NCAE State Board of Education Review Testing issue connected to Math I in grades 8 and 9 The current practice in North Carolina: eighth grade students taking NC Math 1 take both the “regular” state end-of-grade (EOG) assessment for eighth grade and the end-of-course (EOC) test for NC Math 1. Section §200.5 of the Every Student Succeeds Act of 2015 (ESSA) codifies an exemption for students enrolled in advanced mathematics while in middle school to avoid double-testing. The exemption applies only to eighth graders and only to states in which the EOC math assessment is the same assessment that the state administers to high school students. The student’s performance on the high school assessment will be used in the year in which the student takes the assessment for purposes of measuring academic achievement and participation. To avoid double-testing of students taking advanced mathematics coursework, DPI staff recommend that the ESSA middle school mathematics exemption be included in State Board of Education policy ACCT-021 and become effective with the 2017–18 school year. Additionally, it is recommended that the policy specifies that NC Math 1 students in eighth grade must take the NC Math 3 end-of-course assessment for federal accountability in high school.
REVISED English Language Arts standards are approved by the State Board with a vote of 8 to 4 The revised ELA standards were a compilation of work completed by several stakeholder groups. A Data Review Committee (DRC) reviewed data from ELA teacher focus groups, educator and community surveys, and the work of the Academic Standards Review Commission (ASRC). Recommendations from the DRC were provided to Writing Teams composed of ELA teachers, ELA district leaders, and professors from North Carolina colleges and universities. More than 10,000 responses received from surveys, 99 LEAs provided feedback, community and business stakeholders provided feedback as well. The third ELA draft was approved with an 8-4 vote. The staff at DPI will move forward to align curriculum for implementation in 2018-19 and will collaborate with a peer review process as needed.
Discussed the NC Check-Ins and received data on how positive the process works and supports student achievement. Based on the feedback regarding the process over the last two years, DPI staff recommends the following:
Participation in the NC Check-Ins is voluntary The NC Check-Ins ae expanded over two years: 2017-18 adding ELA/Reading for grades 5 & 7, and Math for grades 4 &6. In 2018-19 adding ELA/Reading for grades 4 & 8 and Math for grades 3 & 7 NC Check-Ins will be available online and in paper-and-pencil formats LEAs/Schools are encouraged NOT to administer an additional benchmark assessment in the same subject as the NC CheckIns
Low-Performing Schools Reform Models and LEAs The SBE policy on recurring low-performing schools allows LEAs the opportunity to apply for one of four Reform Models to utilize innovative school reform and reverse a history of low performance. The Restart Reform Model allows the LEA to hire an Education Management Operator or the Local School Board can continue running the school. Of the following approved plans using the following Restart Reform Model not one LEA selected an EMO: Bertie County Schools Bertie High School Weldon City Schools Weldon Elementary Global Academy and Weldon Stem High School Career Academies Johnston County Schools Cooper Elementary and North Johnston Middle Northampton County Schools Northampton County High Iredell-Statesville Public Schools NB Mills School, Statesville Middle School, Troutman Middle School and Statesville High School Halifax County Schools Davie Middle School, Northwest High School, Scotland Neck Elementary School and Everetts Elementary Cleveland County Schools Graham Elementary School, and James Love Elementary School
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NCAE SBE Review for April 2017
The following LEAs have submitted applications for the Restart Reform Model and the applications will be voted on at the May SBE meeting: Gaston County Schools Bessemer City Central Elementary School, Hunter Huss High School, Sadler Elementary, Sherwood Elementary School, Southwest Middle School and Woodhill Elementary School Kannapolis City Schools Kannapolis Middle School and A.L. Brown High School Edgecombe County Public Schools North Edgecombe County High School and Phillips Middle School Charlotte Mecklenburg Schools Allenbrook Elementary School, Ashley Park School, Billingsville Elementary, Druid Hills Academy, Greenway Park Elementary School, Huntingtowne Farms Elementary School, Newell Elementary School, Reid Park Academy, Sedgefield Elementary School, Stony Creek Elementary School, Sterling Elementary School, Tuckaseegee Elementary School and Walter Byers School Pitt County Schools Falkland Elementary School and Northwest Elementary School Elizabeth City Pasquotank Schools Pasquotank Elementary School and River Road Middle School Elizabeth City Pasquotank Schools submitted two applications for the Transformation Reform Model which includes the following strategies: 1) replace the principal and take steps to increase teacher and leader effectiveness; 2) institute comprehensive instructional reforms; 3) increase learning time and create community-oriented schools; and 4) provide operational flexibility and sustained support for P.W. Moore Elementary School and Elizabeth City Middle School. Charter School News: Community Charter School was seeking an EMO to assume its charter and the two requests for Proposals failed. Revocation for this school will begin. Kestrel Heights Charter School requested a panel review regarding the decision to end their 9-12 high school. The SBE voted not to reinstate the high school based on the Charter Advisory recommendation.
Cooperative Innovative High Schools and Students Showcase: Celebrating the success of the CIHS, two students shared their story of how the smaller, focused themed schools had ensured they would not be invisible and would be successful. Both students from Challenger Early College High School in Catawba and Craven Early College in New Bern have earned Associate Degrees and scholarships to continue their education next fall.
Over the course of several months the NC School Mental Health Initiative Committee has worked on a policy to better support all students under stress or difficult situations. The NC SMHI invited input from stakeholders across the state representing families, community mental health providers, and school personnel through surveys and focus groups. Membership on the NC SMHI was initially selected to be representative of all stakeholders, including families, advocates, lawyers, institutions of higher education, and state agencies. Membership was not restricted, and anyone who asked to participate in the partnership was included. The team worked diligently throughout the process to achieve modified consensus (living with and publicly supporting) for all documents it produced. The first draft policy was presented to the SBE in February and based on concerns by the Board and the advisors, more work was done to address concerns. The draft policy entitled School-based Mental Health Initiative was approved by the SBE 11 to 1. There will be a new position at NC DPI to help coordinate the NC MHSI support program, creating, and facilitating professional development sessions now required to ensure educators are more aware of what to look for and how to support a student in a crisis. The policy also calls for improving the ratio of licensed specialized instructional support staff. Schools are to include in their SIP and discipline plans early intervention strategies to support all students. Charter and traditional public schools must implement a training plan that will support staff and students. School-based Mental Health Plans are to be in place for the 2018-19 school year and will be reviewed on a three-year cycle. It was noted this type of support is not being duplicated but coordinated with School Health Advisory Councils, Multi-Tiered Support Systems, and Mental Health Teams already in place.
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NCAE SBE Review for April 2017