March 3, 2015
TO
LEA Superintendents
FROM
Dr. Rebecca Garland
Dr. Tracy S. Weeks
Chief Academic and Digital Learning Officer
It’s hard to believe that we have reached the mid-point of the 2014-1015 school year – seems
like beautiful fall weather was just yesterday. Instead, we know that most of you have been
struggling with weather-related issues. Hopefully it won’t be long until the warm weather returns
and those winter challenges are a thing of the past. Oh, that it could be fall and spring year round,
but for that we would all have to move to San Diego!
Since that is not the case and we are all here in beautiful North Carolina, we are providing for
you the latest policy changes from the State Board of Education and other pertinent information
related to curriculum, instruction, accountability, and human resources. Beside each item you
will note the primary individual(s) leading the work.
The policies referenced may be found on the State Board of Education website under the policy
manual links. If you have any difficulty locating the policies, please contact Susan Auton at
susan.auton@dpi.nc.gov or 919-807-3435 and she will be happy to assist you.
Policy Updates Related to Students and School Accountability
GCS-M-001 Course for Credit (Dr. Robin McCoy)
The Course for Credit policy, GCS-M-001, provides guidance to school districts regarding the
awarding of high school course credit. The policy revisions that were approved in May 2014
include language removing specific reference to the number of hours of seat time for a credit
course and maintain the requirement that local school superintendents ensure that courses have
sufficient rigor, breadth and depth to be awarded high school credit. Policy revisions also
address credit requirements for middle school students taking a high school course for credit and
information on Credit by Demonstrated Mastery (CDM). The policy is still under revision in the
matter of repeated course for credit and credit recovery.
GCS-L-007 High School Diploma Endorsements (Dr. Robin McCoy)
In January 2015, a Global Language Endorsement was added to the High School Diploma
Endorsement policy. Students eligible for the Global Language Endorsement have attained
proficiency in one or more languages in addition to English and have met the other academic
requirements as outlined in the policy, GCS-L-007.
OFFICE OF THE DEPUTY STATE SUPERINTENDENT
Rebecca Garland, Ed.D., Deputy State Superintendent | rebecca.garland@dpi.nc.gov
6368 Mail Service Center, Raleigh, North Carolina 27699-6368 | (919) 807-3200 | Fax (919) 807-3388
AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER
The endorsements now available for students outlined in the High School Diploma Endorsement
policy include: Career, College, College/UNC, Academic Scholars, and Global Language
Endorsement.
HRS-E-000 Healthy Active Students (Dr. Robin McCoy)
The Healthy Active Children Policy has been in effect since 2003. It was updated in June 2014
to address the responsibilities of schools and their School Health Advisory Councils. The policy
addresses the amount of time students should be engaged in physical activity, the requirement
that recess and physical activity shall not be taken away from students as a form of punishment,
and that exercise shall not be assigned as a form of punishment for students.
GCS-C-038 Accountability Models for Alternative Schools (Dr. Tammy Howard)
At its December 2014 meeting, the State Board of Education (SBE) approved new policy for
alternative schools’ accountability models. This policy is now in effect for the 2014–15 school
year and beyond and applies to all alternative schools, including charter schools designated as
alternative schools per state statute; Developmental Day Centers; and schools providing special
education and related services in public separate settings to students with disabilities who are
significantly cognitively delayed, have multiple handicapping conditions, and may also have
significant behavioral or sensory integration needs.
There are four ways to participate in the Alternative Schools’ Accountability Model:
Option A: Alternative schools can participate in School Performance
Grades as defined by G.S. §115C- 83.15 or
Option B: Alternative schools can return data/results back to students’
home schools and receive no designations (charter schools designated
as alternative schools are excluded from this choice) or
Option C: Alternative schools can participate in the Alternative Schools’
Progress Model or
Option D: An alternative school can propose its own alternative
accountability model for approval by the SBE.
In order to participate in the Alternative Schools’ Accountability Model, local boards must
determine the option for each school eligible to be included in the alternative model. If no option
is selected, the eligible schools will participate in the School Performance Grades Option.
