NCAE SBE Review New Grading Scale for High Schools The State Board approved the 10-point grading scale for high schools that does not include the +/-. The new grading scale begins with the Freshman class of 2015. Since some high school classes may have mixed grade levels, the actual number grade will appear on student report cards. The NC DPI is encouraging LEAs to move K-8 to the same 10-point grading scale for consistency. The SBE policy for grading and calculating GPA only applies to high schools. LEAs have flexibility in creating a grading system for K-8.
Read to Achieve Findings and Recommendations 1. Demonstration profi-
Lexile Level 725 or higher within each of the followciency on the BOG3 Reading Assessment, and ing assessments: the EOG3 Reading Assess- NWEA, Scholastic ment, and scoring Level 3 Reading Inventory, STAR, ITBS, i-Station Benchmarks, or higher: 70,185 and i-Ready. students, or 60.4%.
2. Did not demonstrate reading proficiency on the BOG 3, EOG 3 or a retest in reading: 45,943 students or 39.6%.
Case 21 and Discovery Education Grade 3 were not recommended based on the Lexile 725 benchmark criterion.
3. Number of students
Two suggested changes that were discussed based on debriefing of the program and included in the report to the 4. Number of students General Assembly: who took and passed alternative assessments to conduct Summer Reading Camps at the end of meet the R2A requirements: 17,177 or 47.1%. 2nd grade for struggling readers to provide pro5. Total number of active interventions, instudents retained for not stead of waiting until the being proficient in reading: 14,755 or 12.7%. end of grade 3. Require literacy professional de6. Students eligible for Summer Reading Camps velopment for administrators in elementary was 18,373, and 12,827 attended with 3,426 schools. students being successful. exempted from mandatory retention in third grade for good cause: 9,454 or 8.1%.
7. The following R2A Alternative Assessments were approved based on
October 2014
Page 2
NCAE SBE Review
Approved the following reports that can be found on the NC DPI website
Career and Technical Education Revisions to Essential Standards
Changes to the 2013-14 Performance Growth of NC Public Schools
Report of Educational Performance of Children with Disabilities
Report on North Carolina Advance Placement Partnership
NC Teacher Corps Final Report: Impact and Assessment
Evaluation of District and School Transformation School-Level Coaching and Professional Development
Approved the Global Educator Digital Badge
As North Carolina continues to support educators with 21st Century tools, one process that has been developed is a Global Digital Badge. The policy was approved at the October SBE meeting. The recommendation is that the Global Educator Badge for Teachers designation be available beginning in January 2015. Candidates for the Global Educator Digital Badge will develop a Professional Development Growth Plan utilizing the recommended process from the North Carolina Educator Evaluation System. The teacher, along with the principal, will review the teacher’s evaluation specific to the global awareness elements reflected in the North Carolina Professional Teaching Standards I, II, III, IV and V. Based upon this evaluation, the teacher and principal will establish a professional development plan to move teachers on the continuum to embedding global education in their instructional practices, while addressing the alignment to the North Carolina Standard Course of Study. The completion of the proposed 100 hours or 10 CEUs global education professional development and the Capstone Project (including acceptance into HomeBase as a statewide resource) must occur within two years of the goals documentation. Global education professional development hours may count towards regular license renewal requirements as general renewal credits. When the teacher has satisfied all requirements, a digital badge will be issued at the state level and the designation will be documented in the Home Base Educator’s Professional Development Profile. There will be more guidance and technical assistance to provide information on LEA implementation and address questions regarding professional development, including how global education professional development earned prior to this proposed policy may be recognized, the review of the Capstone Project within Home Base, and how to address the time element, should a teacher not complete the process within the documented two years. As well as how CEUs will transfer from one LEA to another. As of this discussion, the process is not a mandate but a professional development opportunity. Watch this video to find out more about the Digital Badge for Teachers http://youtu.be/RDmfE0noOJ8.
