Every Student READY
Fall 2012 Regional
Outreach Meetings
The story of North Carolina Public Schools is one of both
+•  Measurable Progress
and
Δ•  Increasing Urgency to Improve
While acknowledging
our successes, we are
reaching higher for our
students and our
state…
…and that starts with
what students must
know and be able to
do to be READY.
One important aspect of our new Standard Course of Study
Complex Texts
Complex Texts
•  Literacy skills must be a focus in all content areas.
Literacy Standards in Social Studies, Science
and Technical Subjects
•  The balance of text types
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
Complex Texts
Start Simple
Every educator can help students read
and comprehend complex text by
•  Asking Text-based Questions
•  Teaching Academic Vocabulary
Complex Texts
Text-based Questions
Not Text-Dependent
Text-Dependent
In “Casey at the Bat,” Casey
strikes out. Describe a time
when you failed at
something.
What makes Casey’s
experiences at bat
humorous?
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?
“The Gettysburg Address”
mentions the year 1776.
According to Lincoln’s
speech, why is this year
significant to the events
described in the speech?
Students
must
return to
the text in
search of
evidence
Complex Texts
Text-based Questions
Text-based Questions should be a mainstay in all
classrooms, across all subjects.
Kindergarten:
”With prompting and support, identify the reasons an
author gives to support points in a text.”
12th Grade:
“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.”
Complex Texts
Academic Vocabulary
relative
relative
calibrate
calibrate
periphery
periphery
misfortune
misfortune
itemize
itemize
formulate
formulate
dignified
dignified
Words that give students
the ability to express
themselves in subtle and
precise ways and are
faltered
faltered
useful across all
disciplines.
unabashedly
unabashedly
specificity
specificity
vary
vary
The central focus of READY
is improving every student’s
learning ...
by enabling and ensuring
great teaching.
Strong Leaders
A Fair Evaluation System
Tools and Training to
Improve Practice
New Standard
Course of Study
!
Balanced Assessment
System
!
New Accountability
Model
Improved Supply of Teachers
Support in Low-Achieving
LEAs and Schools
Vision
Action
Tools in the Teacher and Leader
Toolbox
“Teachers must …regard
every imperfection in the
pupil’s 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
Instead of saying
“students can’t”,
we now identify
instructional strategies
that demonstrate
“how students can”.
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 Sandy’s 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.
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.
Remodeling Education
Career and College Readiness  Instructional Excellence  Personalized Learning
Dr. June Atkinson
Superintendent of Public Instruction
June’s remodeling
•  Remodel, not tear down
•  Higher Expectations
•  Constant Improvement
•  Continuity of Race to the Top Work
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
PROJECT
MAP
Strong Leaders
A Fair Evaluation System
Tools and Training to
Improve Practice
New Standard
Course of Study
!
Balanced Assessment
System
!
New Accountability
Model
Improved Supply of Teachers
Support in Low-Achieving
LEAs and Schools
PROJECT
MAP
1.  Rebecca on standards
1-6 and the purpose of
Strong
Leaders
evaluation
A Fair Evaluation System
Tools and Training to
Improve Practice
New Standard
Course of Study
!
Balanced Assessment
System
!
New Accountability
Model
Improved Supply of Teachers
Support in Low-Achieving
LEAs and Schools
PROJECT
MAP
1.  Rebecca on standards
1-6 and the purpose of
Strong
Leaders
evaluation
A Fair Evaluation System
Tools and Training to
Improve Practice
New Standard
Course of Study
!
Assessment
2. Balanced
Angela on
the GA’s
Systemgrades
performance
!
New Accountability
Model
Improved Supply of Teachers
Support in Low-Achieving
LEAs and Schools
PROJECT
MAP
1.  Rebecca on standards
1-6 and the purpose of
Strong
Leaders
evaluation
A Fair Evaluation System
Tools and Training to
Improve Practice
New Standard
Course of Study
!
Assessment
2. Balanced
Angela on
the GA’s
Systemgrades
performance
!
New Accountability
Model
Improved Supply of Teachers
Support in Low-Achieving
LEAs and Schools
3.  Question and Answer
PROJECT
MAP
1.  Rebecca on standards
1-6 and the purpose of
Strong
Leaders
evaluation
A Fair Evaluation System
Tools and Training to
Improve Practice
New Standard
Course of Study
!
Assessment
2. Balanced
Angela on
the GA’s
Systemgrades
performance
!
New Accountability
Model
4.  Angela and Philip on our
Improved
Teachers
new techSupply
platformof
and
its
tools for teaching
Support in Low-Achieving
LEAs and Schools
3.  Question and Answer
North Carolina
Educator Evaluation
A process for professional growth
North Carolina Educator Evaluation Process
Why the Evaluation Process?
Assumptions
•  Educating students is not
an easy task
•  We can all improve
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.
