1. Fall 2012 Regional Outreach Meetings Every Student READY

2. The story of North Carolina Public Schools is one of both Measurable Progress and Increasing Urgency to Improve + Δ

3. While acknowledging our successes, we are reaching higher for our students and our state…

4. …and that starts with what students must know and be able to do to be READY.

5. One important aspect of our new Standard Course of Study Complex Texts

6. Literacy skills must be a focus in all content areas. Literacy Standards in Social Studies, Science and Technical Subjects The balance of text types GradeLiteraryInformational 450% 845%55% 1230%70%

7. Complex Texts Start Simple Every educator can help students read and comprehend complex text by Asking Text-based Questions Teaching Academic Vocabulary

8. Complex Texts Text-based Questions Not Text-DependentText-Dependent In Casey at the Bat, Casey strikes out. Describe a time when you failed at something. In The Gettysburg Address Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What makes Caseys experiences at bat humorous? The Gettysburg Address mentions the year 1776. According to Lincolns speech, why is this year significant to the events described in the speech? Students must return to the text in search of evidence

9. Complex Texts Text-based Questions Text-based Questions should be a mainstay in all classrooms, across all subjects. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Kindergarten: 12 th Grade: With prompting and support, identify the reasons an author gives to support points in a text.

10. Complex Texts Academic Vocabulary relative vary formulate specificity faltered calibrate itemize periphery misfortune dignified unabashedly Words that give students the ability to express themselves in subtle and precise ways and are useful across all disciplines. relative vary formulate specificity faltered calibrate periphery misfortune dignified unabashedly itemize

11. The central focus of READY is improving every students learning... by enabling and ensuring great teaching.

12. New Standard Course of Study Balanced Assessment System New Accountability Model Strong Leaders A Fair Evaluation System Support in Low-Achieving LEAs and Schools Improved Supply of Teachers Tools and Training to Improve Practice

13. VisionAction

14. Tools in the Teacher and Leader Toolbox

15. Teachers must …regard every imperfection in the pupils comprehension not as a defect in the pupil, but as a deficit in their own instruction, and endeavor to develop the ability to discover a new method of teaching. –Leo Tolstoy

16. Instead of saying students cant, we now identify instructional strategies that demonstrate how students can.

17. In a Math I classroom, a teacher seeking to help students understand rate of change, designed a lesson to have students work in groups and use the data from Hurricane Sandys landfall to predict the future wind speeds as the hurricane travelled across the northeast. As a result, the lesson allows students to apply content-specific skills to relevant, real-world experiences, which extends their learning.

18. In a kindergarten classroom, a teacher provides targeted reading intervention to an individual student based on needs identified through early assessment. The same kind of instruction is occurring in all elementary schools in this district. Consequently, gaps in learning are identified and addressed in a timely manner, increasing opportunities for academic success.

19. Junes remodeling Remodeling Education Career and College Readiness Instructional Excellence Personalized Learning Dr. June Atkinson Superintendent of Public Instruction

20. Remodel, not tear down Higher Expectations Constant Improvement Continuity of Race to the Top Work

21. Thank You For embracing raised expectations For constantly improving For providing feedback For all the work you do on behalf of students in North Carolina

22. New Standard Course of Study Balanced Assessment System New Accountability Model Strong Leaders A Fair Evaluation System Support in Low-Achieving LEAs and Schools Improved Supply of Teachers Tools and Training to Improve Practice PROJECT MAP

23. New Standard Course of Study Balanced Assessment System New Accountability Model Strong Leaders Support in Low-Achieving LEAs and Schools Improved Supply of Teachers Tools and Training to Improve Practice PROJECT MAP A Fair Evaluation System 1.Rebecca on standards 1-6 and the purpose of evaluation

24. New Standard Course of Study Balanced Assessment System Strong Leaders Support in Low-Achieving LEAs and Schools Improved Supply of Teachers Tools and Training to Improve Practice PROJECT MAP A Fair Evaluation System 1.Rebecca on standards 1-6 and the purpose of evaluation New Accountability Model 2. Angela on the GAs performance grades

25. New Standard Course of Study Balanced Assessment System Strong Leaders Support in Low-Achieving LEAs and Schools Improved Supply of Teachers Tools and Training to Improve Practice PROJECT MAP A Fair Evaluation System 1.Rebecca on standards 1-6 and the purpose of evaluation New Accountability Model 2. Angela on the GAs performance grades 3. Question and Answer

26. New Standard Course of Study Balanced Assessment System Strong Leaders Support in Low-Achieving LEAs and Schools Improved Supply of Teachers PROJECT MAP A Fair Evaluation System 1.Rebecca on standards 1-6 and the purpose of evaluation New Accountability Model 2. Angela on the GAs performance grades 3. Question and Answer Tools and Training to Improve Practice 4. Angela and Philip on our new tech platform and its tools for teaching

27. North Carolina Educator Evaluation A process for professional growth

28. North Carolina Educator Evaluation Process Why the Evaluation Process? Assumptions Educating students is not an easy task We can all improve

29. North Carolina Educator Evaluation Process Why the Evaluation Process? The reason we observe, gather student growth data, get feedback and discuss our practice is to improve the learning of our students.

