Fall 2012 LEP Coordinator

Meeting

Helga FascianoSection Chief, K-12 Programs

Federal Update

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…

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)

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

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

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

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

Teacher Effectiveness and Support for Growth

Using meaningful

evaluation to

increase

effectiveness of

teachers and

leaders

OverviewRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲The central focus of READY is improving student learning ...

by enabling and ensuringgreat teaching.

What is our goal?Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

Student ReadinessAchievement and growth for all students

Great Teachers and LeadersAn effective teacher in every classroom and leader in every school

Before Teaching and LeadingDevelop effective teachers and leaders in preparation programs

▲

During Teaching and LeadingUse meaningful evaluation and professional development to increase effectiveness of teachers and leaders

▲

This research suggests:

• Multiple measures are important.• Including student growth improves

objectivity of evaluation.

Measures of Effective TeachingRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

Standards 6 & 8 – The BasicsRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

Teachers

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

Principals (and other Administrators)

8Strategic Leadership1 65432 7Instructional

LeadershipCultural

Leadership

Human Resource

Leadership

ManagerialLeadership

External Development

Leadership

Micro-political

Leadership

Academic Achievement

Leadership

Strategic Leadership

Growth ModelRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

Teachers

Principals

6Contribute

to Academic Success

Academic Achievement

Leadership8Academic

Achievement Leadership

Standards 6 and 8 are measures of

Growth

Growth ModelRationale - 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

6Contribute

to Academic Success

Academic Achievement

Leadership8Academic

Achievement Leadership

Teacher Ratings CategoriesRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲Teachers

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

5 Rating CategoriesNot Demonstrated

Developing

Proficient

Accomplished

Distinguished

3 Rating CategoriesDoes Not Meet Expected Growth

Meets Expected Growth

Exceeds Expected Growth

Status Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

Ratings Status• Teachers

6 separate ratings to help teachers grow each year

• Principals8 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 Status1. In Need of Improvement

2. Effective

3. Highly Effective

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

Teacher StatusRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

In Need of Improvement

Effective Highly Effective

Standards 1-5In the year

Standard 6Three-year rolling average

6 6 62 years ago

1 year ago

Thisyear+ + /3)

)

1 5432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Any rating lower than proficient

And/Or

Does Not Meet

Expected Growth

Proficient or Higher

on Standards1-5

And

Meets or Exceeds Expected Growth

Accomplishedor Higher

on Standards1-5

And

Exceeds Expected Growth

Four Buckets of Assessments for GrowthRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

MSLsCourses

Focused on Performance

Locally Developed Courses

A B C D

• Assessment Common Across Districts

• Growth using EVAAS

• Guidance from DPI with local implementation options

• Growth determined by evaluator

EOCs,EOGs and VoCATS