1. Fall 2012 LEP Coordinator Meeting Helga Fasciano Section Chief, K-12 Programs Federal Update

2. October 2011 USED Monitoring Element 2.2 State Oversight and Review of Plans: The NCDPI did not provide evidence that it has ensured that Title III subgrantees use Title III funds to implement high-quality language instruction educational programs (LIEP) that meet the requirements in section 3115(c). (Direct or consultative services) Element 2.4 Private School Participation: The NCDPI has not ensured that subgrantees fully comply with the requirements in section 9501© of the ESEA for timely and meaningful consultation with private schools in the design and development of programs and services…

3. USED Findings continued…. Element 3.2 District Allocations, Reallocations and Carrryover: NCDPI has not ensured that subgrantees use Title III funds for technology purchases that are reasonable and necessary for Title III program. Element 3.4 Supplement, Not Supplant General: section 3115(g) of the ESEA: NCDPI has not ensured that its LEAs comply with Title III supplement, not supplant requirements as evidenced by the following( translations services, salaries, purchases)

4. USED Findings continued…. Element 3.4A Supplement, Not Supplant-Assessment: The SEA has met requirements related to supplement, not supplant and use of Title III funds to develop and administer State ELP assessments under sections III(b)(7) and 3113(b)(2) of the ESEA: NCDPI has not ensured…. as evidenced by the following: –W-APT administration –Accommodations for content assessments forms –Centralized testing staff

5. Supplement NOT Supplant Guiding Questions 1. What is the instructional program/service provided to all students? 2. What does the LEA do to meet Lau v. Nichols requirements? 3. What services is the LEA required by other Federal, State, and local laws or regulations to provide? 4. Was the program/service previously provided with State, local, and Federal funds? Source: U.S. Department of Education webinar conducted on December 11, 2008. http://www.ncela.gwu.edu/files/uploads/12/SNS3_Requirements.pdf http://www.ncela.gwu.edu/files/uploads/12/SNS3_Requirements.pdf

6. USED Findings continued…. Element 1.3 AMAOs: AMAOs have been developed and AMAO determinations have been made for Title III-served LEAs: NCDPI has not applied the specific consequences in section 3122(b)(4) of the ESEA to title III subgrantees that fail to meet the AMAOs for 4 consecutive years. New Guidance and Webinar for Year 4 or more LEAs on November 29, 2012

7. USED Findings continued…. State Monitoring of Subgrantees: sections 3115, 3116, and 3121; EDGAR 34 CFR 80.40 NCDPI procedures for monitoring Title III subgrantees are insufficient to ensure that Title III subgrantees are in compliance with all Title III programmatic and fiscal requirements. Monitoring Webinar on October 8, 2012

8. Teacher Effectiveness and Support for Growth Using meaningful evaluation to increase effectiveness of teachers and leaders

9. Overview Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ The central focus of READY is improving student learning... by enabling and ensuring great teaching.

10. What is our goal? Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs Student Readiness Achievement and growth for all students Great Teachers and Leaders An effective teacher in every classroom and leader in every school Before Teaching and Leading Develop effective teachers and leaders in preparation programs ▲ During Teaching and Leading Use meaningful evaluation and professional development to increase effectiveness of teachers and leaders

11. ▲ This research suggests: Multiple measures are important. Including student growth improves objectivity of evaluation. Measures of Effective Teaching Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

12. Standards 6 & 8 – The Basics Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ Teachers 165432 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success Principals (and other Administrators) 8 Strategic Leadership 165432 7 Instructional Leadership Cultural Leadership Human Resource Leadership Managerial Leadership External Development Leadership Micro- political Leadership Academic Achievement Leadership Strategic Leadership

13. Growth Model Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ Teachers Principals 6 Contribute to Academic Success Academic Achievement Leadership 8 Standards 6 and 8 are measures of Growth

14. Growth Model Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ We will use Educator Value-Added Assessment System EVAAS for standards 6 & 8 when possible Teachers Principals 6 Contribute to Academic Success Academic Achievement Leadership 8

15. Teacher Ratings Categories Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ Teachers 165432 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success 5 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished 3 Rating Categories Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth

16. Status Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ RatingsStatus Teachers 6 separate ratings to help teachers grow each year Principals 8 separate ratings to help principals grow each year A single overall status that is determined once a principal or teacher has three years of growth data to populate 6 or 8 Categories for Status 1.In Need of Improvement 2.Effective 3.Highly Effective

17. Status and Standard 6 & 8 Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ An educator receives an effectiveness status only once she has 3 years of data on standards 6 or 8 A 3-year rolling average of growth data from standards 6 or 8 is used as part of determining overall status

18. Teacher Status Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ In Need of Improvement Effective Highly Effective Standards 1-5 In the year Standard 6 Three-year rolling average 666 2 years ago 1 year ago This year ++ / 3 ) ) 15432 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice 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

19. Four Buckets of Assessments for Growth Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ MSLs Courses Focused on Performance Locally Developed Courses ABCD Assessment Common Across Districts Growth using EVAAS Guidance from DPI with local implementation options Growth determined by evaluator EOCs,EOGs and VoCATS