GCS-L-004 Policy Outlining Standards to be Incorporated into the Electronically
Generated High School Transcript (Dr. Rebecca Garland)
Effective with the 2015-16 school year, all students in grades 9 - 12 will be graded using a ten
(10) point grading scale with 90 - 100 an “A”; 80 - 89 a “B”; 70 - 79 a “C”; and 60 -69 a “D.”
There will be no plus/minus or augmented scales. Grades should be reported numerically. This
grading scale should also be used with any course taught in middle school that carries high
school credit.
2
Effective with the Freshman Class of 2015, a new weighting scale will apply to honors and
college-level classes. Honors credit beyond standard weights will carry an additional .5 quality
point and any college-level course -- AP, IB, community college (authorized additional weight
by the Comprehensive Articulation Agreement), university -- will carry an additional 1.0 quality
point. The maximum credits earned would be 4.5 for an “A” in honors and 5.0 for an “A” on a
college-level course. Upperclassmen will continue with the current weighting system through
graduation.
Important Information
Name change for Current Civics and Economics Course (Dr. Robin McCoy)
During the State Board of Education meeting on January 8, 2015, members voted to approve the
name change of the current Civics and Economics course to American History: The Founding
Principles, Civics, and Economics. This change was made to reflect the alignment with the
requirements of The Founding Principles Act (SL 2011-273). No standards have changed. To
assist teachers as they continue to address the standards in the course, the NC DPI Social Studies
team will create a course guide/blueprint to provide further guidance in the instructional delivery
of The Founding Principles within the course. The blueprint/guide will be completed in time for
the 2015-16 school year.
Multi-Tiered System of Support (MTSS) (Mr. Bill Hussey; Dr. Robin McCoy)
The NCDPI K-12 Curriculum and Instruction Division supports the implementation of MultiTiered System of Support (MTSS) as the framework for improving academic and behavior
outcomes for all students PreK - 12. MTSS emphasizes the integration of problem-solving
academic, behavior, and attendance data at the district, school, and individual student level. For
those districts and schools implementing Responsiveness to Instruction (RtI) and/or Positive
Behavior Intervention and Support (PBIS), MTSS will facilitate the integration of these
frameworks to create a seamless system of support without removing the integrity of either
already implemented frameworks. MTSS implementation also serves as the framework for
needed policy changes in the Exceptional Children Division for the identification of students
with Specific Learning Disabilities. Implementation of MTSS is supported by a strategic
implementation plan and professional development support plan to install and sustain MTSS in
all public schools in North Carolina. Districts will receive support from NCDPI and regional
MTSS consultants as implementation is rolled out across the state. For more information on
MTSS, visit the MTSS website at http://www.dpi.state.nc.us/curriculum/responsiveness.
Mathematics and Science Textbook Adoption (Dr. Robin McCoy)
The SBE approved the textbook adoptions for mathematics for purchase in 2014 - 15. The
NCDPI is currently in the textbook adoption process for science. The timeline calls for the SBE
to approve the science textbook adoptions in May 2015.
Duties of School Counselors G.S. 115C-316.1 (Passed in 2013, revised in 2014) (Dr. Robin
McCoy)
The language of the law stayed the same with the exception of the first sentence in section (b)
and the removal of Section 8.35(b), which directed local boards of education to develop an
implementation plan within existing resources and directed the State Board of Education to
develop and distribute guidelines to assist with the implementation. The state guidelines to assist
with implementation were distributed at the beginning of the 2013-14 school year and again at
3
the beginning of the 2014-15 school year with minor updates. You can find it on the web under
School Counselor Evaluation and Standards at http://schoolcounseling.ncdpi.wikispaces.net/.
The law still states “School counselors shall implement a comprehensive developmental school
counseling program in their schools. Counselors shall spend at least eighty percent (80%) of their
work time providing direct services to students.” In order to satisfy the law and given the case
loads of many counselors, counselors will need to dedicate much of the remaining 20% of their
time in counseling program management and system support such as reviewing data for planning
counselor services, attending professional development, collaborating with colleagues regarding
student needs, etc. Although school counselors may not coordinate testing, they may serve in a
capacity comparable to most school faculty. Any assistance with testing must come from within
the aforementioned 20% of total time.