North Carolina Educator Evaluation Process
Teachers
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
1 2 3 4 5 6
Demonstrate
Leadership
Establish
Environment
Know
Content
Facilitate
Learning
Reflect on
Practice
Contribute
to Academic
Success
12/18/12 • page 30
North Carolina Educator Evaluation Process
Principals and APs
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
1 2 34 56 7 8
Strategic
Leadership
Instructional
Leadership
Cultural
Leadership
Human
Resource
Leadership
Managerial
Leadership
External
Development
Leadership
Micro
Political
Leadership
Academic
Achievement
Leadership
12/18/12 • page 31
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
North Carolina Educator Evaluation Process
Process
Principals and APs
Teachers
Step 1 Orientation
Step 1 Training
Step 2 Pre-Evaluation Meeting
Step 2 Orientation
Step 3 Initial Meeting
Step 3 Teacher Self-Assessment
Step 4 Data Collection
Step 4 Pre-Observation
Conference
Step 5 Mid-Year Conference
Step 5 Observations
Step 6 Consolidated Performance
Assessment
Step 6 Post-Observation
Conference
Step 7 Summary Evaluation
Conference
Step 7 Summary Eval Conference
and Summary Rating Form
Step 8 Professional Development
Plan
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
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?
North Carolina Educator Evaluation Process
Process
A focus on
developing an
increasingly accurate
understanding of the
evaluation rubrics.
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.
Using the NCEES rubrics requires the same kind of careful reading for
evidence that the Common Core requires of students.
For instance:
3
Know
Content
Element IIIb
Teachers know the content appropriate
to their teaching specialty.
Proficient
Accomplished
 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.
North Carolina Educator Evaluation Process
Ratings Categories
6
1 2 3 4 5
Demonstrate
Leadership
Establish
Environment
Know
Content
Facilitate
Learning
Contribute to
Academic
Success
Reflect on
Practice
5 Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
3 Categories
Exceeded Expected Growth
Met Expected Growth
Did Not Meet Expected Growth
1 2 3 4 5 6 7 8
Strategic
Leadership
Instructional
Leadership
Cultural
Leadership
Human
Resource
Leadership
Managerial
Leadership
External
Development
Leadership
Micro
Political
Leadership
Academic
Achievement
Leadership
12/18/12 • page 39
North Carolina Educator Evaluation Process
Effectiveness Status After 3 Years of Growth
Standards 1-5
1 2 3 4 5
Demonstrate Establish
Leadership Environment
Know
Content
Facilitate
Learning
Reflect on
Practice
Standard 6
3-year average
6
Year 1
+
6
Year 2
+
6 )/ 3
Year 3
In Need of
Improvement
Effective
Highly
Effective
Any Rating
Lower than
Proficient
Proficient
or Higher
on Standards
1-5
Accomplished
or Higher
on Standards
1-5
And/Or
And
And
Does Not
Meet
Expected
Growth
Meets or
Exceeds
Expected
Growth
Exceeds
Expected
Growth
)
North Carolina Educator Evaluation Process
Standard 6: Key Points
6
Contribute to
Academic
Success
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.
North Carolina Educator Evaluation Process
Standard 6: Reminders
6
Contribute to
Academic
Success
•  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
North Carolina Educator Evaluation Process
Standard 6
By 2013-14,
every NC teacher
will have a measure
of his or her
students’ growth.
How?
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
North Carolina Educator Evaluation Process
Measures used to determine Standard 6
6
6
6
Contribute
to
Academic
Success
End of Grade or End of Course
EVAAS
Common Exams
6
Career Technical Education Assessment
6
K-3 Assessments
6
Analysis of Student Work
to measure growth
Note: 44 CTE
Assessments can
use EVAAS
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
Note: 79 CTE
assessments will
use Pre-Post
PRE-POST
to measure growth
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
EVALUATOR
REVIEW
to measure growth
North Carolina Educator Evaluation Process
See www.ncpublicschools.org/educatoreffect/ for details
Status High-Level Time Line
2012-13
2013-14
2014-15
2015-16
End of Grade or End of Course
2012-13 is Year One
1st Status
Common Exams
2012-13 is Year One
1st Status
Career Technical Education Assessment
2012-13 is Year One
1st Status
K-3 Assessments
2013-14 is Year One
1st Status
Analysis of Student Work
2013-14 is Year One
1st Status
North Carolina Educator Evaluation Process
Process
NCDPI support for the Evaluation Process and Rubrics
Support
Details
Training Helping participants accurately use the tools
and implement the process
Includes “Coaching for Growth,” “Inter-rater Reliability,”
“Understanding the Standards,” and differentiated support
Exemplar Studies of actual teaching with rationales for
Videos and ratings (coming soon)
Artifacts
NCEES http://ncees.ncdpi.wikispaces.net/NCEES+Wiki
Wiki Resources
Webinars http://ncees.ncdpi.wikispaces.net/Upcoming+Webinars
North Carolina Educator Evaluation Process
Process
NCDPI support of Standard 6
Support
Details
Website http://www.ncpublicschools.org/
educatoreffect/
Guides, trainings and info on Standard 6
EVAAS https://evaas.sas.com/
Virtual professional development;
scheduling PD; help files
Regional PD Training throughout the year on the
Leads evaluation system including EVAAS
Webinars and Ongoing Webinars (see website) and inTrainings person RESA trainings
Implementing
the General Assembly’s School
Performance Grades
51
Context
ACRE/READY
2012
2011
2010
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
GA’s budget requires
the assignment of
A-F grades for all
schools (HB 950)
2009
52
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
53
Indicators in the Elementary and Middle School Model
••  English Language Arts (3-8)
Performance
Composite
••  Mathematics (3-8)
••  Science (5 & 8)
•  Growth
54
Indicators in the High School Model
•  Performance Composite
(AlgI/Int I, Bio, Eng II)
•
•
•
•
•
Algebra II/Integrated III
Graduation Rate
WorkKeys
ACT
Growth
55
Alignment between Indicators in High School
High Schools Performance Grades
End of Course
Math Course Rigor
•  Performance Composite
•  Algebra II/Integrated III
•  Graduation Rate
•  WorkKeys
•  ACT
Graduation Rates
WorkKeys
ACT
Graduation Project
Key Point: The set of indicators are
shared and set a college and
career ready expectation.