30. 2/10/2014 page 30 We have a total of 6 standards in our teacher evaluation system. All standards, 1-6, are of equal value. Our goal is to use this system to: Identify our strongest teachers and explore their methodologies, and Support teachers who need to increase their effectiveness North Carolina Educator Evaluation Process Teachers 123 4 56 Establish Environment Know Content Facilitate Learning Demonstrate Leadership Reflect on Practice Contribute to Academic Success

31. 2/10/2014 page 31 We now have a total of 8 standards in our principal and assistant principal evaluation system. All standards, 1-8, are of equal value. Our goal is use this system to: Identify our strongest leaders and explore their methodologies, and Support leaders who need to increase their effectiveness 123 4 5 7 6 Instructional Leadership Cultural Leadership Human Resource Leadership Strategic Leadership Managerial Leadership External Development Leadership Micro Political Leadership 8 Academic Achievement Leadership North Carolina Educator Evaluation Process Principals and APs

32. North Carolina Educator Evaluation Process Goals for System Implementation As a result of yearly evaluations, every educator will: Identify substantive strengths in practice to build upon and share with colleagues Identify substantive areas for improvement in practice and take steps to grow

33. Step 1Orientation Step 2Pre-Evaluation Meeting Step 3Initial Meeting Step 4Data Collection Step 5Mid-Year Conference Step 6Consolidated Performance Assessment Step 7Summary Evaluation Conference North Carolina Educator Evaluation Process Process Principals and APs Step 1Training Step 2Orientation Step 3Teacher Self-Assessment Step 4Pre-Observation Conference Step 5Observations Step 6Post-Observation Conference Step 7Summary Eval Conference and Summary Rating Form Step 8Professional Development Plan Teachers

34. North Carolina Educator Evaluation Process Process The new evaluation process requires bravery and the ability to have challenging conversations about practice. Bravery to believe there are always ways to improve to invite critical feedback to give critical feedback

35. North Carolina Educator Evaluation Process Table Talk Principals: How is the new evaluation process supporting effectiveness among your teachers? What is challenging about helping teachers grow through this process? Teachers: How is the new evaluation process supporting effectiveness in your work? What is challenging about the new process?

36. North Carolina Educator Evaluation Process Process A focus on developing an increasingly accurate understanding of the evaluation rubrics.

37. North Carolina Educator Evaluation Process Process A clear understanding of the evaluation rubrics is key to rating accurately – not on a curve, but instead against the defined set of best practices for teachers and leaders that are identified in the rubrics.

38. Using the NCEES rubrics requires the same kind of careful reading for evidence that the Common Core requires of students. For instance: Element IIIb Teachers know the content appropriate to their teaching specialty. ProficientAccomplished Demonstrates an appropriate level of content knowledge in the teaching specialty to which assigned. Applies knowledge of subject beyond the content in assigned teaching specialty. Motivates students to investigate the content area to expand their knowledge and satisfy their natural curiosity. 3 Know Content

39. 2/10/2014 page 39 123 4 5 7 6 Instructional Leadership Cultural Leadership Human Resource Leadership Strategic Leadership Managerial Leadership External Development Leadership Micro Political Leadership 8 Academic Achievement Leadership 12345 6 Establish Environment Know Content Facilitate Learning Demonstrate Leadership Reflect on Practice Contribute to Academic Success 5 Categories Not Demonstrated Developing Proficient Accomplished Distinguished 3 Categories Exceeded Expected Growth Met Expected Growth Did Not Meet Expected Growth North Carolina Educator Evaluation Process Ratings Categories

40. North Carolina Educator Evaluation Process Effectiveness Status After 3 Years of Growth 12345 Establish Environment Know Content Facilitate Learning Demonstrate Leadership Reflect on Practice In Need of Improvement Effective Highly Effective Standards 1-5 666 Year 1 Year 2Year 3 ++ / 3 ) ) Any Rating Lower than Proficient And/Or Does Not Meet Expected Growth Proficient or Higher on Standards 1-5 And Meets or Exceeds Expected Growth Accomplished or Higher on Standards 1-5 And Exceeds Expected Growth Standard 6 3-year average