Credit by Demonstrated Mastery (CDM) (Ms. Sneha Shah Coltrane)
A revised CDM Implementation Guide and updated Toolkit are posted on DPI’s CDM Wiki
http://cdm.ncdpi.wikispaces.net/Home. Review this Guide for updates regarding the use of NC
Final Exams and clarifications regarding high school courses in middle school. The Guide also
reflects technical edits, such as policy numbers, etc. LEAs are expected to offer CDM by the end
of the 2014 - 15 school year to inform course placement for 2015 - 16.
A selection of NC Final Exams (NCFE) will be available for LEAs to use as Phase I assessments
beginning with the DPI testing window in February 2015. Only NC Final Exams that were
available in the online format during the previous operational testing window will be available
for CDM use. NC Final Exams are an option for LEAs to use for Phase I assessments for the
select non-EOC courses. DPI will provide a minimum CDM score for LEAs using the optional
NCFEs during the February CDM window.
AP/IB Exam Fee Information for 2014 - 15 (Ms. Sneha-Shah Coltrane)
One part of the 2013 legislation, Broaden Access and Successful Participation in Advanced
Courses (115C-83.4A), was to enhance access and encourage participation in AP and IB courses
by appropriating funds to pay for all AP and IB exams for traditional public school and charter
school students beginning in 2014 - 15. Procedures have been sent out to various staff in LEAs
and charter schools, including LEA finance officers and C/I leaders. No funding for AP and IB
test/registration fees should be collected from students/families for this year’s exams.
NC Standard Course of Study for ELA and Mathematics (Dr. Robin McCoy)
NC DPI is currently conducting the review of the standards for ELA and Mathematics per State
Board Policy GCS-F-012. The standards review process will continue for at least another full
school year and possibly longer, depending on the degree of revisions needed following the
review process. During this process of review and revision, teachers should continue the
implementation of the current standards adopted by the SBE in June of 2010.
Use of Grade Three EVAAS Growth in School Performance Grades (Dr. Thomas
Tomberlin, Dr. Tammy Howard)
In 2013 - 14, scores from the Beginning-of-Grade 3 English Language Arts/Reading Test
(BOG3) were not included in the School Accountability Growth analysis, resulting in schools
having grade three (3) as their highest grade level not receiving growth designations. In
4
consultation with our SAS EVAAS partners, the NC DPI has determined that it is possible to use
data from the administration of the BOG3 test and the administration of the End-of-Grade 3
English Language Arts/Reading (EOG3) assessment for School Accountability Growth.
With this capability, effective with the 2014 -15 school year, schools with grade three (3) as the
highest grade level will receive a growth designation of Exceeds, Meets, or Does Not Meet
Expected Growth for accountability reports, and the accountability growth analysis will include
the BOG3 for all schools.
Procedures for Assessing Text Reading Comprehension At End-of-Year in Reading 3D
(Ms. Carolyn Guthrie)
In grades K- 2, Standard 6 in the NC Teacher Evaluation Instrument is populated using a valueadd calculation of growth in Text Reading Comprehension (TRC).
Achieving Level P in third grade in Reading 3D is considered an alternate way for students to
demonstrate proficiency under the Read to Achieve legislation.
K -2. All K-2 students should be assessed by a certified staff member other than the teacher of
record at End-of-Year (EOY) for TRC.
Third Grade. At Beginning-of-Year (BOY) administration, the teacher of record may assess
the student. At this point, the teacher is not familiar with the student and has not instructed the
student. If a student reaches Level P, the score can be used to show proficiency under Read to
Achieve.
If a student is close to achieving Level P, at Middle-of-Year (MOY) and EOY, then the teacher
of record should not assess the student. Another certified staff member should assess the
student. A teacher would determine that a student is close to achieving Level P by utilizing the
instructional level of performance of the student during small reading group time.
If a student reaches Level P at BOY or MOY, then the teacher of record may assess the student
in all subsequent benchmarking periods.
If a student is performing far below grade level and would not possibly attain a Level P, then the
teacher of record may assess at all benchmarking periods. A teacher would determine that a
student is far below grade level by utilizing the instructional level of performance of the student
during small reading group time.
