropriates $4,300,000 to pay teachers of Advanced Placement (AP) and International Baccalaureate (IB) students bonuses based on the exam results. The bonus is based on exams taken in the 2015-16 school year, is specified as $50 per AP exam at a level 3 or above, or 4 or above on IB exam with the maximum of $2,000 per teacher per year. To be eligible, the teacher
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January 2017 NCAE SBE Review
must be teaching advanced courses in the same LEA at least until the bonus is paid in January. The allotments are calculated at $50 multiplied by the total number of exams that meet the criteria. LEAs are responsible for determining the eligible teachers. Unused funds shall not be used for any other use and shall revert back to the state.
3rd Grade Teachers The appropriations Bill 2016-94 Section 9.7 appropriates $10,000,000 for bonuses for third-grade reading teachers based on the Education Value-Added Assessment System (EVAAS) student growth index score for third grade reading. Third grade teachers are eligible for both statewide and LEA bonus if they met the criteria. • $5,000,000 is allotted based on bonuses to licensed third-grade teachers who are in the top twenty-five percent of teachers in the state according to the EVAAS student growth index score for third grade reading from the previous year. These funds shall be allocated equally among qualifying teachers. • $5,000,000 is allotted to pay bonuses to licensed third grade teachers who are in the top twenty-five percent of teachers in their respective LEA according to the EVAAS student growth index score for third grade reading from the previous year. These funds shall be split proportionally based on average daily membership for each local school administrative unit and then distributed equally among qualifying teachers in each LEA. Here is the process used to determine which third grade teachers would receive bonuses in January. Performance State Level: Top 25 percent of the third grade teachers in the state were determined based on EVAAS. The $5,000,000 appropriation was divided in to the total number of teachers. To be eligible the teacher must remain employed teaching third grade in the SAME LEA at least until the bonus is paid. Total number of teachers eligible Estimated number of teachers not eligible Total award per teacher
1,318 87 $3,523
Allotment will include teacher award plus social security. Award is not subject to retirement. Reading Performance LEA Level: Total appropriation of $5,000,000 allocated to each LEA based on average daily membership. Top 25 percent of the teachers in each LEA was determined on EVVAS data. Teachers who are not eligible are removed from the award allotment. (To be eligible the teacher must remain employed teaching third grade in the SAME LEA at least until the bonus is paid.) The LEA allotment is shared equally among remaining eligible teachers. Number of teachers in top percent Estimated number of teachers not eligible Average award Lowest award per teacher (Jones) Highest award per teacher (Caswell)
1,293 111 $3,926 $1,824 $8,770
Allotment will include teacher award plus social security. Award is not subject to retirement. The State level bonus is calculated based on the total number of teachers eligible and the funds are distributed equally to the teachers. The LEA level funds are first allocated to each LEA based on average daily membership. These funds are then divided by the number of eligible teachers in the LEA. The results are a different bonus amount by LEA. LEAs are responsible for determining if the teachers meet the eligibility requirements. Unused funds shall not be used for any other use and shall revert back to the state.
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The following Cooperative Innovative High Schools were approved:
Ashe County Early College High School Bladen Early College High School Cumberland Polytechnic High School Charlotte Middle College at Merancas Campus Charlotte Teacher Cadet Early College Elizabeth City-Pasquotank Early College Harnett County Early College Agriculture and Science Early College (Iredell-Statesville Schools) McDowell Academy for Innovation Montgomery County Early College Onslow Early College High School CTE High School North (Wake County Schools) Washington County Early College High School
The Joint Advisory Committee, which includes staff from NCDPI, NC Community College System, and UNC General Administration, reviewed each application submitted in September 2016. The applications will go to the State Board of Community Colleges or to the UNC Board of Governors, according to the IHE partner, for the next step of approval. The Joint Legislative Education Oversight Committee annual report on Charter Schools was approved. Currently there are 158 charter schools with 21 of the original 34 In 2017 there will be 167 charter schools Percentage of white students in charter schools is 57.1 percent and in traditional public schools 49.5percent Percentage of black students in charter schools 26.3 percent and in traditional public schools 26.7 percent Economically disadvantage students in charter schools 29.6 percent and in traditional public schools 50.2 percent Exceptional children in charter schools 10.1 percent and in traditional public schools 12.5 percent Funding sources can be found on page 17 of linked report above
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January 2017 NCAE SBE Review