NCAE SBE Review October 2014
NCAE SBE Review
Teacher Leadership Specialist Standards Approved! The NC Educator Evaluation System (NCEES) has been in place since 2009. Using the NCEES standards, rubrics and users guides, the Teacher Leader Standards were created and are aligned for roles such as Instructional Resource Teacher, Literacy Coach or Lead Mentor. These new Teacher Leadership Specialists will have direct interaction with teachers for the purpose of improving student learning and achievement. Research and Evaluation Associates worked with NCDPI staff and LEA representatives to develop the instrument for the Teacher Leadership Specialist. Teacher Leaders will not have direct involvement with students, but with the adults in the school.
Graduation Requirement Update There is concern among some SBE members, as well as some Local School Boards that the current sequence of social studies courses required for graduation is not adhering to SB 588 passed in 2011. The NC Essential Standards for social studies follows a sequence that builds upon foundations of understanding the founding principles of democracy; Civics & Economics, World History, American History I: The Founding Principles, and American History II. Many LEAs teach AP US History and students in the AP History courses do not often take the NC American History courses. Concern over what the new AP History courses may leave out regarding founding principles is the center of the issue. NCDPI staff informed the Board that both the AP courses as well as the NC Essential Standards cover the founding principles as noted in the legislation. Due to some confusion over what is covered via the sequence of courses, the intent of the SB 588 in regards to specifying a course name within a bill, and what is covered within the AP American History, a panel of experts will present information to the SBE. The date of the panel presentation has not yet been confirmed. US or American History teachers may be aware of what is going on in other states along the same issue. Please stay informed and share concerns and/or issues with NCAE. NCAE members who teach American History I and II as well as AP American History, be on the lookout for an e-mail soon on how we hope you will assist us in weighing in on this issue.
NCAE SBE Review September 2014
September 2014
SBE RETREAT 1. NC DPI staff reviewed the goals and benchmarks created last year at the SBE Retreat and provided feedback on minor edits, changes or additions. The SBE strategic plan can be found at this site: http://goo.gl/bBggIi. Superintendent Atkinson shared some of the wins over the last year. Wins such as NAEP scores going up, graduation rates increasing, and a decrease in dropouts. 2.
NC DPI staff department directors presented updates on their work, how the work connects to Race to the Top programs, whether the program (s) should be a priority for biennium budget, and how staffing may be impacted due to this being the last year of RT3 funds.
3. Sustainability and strategic planning around budget issues took place over two days: i)
Infrastructure issues centered on class size, technology issues and transportation
ii) Estimated cost for HomeBase $6 million, or a reduced amount with LEAs paying a fee of $4 per ADM. iii) Educator Effectiveness centered on student growth measures; as in what should be used beyond tests. Should we revert to the AYP model, continue down the path of having End-of-Year exams for all subjects and using the ASW for specialty area teachers? Does NC want all teachers to have access to pay for performance, or just some? Does NC create a differentiated pay plan for all teachers to have access, and create a process for LEAs to carry out career pathways for teacher leaders, master teachers and impact on student growth? iv) Professional Development was another issue discussed at length. How can we prove PD matters to student achievement? How do we know a master’s degree impacts student growth? Several SBE members and advisors noted that all teachers earning relevant master’s degrees should be compensated, as it is a retention as well as a recruitment tool. v) Budget connected to the new legislative year and biennium was discussed and SBE members were to provide their top priorities to the leadership within the next two weeks so the final plan can be discussed at the November SBE meeting. The SBE has to work within a 2% cap and to work within $160 million. It was noted that over the last year there was a $1 billion reduction with personnel and instructional sup plies. Salaries were discussed. Philip Price said the noise over the state not being able to cover the new salary plan in 2015-16 was just noise. The state has never gone backwards and not compensated educators on the salary plan. If necessary the state would have to tap into the reserve account. NCAE will keep you informed of the NC DPI/SBE Legislative Agenda as their process moves forward. NCAE shared the 2014 Legislative Wrap-up with the SBE.
NCAE SBE Review October 2014