Policy Updates and Information Related to Teacher Licenses/Observation
TCP-A-003 Policies on Testing Requirements: Proposed Cut Scores for Elementary and
Special Education: General Curriculum Licensure Exams (Dr. Lynne Johnson)
The Educational Testing Service (ETS) convened content-specific, non-overlapping expert
panels to conduct regular updates and standard-setting studies for the following Praxis II tests:
Middle School Science (5440), Health and Physical Education (5857), Special Education:
Teaching Students with Intellectual Disabilities (5322), Family and Consumer Sciences (5122),
and School Psychologists (5402). New qualifying scaled scores for each updated Praxis II exam
5
are considered the equivalent of the current cut scores. Each test remains appropriate for
assessment of individuals seeking the North Carolina Professional Educator's License.
The term "Praxis II" has been added and underlined on the supporting policy attachment to
denote ETS exams, as new Pearson licensure tests go into effect October 1, 2014.
TCP-H-001 Global Educator Digital Badge Criteria for Teachers (Dr. Lynne Johnson; Ms.
Helga Fasciano)
This policy recommendation provides the criteria and process for teachers to earn the Global
Educator Badge for Teachers. It is recommended that the Global Educator Badge for Teachers
designation be available beginning in January 2015.
The teacher, along with his/her principal, will review the teacher’s evaluation specific to the
global awareness elements reflected in the North Carolina Professional Teaching Standards I, II,
III, IV and V. The completion of the proposed 100 hours or 10 CEUs global education
professional development and the Capstone Project (including acceptance into Home Base as a
state-wide resource) must occur within two years of the goals documentation. When the teacher
has satisfied all requirements, a digital badge will be issued at the state-level and the designation
will be documented in the Home Base Educator’s Professional Development Profile.
TCP-C-004 Teacher Observation Requirements – (Dr. Lynne Johnson)
This policy revision modifies the teacher performance appraisal process to clarify teacher
observation requirements and policy language to ensure alignment to statutory requirements.
With the elimination of career status, and based on language in the current statute, this policy
revision removes references to career status, and ties observation requirements to years of
experience based on statutory expectations.
Teachers with fewer than three years of experience will continue to receive three formal
observations, and a peer observation as outlined in the current statute. Teachers with more than
three years of experience must be evaluated annually in accordance with one of the existing
evaluation cycles, at the discretion of the local district.
North Carolina State Board of Education Approved Licensure Testing Requirements
AREA OF LICENSURE
CODE
REQUIRED TESTS
REQUIRED
SCORE
Preschool/Elementary
Birth through Kindergarten
014
none**
none**
Elementary (K-6)
025
Praxis II 5015
161
Preschool Add-on
015
none
none
Praxis II 5047
164
Middle Grades (6-9)
Language Arts
78180
6
AREA OF LICENSURE
CODE
REQUIRED TESTS
REQUIRED
SCORE
Mathematics
78200
Praxis II 5169
165
Science (effective 9/1/14)
78300
Praxis II 5440
Social Studies
78400
Praxis II 05089
149
Agriculture
78700
none
none
Business
78760
none
none
Health Occupations
78720
none
none
Family & Consumer Sciences
78710
none
none
Marketing
78730
none
none
Technology
78820
none
none
Secondary (9-12)
Anthropology
433
Praxis II 5081 & 5624
Bible
905
none
Biology
310
Praxis II 5235 & 5624
Chemistry
330
Praxis II 5245 & 5624
Earth Science
302
Praxis II 5571
Economics
431
Praxis II 5081 & 5624
5081 - 158
5624 - 157
