1. Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
NC State Board of Education
Global-Ready School Designation
This Power Point overview has been developed to assist districts seeking the North Carolina State Board of Education’s Global-Ready District Designation. This version was published in September You may want to download a copy of the Application and Guidance Document for reference as you view this presentation.
Designation Application Process and Guidance
NCDPI presentation adapted by Michele Henriquez

2. Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
Overview
State Board of Education Vision Statement
Global Education Initiative in NC
Global-Ready School (GRS) Designation
Background
Rubric Structure
Application Process
Timeline
Tips (from guide)
Contacts and Resources
This presentation will provide an overview of the NC State Board of Education’s global education strategic plan upon which the Global-Ready District designation was developed. Information regarding the process for development of the rubric followed by the rubric structure will also be provided.
Next, information regarding the timeline and actual application requirements will be shared. During this portion you will be asked to participate in some activities, which you could do on your own or pause in this ppt. to provide an opportunity for your school team to participate.
Everything in this presentation can also be located in the GRD Application and Guidance Document. At the end of the presentation, you will receive the webpage address for all resources.
So, let’s begin with the Overview of the SBE Strategic Plan.

3. Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
SBE Vision Statement:
Every public school student will graduate ready for post secondary education and work, prepared to be a globally engaged and productive citizen.
-April, 2014
Since 2004, the SBE vision statement has included a reference to students being globally ready. Here is the latest statement adopted by the SBE in April (Read statement)

4. What is Global Education?
Global Education is the means to ensuring that our NC public school graduates are globally engaged and productive citizens.
“Global competency is the capacity and disposition to understand and act on issues of global significance.”
CCSSO, EdSteps, Asia Society State Partnership on Global Education (2010)
Source:

5. Using 21st century skills to understand and address global issues
Global Awareness Definition from the Partnership for 21st Century Skills/Learning
Using 21st century skills to understand and address global issues
Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts.
Understanding other nations and cultures, including the use of non-English languages
These three statements are interwoven throughout the professional standards for educators and you should recognize these from your previous discussions around the policy elements from the NCEES rubrics.

6. The Council of Chief State School Officers (CCSSO) Four Global Competencies/Capacities

7. Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
SBE Task Force on Global Education
In 2011, North Carolina State Board of Education
Chairman appointed 5 SBE members to the Task Force on Global Education.
The task force was to assess the state's effort to produce "globally competitive" graduates ready to live, work, and contribute in an interconnected world.
Task Force noted six major findings and made five commitments to take supporting action to ensure every public school student graduates fully prepared for the world in which he or she will live, work, and contribute.
North Carolina’s future depends more heavily than ever before on students graduating public schools
fully prepared for jobs and life in a globalized 21st Century America. Our jobs and lives are already inextricably linked to the rest of the globe. Our global relationships will become deeper and more extensive over the next few decades. Those who work in business and industry already routinely work with companies from other countries and interact with their co-workers around the world. Those who work in small businesses in their communities rely on global supply chains and, more easily than ever, sell their products around the world. Increasingly, jobs demand extensive interaction with communication and information processing technology. It would be naïve to fall into the trap of believing that North Carolina can be harbored from globalization and still prosper in the coming decades. It would be equally naive to believe that North Carolina can prosper without public schools and public charter schools embracing global changes in their preparation of students for life after school.
To that end the SBE Chairman appointed a Task Force on Global Education with a focus on bringing to the full Board recommendations that would foster global competence in our public school graduates. The Task Force engaged in strategic listen and learn meetings over a period of 18 months. They heard from public school districts, principals, state agencies, university global or international centers, colleges of education representing public and private universities, state business leaders, national experts on global practices, economics, assessments and international experts.

8. Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
5 Commitments
Robust teacher support and tools
(Action Item 1.2: Global Educator Digital Badge)
2. Leading-edge language instruction
(Action Item 2.1: DL/I K-12 Expansion)
(Global Languages Endorsement)
3. New school models
4. District networking and recognition
(Action Item 4.2: Global-Ready Schools and Districts)
5. Strategic international relationships
The final report from the Task Force provides 5 Commitments under which 10 action items will provide the support and sustainability of efforts to meet the goal of graduating students prepared to be globally engaged. The full report can be found at
Much work has already been accomplished around the 10 action items since the adoption of the final report in January The first policy item occurred with the Global Educator Digital Badge for Teachers which came from Commitment 1; Action Item 1.2 This policy outlines a new process for recognizing teacher attainment of a skill set that is closely aligned with their teacher evaluation process and will earn SBE level recognition for this attainment. It is important to note that schools wishing to attain the Global-Ready Schools Designation (which comes from Commitment 4: Action Item 4.2) will also be providing information as to how many of their educators are involved in attaining or have attained the Global Educator Digital Badge.
Action Item 4.2 specifically states:
Institute in concert with global education partners a Global-Ready designation for schools and districts that provides a process and incentives and addresses, at the least, the following:
· K-12 world language opportunities for all students;
Pathways for teachers, leaders and administrators to achieve SBE-recognized badging;
· Career-ready employer requirements;
· Global school partnerships; and
· Local school board resolutions and plans on global education.
The global education partners recognized by the SBE include: The Center for International Understanding, VIF International Education, and World View.

9. Global Ready School Designation Goal 4.2
One opportunity coming out of the Global Education Task Force work was the creation of criteria and a process for schools and districts to provide incentives and address, at the least, the following:
K-12 world language opportunities for all students
Pathways for educators to achieve SBE-recognized badges
Career-Ready employer requirements
Global school partnerships; and
Local school board resolutions and plans on global education

10. Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
GRD Rubric Background
Partners in Development :
State Board of Education
Department of Public Instruction
Friday Institute at NC State
Global Education Partners
Center for International Understanding
VIF International Education
World View
LEAs
Universities
******The GRD rubric is the framework upon which the application process is built for districts seeking the designation. The tenets of the framework come directly from the Commitments and Action Items from the SBE Task Force on Global Education Final Report. The rubric was developed with the partners listed on this slide. ( Pause for time to scan slide)

11. Helga
PURPOSE:
Recommendation 4.2 states: “Institute a Global-Ready designation for schools and districts that provides a process and incentives for K-12 world language opportunities for all students; pathways for teachers to achieve SBE recognized badging and career ready-employer requirements, among others” (p. 6).
The NC Global-Ready School Implementation Rubric is built around the North Carolina Department of Public Instruction’s (NCDPI) “Global-Ready School Attributes,” which describe characteristics of a high-quality Global-Ready School.
DESIGN:
The Global-Ready School Designation Rubric contains ten Global-Ready Attributes. Each Attribute is described individually on separate pages. Each Attribute page lists two to six “Key Elements” or key components of the Attributes (these are indicated in the rows). A four-point “Implementation Continuum” across the top of the page, ranges from “Early” to “Developing” to “Prepared” to “Model” and represents varying depths of implementation for each Key Element (these are the columns). Finally, the “Quality Indicators” describe the critical nature of a school’s implementation of a particular Key Element at a particular point along the implementation continuum (these are the cells).
ACKNOWLEDGEMENTS:
NCDPI acknowledges and appreciates the following for their collaboration on the Attributes: North Carolina Center for International Understanding, VIF International Education, and World View.

12. Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
Rubric Structure
ATTRIBUTE
Levels of Achievement
QUALITY
INDICATOR
Here is another look at the rubric structure in the full document that can be found on the designated web page presented earlier in this presentation and will be repeated on the final slide.
KEY ELEMENT

13. Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
Levels of Achievement
Early: There is awareness for  school-wide for global education.  The school has a few systems and structures in place to support global education and  needs to identify and integrate systematic support for these efforts. There are limited practices showing little impact on students.
Developing: The school occasionally implements systems and structures to support global readiness.  The school recognizes the need for global connectivity and has some components of global connections.  An opportunity exists for refining systems and structures. There are inconsistent practices showing some positive impact on students.
Prepared: The school effectively implements systems and structures (processes) to support global readiness. Many components of global education are embedded school-wide.  There are sound, well-embedded practices showing positive impact on students.
Model: The school consistently implements systems and processes to support global readiness.  The school is a leader for other schools to replicate or model.  Global readiness is embedded in the school’s culture. There are well-developed, cutting edge practice showing consistent, high-level student impact.
Schools may also apply for Acknowledgement for recognition of implementation of global ready practices as they work towards designation status.
*******Levels of Achievement: Essential Question::  Are there systems and structures in place to implement and support global education ?
Early:  There is awareness for  district-wide for global education.  The district has a few systems and structures in place to support global education and  needs to identify and integrate systematic support for these efforts. There are limited practices showing little impact on students.
Developing:  The district occasionally implements systems and structures to support global readiness.  The district recognizes the need for global connectivity and has some components of global connections.  An opportunity exists for refining systems and structures. There are inconsistent practices showing some positive impact on students.
Prepared:  The district effectively implements systems and structures (processes) to support global readiness. Many components of global education are embedded district-wide. There are sound, well-embedded practices showing positive impact on students.
Model:   The district consistently implements systems and processes to support global readiness.  The district is a leader for other districts to replicate or model.  Global readiness is embedded in the district’s culture. There are well-developed, cutting edge practice showing consistent, high-level student impact.
New

14. Requirements for State Designation
1. Districts and Schools can earn the Global-Ready Designation at either the “Prepared” or “Model” Level of Achievement.
2. Schools only must also meet the following student achievement requirements in addition to "Prepared" or "Model" on the Global-Ready School rubric:
Schools must be at or above the state average performance composite for Level 3. Schools will use the state average for their school grade configuration:
through grade 5 ( average: 59.0%)
through grade 8 ( average: 55.1%)
through grade 12 ( average: 52.2%)
In addition, schools must meet or exceed their expected yearly growth.
These measurements are based on the data from the school year preceding the application year.
Schools must meet a rubric and academic criteria for the GRS Designation.
Schools can earn the Global-Ready School (GRS) Designation at either the “Prepared” or “Model” Level of Achievement. The early and developing quality indicators provide a roadmap from beginning the process to the designation levels of either prepared or model.
2. To receive GRS designation, schools must also meet the following student achievement requirements in addition to "Prepared" or "Model" on the Global-Ready School rubric:
Schools must be at or above the state average performance composite for Level 3. Schools will use the state average for their school grade configuration:
through grade 5
through grade 8
through grade 12
In addition, schools must meet or exceed their expected yearly growth. 
These measurements are based on the data from the school year preceding the application year.
2. The SBE will also Acknowledge schools that are using the Global-Ready School criteria to implement and work towards the SBE Designation at the prepared or model level of achievement. These applications will be reviewed to confirm what the school is already doing well and provide resources, recommendations and networking opportunities to help these schools towards the Designation level.

15. Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
Application Timeline
Districts can earn the Global-Ready District (GRD) Designation at either the “Prepared” or “Model” Level of Achievement. The early and developing quality indicators provide a roadmap from beginning the process to the designation levels of either prepared or model.
Here is the application deadline for the application and also for the application. Each application submitted for 'Prepared' or 'Model' designation will be reviewed by a state level team of educators representing K-12 and university levels. Districts receiving a 'Prepared' or 'Model' evaluation will be notified in January will be invited to the official SBE designation recognition at the February SBE meeting.

16. Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
Global Ready School Application Guide
Districts can earn the Global-Ready District (GRD) Designation at either the “Prepared” or “Model” Level of Achievement. The early and developing quality indicators provide a roadmap from beginning the process to the designation levels of either prepared or model.
Here is the application deadline for the application and also for the application. Each application submitted for 'Prepared' or 'Model' designation will be reviewed by a state level team of educators representing K-12 and university levels. Districts receiving a 'Prepared' or 'Model' evaluation will be notified in January will be invited to the official SBE designation recognition at the February SBE meeting.

17. Form C is where schools address each of the attributes and accompanying key elements.
A self rating for each key element and the overall attribute rating will be noted on the grid.
The Descriptive Narrative for each Attribute should not exceed 600 words and reflect a summary for self-assessment rating based on the findings from the Key Element ratings
The Descriptive Narrative for each Key Element should not exceed 600 words and should indicate the outcomes/impact. These outcomes or impact on student and teacher learning and demonstration should be presented in a way that is easily understood by the evaluator. This narrative should point to what the accompanying evidence links are demonstrating.
The Evidences should support the narrative (Links to data, documents, video clips less than 2 minutes, web pages, etc.). Please provide a one or two sentence descriptor for supporting evidence and relevance to key element. Note: Evidences should be links to the artifact. Do not send in artifacts with the application.