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 III
•  Percent of 4-year cohort graduates who take and
pass Alg. II or Int. Math III
−  Excludes the 1% population
Graduation Rate
•  Percent of students that graduate within 4 years
(4 year cohort graduation rate)
WorkKeys
•  Percent of seniors who are CTE concentrators
who achieve a Silver certificate, or better, on the
WorkKeys assessment
ACT
•  Percent of students who meet college-ready
criteria
57
Overall Grade Scale from HB 950
A:
B:
C:
D:
F:
90-100 points
80-89 points
70-79 points
60-69 points
Less than 60 points
58
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
59
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
60
Agenda For Institute
Home Base and
Technology
Resource
Update
Think of…
A place that starts with possibilities and ends with victory.
It’s where hard work and teamwork come together.
It’s easy to use and shows action in the simplest way.
It’s a starting point for success and
it’s everyone’s goal to get there.
SM
Why Home Base? • Access
• Aligned
• Single Sign-on
• Targeted Impact
© 2012 RMAGENCY.COM
SM
One Technology Platform
Home Base
Student
Information
System (SIS)
Tools for
Information
and Data
•  Single Sign-on
•  Collaborative
•  Populated with
resources for NC
educators
Instructional
Improvement
System (IIS)
Tools for
Teaching and
Learning
SM
© 2012 RMAGENCY.COM
SignOn
Lesson Plans
Sd
t
S
S
d
dd
.
Sd t
f
t
d
S
.
S
n
t
e
d S
S.
e d t
Student Information and Learner Profile
Standards and Curriculum
  Standards in a content
area
  Learning progressions
  Standard Course of
Study (Common Core
and Essential
Standards) and
Curriculum Resources
  Teacher or Executive
Professional Standards
Lesson Plans
Instructional Design, Practice, and
Resources
3rd Grade Social Studies – Sample Unit Generaliza.ons
History
Geography & Environmental Literacy
1.
Guiding Ques.ons
Factual (F), Conceptual (C), and Provoc.ve/Debatable (P)
History
The physical environment of a place Geography & can determine the way that people Environmental meet their basic needs.
Literacy
  Find sample lesson plans, units, resources
  Create lesson
plans and link to appropriate
1.  Humans may change or adapt to resources their environment in order to meet their needs.
  Differentiate
lessons for students
  Access Open Education Resources
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 interacEon with the environment always posiEve? (P) Assessments
  Search for assessment
items/tasks
  Create, administer, and score
assessments at classroom,
school, and district levels
  Administer statewide
assessments
  Formative Assessment
Strategies and Resources
Data Analysis and Reporting
  Customizable views
  Role-based Information
  Multiple Data Comparisons
  Attendance
  Grades
  Test Scores
  Discipline
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
Technology
3 Key Categories
Instruction
Interconnections
Things
Application ! Support
Services !
Infrastructure
Digital Devices ! Tools
Ensuring
pressing
Enter
helps
students
learn
Making
sure that
pressing
Enter
always
works
Draft – March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation
Something
on which to
press
Enter
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
Home Base
Began transition to
new SIS
September
2012 
Integration of the SIS
and the IIS
Early
2013 
Preparing Content
for Home Base
Fall
2012
Pilots for IIS
Components of
Home Base
IIS Vendor(s)
Approval & Contract
Award
December
2012
Home Base goes
Live*
Mid - 2013 
Starting 2013-14
School Year
*There will be a phased in roll out of the IIS components of Home Base.
Every Student READY
Fall 2012 Regional
Outreach Meetings