41. North Carolina Educator Evaluation Process Standard 6: Key Points Standard 6 is new and is different, but not more important than the other standards Growth. It gives the teacher and her evaluator a look at the measured growth of her students. Trends in Growth. EVAAS helps compare the growth of different classes and groups of students. Limits of Standard 6. Standard 6 gives you less insight into pedagogy than Standards 1-5. Standards 1-5 suggest next steps. o Think: revise formative assessment practices, track progress more accurately, improve questioning strategies, research best practices on literacy, etc. 6 Contribute to Academic Success

42. North Carolina Educator Evaluation Process Standard 6: Reminders Status Standard 6 is used to determine effectiveness status only when a teacher has 3 years worth of growth data Conservative use of growth data; certainty of growth estimate improves over time No teacher effectiveness status until 2014-15, at the earliest 1-5 are High Stakes Evaluators will continue to place teachers on monitored or directed growth plans when they receive a Developing on any of the first 5 standards 6 Contribute to Academic Success

43. North Carolina Educator Evaluation Process Standard 6 By 2013-14, every NC teacher will have a measure of his or her students growth. How?

44. North Carolina Educator Evaluation Process Measures used to determine Standard 6 6 Contribute to Academic Success 6 End of Grade or End of Course 6 Common Exams 6 Career Technical Education Assessment 6 K-3 Assessments 6 Analysis of Student Work

45. 6 Contribute to Academic Success 6 End of Grade or End of Course 6 Common Exams 6 Career Technical Education Assessment 6 K-3 Assessments 6 Analysis of Student Work Note: 44 CTE Assessments can use EVAAS EVAAS to measure growth North Carolina Educator Evaluation Process Measures used to determine Standard 6

46. 6 Contribute to Academic Success 6 End of Grade or End of Course 6 Common Exams 6 Career Technical Education Assessment 6 K-3 Assessments 6 Analysis of Student Work Note: 79 CTE assessments will use Pre-Post PRE-POST to measure growth North Carolina Educator Evaluation Process Measures used to determine Standard 6

47. 6 Contribute to Academic Success 6 End of Grade or End of Course 6 Common Exams 6 Career Technical Education Assessment 6 K-3 Assessments 6 Analysis of Student Work EVALUATOR REVIEW to measure growth North Carolina Educator Evaluation Process Measures used to determine Standard 6

48. North Carolina Educator Evaluation Process Status High-Level Time Line See www.ncpublicschools.org/educatoreffect/ for detailswww.ncpublicschools.org/educatoreffect/ End of Grade or End of Course Common Exams Career Technical Education Assessment K-3 Assessments Analysis of Student Work 2012-13 is Year One 2013-14 is Year One 2012-132013-142014-15 2015-16 1 st Status

49. North Carolina Educator Evaluation Process Process SupportDetails TrainingHelping participants accurately use the tools and implement the process Includes Coaching for Growth, Inter-rater Reliability, Understanding the Standards, and differentiated support Exemplar Videos and Artifacts Studies of actual teaching with rationales for ratings (coming soon) NCEES Wiki http://ncees.ncdpi.wikispaces.net/NCEES+Wiki Resources Webinars http://ncees.ncdpi.wikispaces.net/Upcoming+Webinars NCDPI support for the Evaluation Process and Rubrics

50. North Carolina Educator Evaluation Process Process SupportDetails Websitehttp://www.ncpublicschools.org/educatore ffect/ Guides, trainings and info on Standard 6 EVAAShttps://evaas.sas.com/ Virtual professional development; scheduling PD; help files Regional PD Leads Training throughout the year on the evaluation system including EVAAS Webinars and Trainings Ongoing Webinars (see website) and in- person RESA trainingswebsite NCDPI support of Standard 6

51. Implementing the General Assemblys School Performance Grades 51

52. 52 Context 2009 2010 2011 2012 ACRE/READY Accountability Revision SBE approved college and career ready indicators for 2012-13 SY and reporting of the READY Acct Model Approval of ESEA Waiver to use proposed READY model General Assembly Summer 2012 GAs budget requires the assignment of A-F grades for all schools (HB 950)

53. 53 Responding to School Performance Grades (SPG) The SBE must respond to the General Assembly …annually by January 15 on recommended adjustments to the school performance grade elements and scales for award of scores and grades. Additionally, SECTION 7A.3.(f) indicates: It is the intent of the General Assembly to add a student growth component to school performance grades. Operational in 2012-13

54. 54 Indicators in the Elementary and Middle School Model English Language Arts (3-8) Mathematics (3-8) Science (5 & 8) Growth Performance Composite

55. 55 Indicators in the High School Model Performance Composite (AlgI/Int I, Bio, Eng II) Algebra II/Integrated III Graduation Rate WorkKeys ACT Growth

56. Alignment between Indicators in High School End of Course ACT Graduation Rates Math Course Rigor WorkKeys Graduation Project High Schools Performance Grades Performance Composite Algebra II/Integrated III Graduation Rate WorkKeys ACT Key Point: The set of indicators are shared and set a college and career ready expectation.

