NCAE SBE Review: Instructional Policy Updates S E P T E M P E R
Back to school facts: There are 1,537,643 public school students attending NC schools this year. 1.5 million attending traditional public schools. 78,000 attending public charter schools. 20,000 enrolled in at least one course in NC Virtual Public School. 9,000 students in grades 5 & 6 along with their teachers are piloting a new testing system.
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Race to the Top Data From Evaluation Study Part of the Race to the Top plan included studies of tasks implemented and if benchmarks and outcomes were met. The evaluation of the NC Educator Evaluation System and impact on student growth provided the following: Forty percent of the teachers had EVAAS data and the report is focused on their summative and overall ratings Sixty percent of the teachers had no systematic approach to collect data on impact of student growth Eighteen percent of the teachers with EVAAS data were rated “in need of improvement” Eighty percent of these teachers in “needs improvement” did not meet the goal of Standard Six BUT were proficient or higher in Standards One—Five. Ninety percent of the time principals rated teachers proficient or accomplished and the ratings have not varied over the last four years
This is the first year that all high school students will be on a 10-point grading scale.
Teachers are rated more globally rather than providing meaningful distinctions or feedback on how to move along the continuum
Ryan Catalfu of Green Hope High School in Wake county came in second place in the Microsoft world competition.
Teachers’ view about the NCEES
Teachers take note: During the 2014 session, the General Assembly changed the number of renewal credits required for a teacher renewing a Standard Professional 2 license. The renewal credits increased from 7.5 to 8.0. The specifics include: at least three credits in a teacher's academic subject area, for elementary and middle school teachers at least three credits related to literacy. This change is effective for renewals beginning July 1, 2016.
There is little correlation between Standard IV and VI and test data is weighted more than standards 1-5
Teachers said the process is fair, however from 2011-12 to 2013-14 the view of fairness declined slightly. The major concern for teachers is that the use of the evaluation tool is more focused on student test scores than helping teachers to grow and improve in their craft. Teachers are more collaborative under this evaluation format than others and share knowledge with each other to impact student success and best practices. Concerns based on conversations and data regarding this study that could impact policy The intent of the NC evaluation process is not being implemented consistently across the state. Principals need more in depth training on what to look for and how to better coach teachers where improvement is needed. In some systems veteran teachers are not empowered to be teacher leaders and/or coaches based on the rating of accomplished or distinguished. Schools of high poverty or consistently low-performing schools have a high turnover rate and many of the “needs improvement” teacher ratings were from these schools. An idea was shared that highly effective teachers could have larger class sizes (up to 35) and teachers who need to improve or are new to the profession need smaller class sizes. The state needs to support mentoring and a stronger induction program to ensure that all new teachers are not just “thrown to the room with a roll book.”
NCAE SBE Review September 2015
NCAE SBE Review September 2015 PAGE
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Approved Read to Achieve Alternative Assessments
Report on Efforts to Support TALAS TALAS—Turn Around Lowest Achieving Schools was one of the four pillars of the NC Race to the Top strategies. NC had the most ambitious and successful program for assisting or intervening schools in need than other Race to the Top states. There was positive effects on proficiency of students and value-added. The high schools had a significant increase in graduation rates. The teacher labor force however, does not have such positive news. There is a 10 percent higher turnover rate in TALAS sites and a very uneven distribution of veteran and teachers rated proficient or higher. Low-achieving schools and districts cannot sustain gains in student achievement without support and wraparound services. Turnaround services include: Comprehensive Needs Assessments (which helps to focus on areas of greatest need), School Improvement Planning, Instructional Coaches, School Leadership Coaches, District Leadership Coaches and Professional Development. As RT3 funding ends, NC DPI and the State Board of Education, the RAND Corporation, Vanderbilt University and Education Policy Initiative at UNC-Chapel Hill have applied for a $5 million grant to continue the work of supporting the lowest performing schools and to work on creating sustainability and best practices that can be replicated.
NCAE SBE Review:
Instructional Policy Updates
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2014-15 School Report Card Including
A-F
Legislated Grades
2014-15 School Accountability Growth for traditional and charter schools Growth Category
Number of
Percentage
689
27.6%
Met Expected Growth
1,116
44.7%
Did not Meet Growth
691
27.7%
Exceeded Expected Growth
Number of Schools
Percent
Met ALL Targets
382
15.6%
Did not Meet all Targets
2,114
84.4%
Total
2,506
100.0%
AMO—progress targets for subgroups
Legislative A—F School Grades Overall Grade
2013-14
A (less than 30
N/A
Percent
2014-15
Percent
Traditional
Public Charter
69
2.8
57
12
students in two subgroups)
A
132
5.4
89
3.6
82
7
B
582
24.0
584
23.9
534
50
C
1,003
41.4
1,022
41.8
991
31
D
561
23.1
536
21.9
512
24
F
146
6.0
146
6.0
128
18
Total
2,424
2,304
142
NCAE SBE Review August 2015
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NC Virtual Public School Update As of August 30, 2015, 22,488 students have enrolled for one or more of the NCVPS courses. All 115 LEAs and 59 charter schools have students enrolled in classes. The NCVPS is supporting Halifax county where non-licensed teachers are substituting in classes. Last year there were 86 students enrolled and this year there are 487 students currently enrolled in one or more NCVPS course. Non-public students enrolled in NCVPS courses; last year 190 and for this year to date 171. A student survey was conducted at the end of the last school year of students who have taken at least one NCVPS course. Fifty-two percent said they value the flexibility of the virtual course. Seventy percent are using a blended approach by taking classes both at their traditional public school and virtually to get ahead or take a course their LEA/school does not offer. Ninety two percent say they feel respected as a student and 86 percent said they have received the help needed when asked. The NCVPS has 700 licensed teachers, many of whom work a full-time traditional school day calendar.
NC Virtual Charter Schools share data with the State Board of Education: first of monthly updates.
NCVA (K-12,Inc)
NC Virtual Connections (Pearson)
National contract with therapists for students on IEPs who need PT or OT. Will go directly to the student’s home.
Students enrolled because being bullied at school, like the flexibility, struggle in big classes, parent will be more in control of learning
60.1% of enrolled students from public or charter schools
62% of enrolled students from public or charter schools
30.5% of enrolled from home or private schools
38% of enrolled students from home or private schools
511 requested technology assistance (computer)
508 asked for computer assistance or stipend for connections
14% of the students have IEPs or are EC 4% are ELL and 43% Free & Reduced Lunch 4 have withdrawn already due to schedule 92 counties represented
8% of students have IEPS 64 are ELL 89 counties represented 98 LEAs
All teachers are licensed and reside in NC
All staff work under one roof in Durham. All teachers are licensed and 97.5% currently reside in NC.
49 students are enrolled for short term due to medical condition of student or family member and will return to base school
Some students have already withdrawn due to scheduling (home school students). There are some students who will leave in December based on medical issues.
50% of students are K-5, 40% are middle school and 10% high school
50% are K-5 and 50% of the students are high school All classes are full