none
5235 - 150
5624 - 157
5245 - 152
5624 - 157
136
5081 - 158
5624 - 157
5038 - 167
English
100
Praxis II 5038 & 5624
French
510
Praxis II 5174
162
Geography
410
Praxis II 5081 & 5624
5081 - 158
5624 - 157
German
530
Praxis II 5183
163
History
420
Praxis II 5081 & 5624
5081 - 158
5624 - 157
Latin
590
Praxis II 5601
146
7
5624 - 157
AREA OF LICENSURE
CODE
REQUIRED TESTS
REQUIRED
SCORE
Mathematics
200
Physics
320
Political Science
Praxis II 5161 & 5624
5161 - 160
5624 - 157
Praxis II 5265
133
405
Praxis II 5081 & 5624
5081 - 158
5624 - 157
Russian
580
none
none
Science (comprehensive)
300
Praxis II 5435 & 5624
5435 - 151
5624 - 157
5081 - 158
Social Studies (comprehensive)
400
Praxis II 5081 & 5624
5624 - 157
5081 - 158
Sociology
Spanish
432
Praxis II 5081 & 5624
520
Praxis II 5195
5624 - 157
168
Special Subject Areas (K-12)
Art
810
Praxis II 5135
161
Dance
805
none
none
English as a Second Language
110
Praxis II 5361
141
French
511
Praxis II 5174
162
German
531
Praxis II5183
163
Health and Physical Education
(effective 9/1/14)
0095
Praxis II 5857
160
Health Specialist
098
Praxis II 5551
156
Junior ROTC
999
none
none
Music
800
Praxis II 5114
162
Physical Education
090
Praxis II 5091
152
Reading (bachelor's level)
Reading (graduate level)
190
190
Praxis II 5204
Praxis II 5301
159
164
Safety and Driver Education
096
none
none
Spanish
521
Praxis II 5195
168
8
AREA OF LICENSURE
CODE
REQUIRED TESTS
REQUIRED
SCORE
Speech Communication
109
Praxis II 5221
143
Theater Arts
108
none
none
Exceptional Children (K-12)
Academically Gifted
88087
none
Special Education: Adapted
Curriculum
88092
Praxis II 5545 & 5511
Special Education: General
Curriculum
88091
Praxis II 5543 & 5511
Behaviorally/Emotionally
Disabled
88085
Praxis II 5372 & 5511
Cross Categorical
88001
Praxis II 5354 & 5511
Hearing Impaired
88088
none
Mentally Disabled (effective
9/1/14)
88081
Praxis II 5322 & 5511
Severely Profoundly Mentally
Disabled (effective 9-1-14)
88002
Praxis II 5322 & 5511
Learning Disabled
88086
Praxis II 5383 & 5511
Visually Impaired
88083
Praxis II 5282
none
5545 - 158
5511 - 148
5543 - 158
5511 - 148
5372 - 154
5511 - 148
5354 - 151
5511 - 148
none
5522 - 156
5511 - 148
5322 - 156
5511 - 148
5383 - 151
5511 - 148
163
Career-Technical Education (6-12)
Agricultural Education
700
none
none
Career Development Coordinator
747
none
none
Handicapped/Disadvantaged
770
none
none
Health Occupations Education
720
none
none
Family & Consumer Sciences
(effective 9/1/14)
710
5122
153
Marketing Education
730
Praxis II 5561
169
Technology Education
820
Praxis II 5051
159
Trade and Industrial Education
740
none
none
9
AREA OF LICENSURE
CODE
REQUIRED TESTS
REQUIRED
SCORE
Business Education
760
Praxis II 5101
154
Special Services Personnel
Counselor
005
Praxis II 5421
156
School Social Worker
006
none
none
026
Praxis II 5402
147
076
Praxis II 5311
148
Audiologist
88003
Praxis II 5342
170
Speech-Language Pathologist
NCBOESLPA
NCBOESLPA
88082
Requirements
Requirements
none
none
School
9/1/14)
Psychologist
(effective
Media Coordinator
Instructional Technology
Specialist – Telecommunications
074
Administrative/Supervisory
School Administrator—
Superintendent
011
none
none
School Administrator—Principal
012
none
none
Curriculum-Instructional Specialist
113
Praxis II 5411
145
Instructional
Technology
Specialist – Computers
077
none
none
Media Supervisor
078
Praxis II 5411
145
Career-Technical Education
Director
711
Praxis II 5411
145
88099
Praxis II 5411
145
Exceptional Children Program
Administrator
**
Although no test is required for the Birth-Kindergarten (B - K) license, B - K teachers
may be designated “highly qualified” to teach kindergarten by earning a score of 155 or
higher on Praxis II test 5022 Early Childhood: Content Knowledge.
10