18. Take a Closer Look
Review the information on Attribute 1 as found on page 12 of the GRS application guidance. Below are 4 scenarios for the self-evaluation results on the 6 Key Elements underneath. Determine the final Attribute 1 self-rating based on the scenarios using the information from Appendix A of the application guidance found on page 39.
Scenario A _____
1.1 Prepared; 1.2 Developing; 1.3 Developing; 1.4 Early; 1.5 Prepared; 1.6 Prepared
Scenario B _____
1.1 Model; 1.2 Prepared; 1.3 Prepared; 1.4 Prepared; 1.5 Prepared; 1.6 Model
Scenario C _____
1.1 Model; 1.2 Prepared; 1.3 Prepared; 1.4 Prepared; 1.5 Developing; 1.6 Model
Scenario D_____
1.1 Model; 1.2 Model; 1.3 Model; 1.4 Model; 1.5 Prepared; 1.6 Model
For each scenario determine the self-rating for the Attribute based on the Key Element self-ratings. You may want to pause or exit the PowerPoint in order to complete this activity.

19. Scenario Results Scenario Level of Achievement Rating For Attribute 1
Reason A
NOT Prepared
Only 3 Key Elements are at “Prepared” or higher B
Prepared
5 or more Key Elements are at “Prepared” or higher C
5 or more Key Elements are at “Prepared” or higher and 1 Key Element is at “Developing” (Note: Had this Key Element been at Early, then Attribute 1 rating would not be at Prepared) D
Model
5 or more Key Elements are at “Model” or higher and 1 Key Element is at “Prepared” (Note: Had this Key Element been at Developing, then Attribute 1 rating is at “Prepared”)
Here is the answer key for each of the scenarios. Please pay attention to the reasons for each. It is important to remember that if a key element is at the early rating, then you may not get a prepared or model rating for that Attribute.
You may want to develop your own scenarios for practice.

20. Tips for Completing the Application
Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
Tips for Completing the Application
Establish a team to complete the application and involve staff in writing, documenting and selecting evidences, and editing.
Establish a timeline for completion of the application including the time for district level review and approval as determined by the superintendent.
Plan for early input and collaborative involvement from business partners, community partners, and postsecondary partners.
Remember the rubric is a roadmap and how a district arrives at the destination is often unique to that district.
******The following is information on successful completion of the application. Read

21. Tips for Completing the Application
Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
Tips for Completing the Application
Include narrative evidences of accomplishments for each of the ten Attributes and each Key Element, not to exceed 600 words for each Attribute.
Address each Key Element under each of the Attributes with documentation and evidences.
Provide data that is both qualitative and quantitative.
Use student results and outcomes in responses.
Remove personally identifiable information of students’ names.
Select evidences that provide a clear picture for the reviewer.
Use an evidence more than once, if it addresses multiple Key Elements.
Select supporting evidences that best exemplify and distinguish the district.
********The following is information on successful completion of the application. Read

23. Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
The DPI web page regarding Resources for Global Education provides links to DPI and SBE documents and professional development; links to state partners in global education along with state resources; links to national resources and professional development for global education.

24. Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
The Navigation Bar for the Global Education web pages on the DPI site (ncpublicschools.org) indicate the SBE Action Items. On this page you will find the Action Items listed and as implementation and resources come available, there will be a direct link to an Action Item web page where you will find all the information regarding that Action Item. For 4.2 you will currently find the Global-Ready Schools Designation Rubric document, the Application and Guidance document and this ppt. with voiceover. As additional resources are developed, they will be posted or linked from this page.

25. Nicolette Grant and Michele Henriquez
Tuesday, September 20, 2016
Contact and Resources
Helga Fasciano
Special Assistant for Global Education
Should you have any additional questions regarding the Global Ready District Designation, please contact Helga Fasciano, Special Assistant for Global Education at the indicated and/or visit the DPI Global Education web page.
Good luck on the application process and we hope to present you and your district as a Global Ready District designee at the February 2016 SBE meeting!