57. 57 How each indicator is defined Performance Composite (Elementary and High) Percent of proficient tests in a school All tests, subjects, and grade levels Uses the EOG/EOC test data Algebra II/Integrated IIIPercent of 4-year cohort graduates who take and pass Alg. II or Int. Math III Excludes the 1% population Graduation RatePercent of students that graduate within 4 years (4 year cohort graduation rate) WorkKeysPercent of seniors who are CTE concentrators who achieve a Silver certificate, or better, on the WorkKeys assessment ACTPercent of students who meet college-ready criteria

58. 58 Overall Grade Scale from HB 950 A: 90-100 points B: 80-89 points C: 70-79 points D: 60-69 points F: Less than 60 points

59. 59 What simulations have told us The model needs to differentiate between schools The 20-30% drop in test scores anticipated with the adoption of new and more rigorous standards will affect the model The inclusion of growth affects schools differently

60. 60 Next Steps With educator feedback, develop a few options that differentiate and include growth Return to the General Assembly with an operational proposal in January of 2013 per the requirement of the bill

61. Agenda For Institute Home Base and Technology Resource Update

62. Think of… A place that starts with possibilities and ends with victory. Its where hard work and teamwork come together. Its easy to use and shows action in the simplest way. Its a starting point for success and its everyones goal to get there.

64. Why Home Base? Access Aligned Single Sign-on Targeted Impact

65. Student Information System (SIS) Instructional Improvement System (IIS) Tools for Information and Data Tools for Teaching and Learning One Technology Platform Single Sign-on Collaborative Populated with resources for NC educators Home Base

66. Sign- On Student Information and Learner Profile Professional Development & Educator Evaluation Assessment Instructional Design, Practice & Resources Lesson Plans Data Analysis and Reporting Standards & Curriculum

67. Student Information and Learner Profile

68. Standards in a content area Learning progressions Standard Course of Study (Common Core and Essential Standards) and Curriculum Resources Teacher or Executive Professional Standards Standards and Curriculum

69. 3 rd Grade Social Studies – Sample Unit Generalizations Guiding Questions Factual (F), Conceptual (C), and Provoctive/Debatable (P) History Geography & Environmental Literacy 1.The physical environment of a place can determine the way that people meet their basic needs. 1.Humans may change or adapt to their environment in order to meet their needs. Geography & Environmental Literacy 1a. What are some examples of basic needs that all people have? (F) 1b. What are some ways that you and your family meet their basic needs? (F) 1c. What is the physical environment like in your community? (F) 1d. What is it important for people to understand their physical environment? 2a. How might humans interact with the environment to meet their needs? (C) 2b. How do people in your community meet their basic needs? (F) 2c. Is human interaction with the environment always positive? (P) Find sample lesson plans, units, resources Create lesson plans and link to appropriate resources Differentiate lessons for students Access Open Education Resources Instructional Design, Practice, and Resources Lesson Plans

70. Search for assessment items/tasks Create, administer, and score assessments at classroom, school, and district levels Administer statewide assessments Formative Assessment Strategies and Resources Assessments

71. Customizable views Role-based Information Multiple Data Comparisons Attendance Grades Test Scores Discipline Data Analysis and Reporting

72. Professional Development and Educator Evaluation View, register for, participate in PD Get suggestions for PD based on class performance or observation/evaluation data Implement educator evaluation processes

73. Draft – March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentationhttp://www.ncpublicschools.org/ready/resources/ Digital Devices ToolsServices Infrastructure Application Support ThingsInterconnectionsInstruction Something on which to press Enter Making sure that pressing Enter always works Ensuring pressing Enter helps students learn Technology 3 Key Categories

74. We want technology that is: Responsive Driven by challenges in our public schools Visionary Incorporates the latest advances in tools and capabilities Trustworthy Provides for privacy and security Available Allows for access across the State and through multiple media Robust and Expandable Has the capacity to grow reliably to accommodate changing demands Collaborative Facilitates sharing of pedagogical knowledge and instructional tools

75. Home Base Began transition to new SIS Integration of the SIS and the IIS Pilots for IIS Components of Home Base Home Base goes Live* September 2012 Early 2013 Mid - 2013 Starting 2013-14 School Year Fall 2012 Preparing Content for Home Base December 2012 IIS Vendor(s) Approval & Contract Award *There will be a phased in roll out of the IIS components of Home Base.

76. Fall 2012 Regional Outreach Meetings Every Student READY