1. NC State Board of Education
Global Education
EL Coordinator Meeting
September 12, 2016

2. Agenda SBE Vision and Plan Global Educator Digital Badge (GEDB)
Global Languages Endorsement (9-12)
Dual Language/Immersion K-12 Expansion
Global-Ready Schools (GRS) Rubric and Application Requirements
Contact and Resources
This presentation will provide an overview of the NC State Board of Education’s global education strategic plan and provide information about action items that have been implemented along with resources.

3. 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. 5 Commitments 1. 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.
Commitment 2 points to implementing quality world language programs and determining criteria for quality world language teachers. In addition, the State Board of Education has noted the commitment to and the student outcomes in dual language immersion programs and Action Item 2.1 calls for an expansion of these programs to K-12 and to each district for student access. The Global Languages Endorsement is a way to indicate on a student’s high school transcript and diploma that they have attained a proficiency level in a language other than English that is useful in career and post-secondary education.
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.

5. Commitment 1: Robust Teacher Support and Tools
1.2 Implement an SBE-recognized badging process for teachers and administrators to support a professional development system for global content that leads to an endorsement, certificate, or other recognition with market value.
The first action item from the SBE Task Force report to be implemented is the Global Educator Digital Badge. This is not an endorsement on licensure with a prescribed set of courses, rather the first of it’s kind that allows educators to customize their learning focus to allow them to progress along the continuum.

6. Global Awareness & NCEES Connection  
21st Century Skills Framework adopted by the state in Framework integrated into Professional Standards and the Standard Course of Study.

7. 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.

8. What is a Global Educator?
A global educator has the ability to embed opportunities for students to frame, analyze, communicate, and respond to issues of global significance through instructional practices that meet the content standards and foster students’ global awareness.

9. NCEES Rubric
Handouts of NCEES rubrics and assign groups to each element.

10. Global Educator Digital Badge Criteria
SBE Policy TCP - H- 001: Candidate must
Document goals to address global awareness elements within the NC Professional Standards
Complete 100 hours of global education professional development aligned to documented goals and strategies
Complete a Capstone Project that demonstrates educator ability to increase student global awareness while teaching their content standards or support teachers
Complete process within 2 years of documented plan
Educator Categories: Teacher, Principal, Central Office Staff, Superintendent
A copy of the entire policy is posted, but here are the key steps. This was developed to be seamless in integration with the current teacher evaluation process. Selection of professional development that you engage in and the Capstone Project are overseen by the LEA. That oversight will be in alignment with the process that each district uses to oversee the annual evaluation, professional development and sharing of resources within Home Base as in the Capstone Project.

11. Commitment 2: Leading Edge Language Instruction
Action Item 2.1; Dual Language/Immersion K-12 Expansion
Schools that implement use of two languages for content instruction
NC Research by Thomas and Collier indicate that this model closes the achievement gap for all students.
NC Research by Thomas and Collier indicate that by 5th grade, on average students are scoring up to a full grade level above their monolingual peers.
DL/I programs utilize 2 languages for content instruction. Schools decide which specific content will be taught in English and which will be taught in the language other than English.
Statewide achievement tests are given in English only. Currently number over 100 programs in the state, which is up from 7 programs just 10 years ago.
Long term study by Thomas and Collier, internationally known researchers in this area, has resulted in major key implications for student success in these programs. Their research findings have been published.
The State Board of Education took note of these achievements and are encouraging the expansion of this program model so that students in every district have access. This can be via individual school sites or regional schools.
DPI is sponsoring an administrator’s seminar this March and presentation materials will be posted
DPI has created a wiki space where all DL/I information and resources from various websites and has been compiled on one resource for you.

12. Commitment 2: Leading Edge Language Instruction
March 9-10 Administrator Seminar for existing programs and program exploration. Presentation materials are posted.
Save-the-Date: Saturday, February 25, 2017 The next DL/I Seminar for Administrators & Teachers will be held in conjunction with the FLANC Spring Conference at UNC - Wilmington.
The Quarterly Dual Language/Immersion (DL/I) Update webinars are designed for administrators and teachers who are currently implementing and/or planning DL/I programs. They will be broadcast quarterly on the following Tuesdays from 10: :00 a.m.: September 20, 2016: December 20, 2016; February 21, 2017; May 16, 2017
Please visit the NCDPI Dual Language/Immersion wiki pages:
DL/I programs utilize 2 languages for content instruction. Schools decide which specific content will be taught in English and which will be taught in the language other than English.
Statewide achievement tests are given in English only. Currently number over 100 programs in the state, which is up from 7 programs just 10 years ago.
Long term study by Thomas and Collier, internationally known researchers in this area, has resulted in major key implications for student success in these programs. Their research findings have been published.
The State Board of Education took note of these achievements and are encouraging the expansion of this program model so that students in every district have access. This can be via individual school sites or regional schools.
DPI is sponsoring an administrator’s seminar this March and presentation materials will be posted
DPI has created a wiki space where all DL/I information and resources from various websites and has been compiled on one resource for you.

13. Global Languages Endorsement:
SBE Policy GCS-L-007
North Carolina’s Seal of Biliteracy
Adopted at SBE January 2015 meeting
Available since Spring 2015
Shows proficiency expectations in English and at least one other language
Demonstrates College and Career Ready in an interconnected world
Tracking requirements in Home Base are available
Automated process for tracking in Home Base is currently in development

15. For more information, see the Global Languages Endorsement wikipage Global+Languages+Endorsement on the Global Education wiki
This is NC’s Seal of Biliteracy

16. Commitment 4: District Networking and Recognition
4.2 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 educators to achieve SBE-recognized badges
Career-Ready employer requirements
Global school partnerships; and
Local school board resolutions and plans on global education
The Global-Ready criteria is where languages become an integral part of the big picture that articulates that World Languages is not an add on, rather a substantive part of the picture.

17. NC Global-Ready Schools Implementation Rubric
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.

18. NC Global-Ready Schools Implementation Rubric
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.

19. GRS Designation or Acknowledgement
SBE Acknowledgement Schools will complete applications for feedback review and recommendations for reaching the GRS Designation level and provide networking opportunities.
1. Schools can earn the Global-Ready School (GRS) Designation at either the “Prepared” or “Model” Level of Achievement.
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.
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.

20. Connection to State Plan
SBE Strategic Plan:
Furthermore, the SBE adopted a measurement in their 5 year strategic plan to track the number of schools that attain the SBE recognition or designation as a STEM or Global-Education ready school. The first GRS school was designated for , Piedmont Middle School in Charlotte-Mecklenburg Schools. Today we have over 300 educators officially enrolled in the Global Educator Digital Badge process.

21. Contact and Resources Helga Fasciano
Special Assistant for Global Education
Global Education Listserv: Sign Up
Should you have any additional questions regarding the Global Ready Schools Designation, please contact Helga Fasciano, Special Assistant for Global Education at the indicated and/or visit the DPI Global Education web page.