june 2011 ncae state board review
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June 2011 NCAE State Board ReviewTRANSCRIPT
At the conclusion of the June State Board meeting Chairman Bill Harrison shared the following
about the proposed budget. The State Budget is an act of smoke and mirrors and is undermining
the progress and reform North Carolina has made over the last 10 to 15 years. Public education in
NC is NOT BROKEN! Yes, there are things that we can do better and we were on a path to continue
reform but now, we are not so sure. The budget writers claim they are “right sizing” government;
but yet programs and support for the general public will have less funds to carry out mandates and
new Task Forces and Commissions are being created to work parallel with some agencies. The flex
spending plan, touted as a way to save public educator jobs, pushes down to the LEAs decisions and
reversions that will not save jobs. Local Boards will have to “give back” or revert more funds to the
state (this year $428 million and next year at least a half a billion). These reductions in local fund-
ing will mean 9,200 positions. There will be no Edu-jobs funding!
The budget has special provisions costing money. One is to study how to improve K-3 reading; pro-
grams that were working were cut out of the budget last year. There is no need to study this issue
because there is data and programs with strategies that work. One of the resources to support K-3
reading/literacy is the NC Teacher Academy, which is being eliminated as well. To reduce paper
work they have eliminated the School Improvement Plan and Team, with the sole purpose to focus
on student achievement and school climate; as well they have eliminated the required Safe School
Plans. The programs and “reforms” in the proposed budget make little sense when you look at the
whole picture. This budget is slowly dismantling public education and the support to the profes-
sion; cutting NC Teaching Fellows, NC Teacher Cadet, school programs that have made positive im-
pacts on student achievement; like More at Four and Smart Start! The budget writers and support-
ers do not care about safety in the school communities. If they cared there would be other ways to
reduce paper work besides eliminating plans and collaboration among staff. If they wanted schools
to remain a safe place they would not be cutting Assistant Principal positions or allowing loaded
guns on a school campus.
This budget confuses people because the wrong facts are being presented. Schools in NC are not
broken, yet! Over the last five years the graduation rate has gone from 62% to 74% and more pro-
gress will be announced soon. The state funds K-3 teachers 1:18, and you will not see many classes
of 18, nor will we see a K-3 class in the future with 15 students. The SBE/DPI and other partners
hope to survive these draconian acts. This budget is bad for education and is bad for the state of
NC!
SBE Condemns the State Budget SBE Condemns the State Budget
and Passes A Resolution! and Passes A Resolution!
NCAE SBE ReviewNCAE SBE Review
J U N E 2 0 1 1J U N E 2 0 1 1 N C A E C T LN C A E C T L
Lee County Schools
presented an overview
of their Global
Preparation Through
a World of Languages.
Lee County is using
RT3 funds to
incorporate a world
language program that
not only impacts the
academic side of school
but the economic is-
sues facing students in
the 21st Century. This
year the program was
implemented in the
three middle schools
and next year will be
system wide in all
grades. The tool in use
is Rosetta Stone
Educational Learning
Software. Students
spend 30 minutes a
day on a language of
their choice. Students
who spoke were taking
Italian, Chinese and
Arabic.
NCAE Center for Teaching and Learning NCAE Center for Teaching and Learning NCAE SBE Review May 2011 NCAE SBE Review May 2011
Effective Leaders and Teachers: RT3 newsEffective Leaders and Teachers: RT3 news
P A G E 2 N C A E C T LN C A E C T L
NCAE Center for Teaching and Learning NCAE Center for Teaching and Learning June 2011 June 2011
NC, being a Race to the Top State, has
to create new measures and standards
for educators that connect to student
growth beyond what is already built in
to the NC EES. A Teacher Effectiveness
Workgroup has been plugging away
for several months on what the
multiple measures and standard
should be.
In 2011 NC must report to the Feds an
aggregate report of where leaders and
teachers fall within the current evalua-
tion system. It has been decided that
NC will use the median in the aggrega-
tion of evaluation ratings for this fed-
eral report. Each educator will have
the standards listed by “rating” order
to discern the median score for each
individual. Example: V; D, II; P, III; P,
I; P, IV; d. The rating evaluation for
educator X would be Proficient.
One possible component for the
multiple measurement could be a stu-
dent survey. There are student sur-
veys that align to the NC EES con-
structs. The plan is to pilot next year
in 16 LEAs, 2 in each Education Dis-
trict, a student survey that will connect
to the new standard for both teachers
and principals. Data collected would
be one of the multiple measures for
the new standard.
The Workgroup along with the NC Pro-
fessional Teaching Standards Commis-
sion recommends the following: Stan-
dard VIII for Administrators: Aca-
demic Achievement Leadership.
School Executives will contribute to
the academic success of students. The
work of the school executive will re-
sult in acceptable, measurable pro-
gress for students based on estab-
lished performance expectations using
appropriate data to demonstrate
growth.
Standard VI for Teachers: Teachers
Contribute to the Academic Success of
Students. The work of the teacher re-
sults in acceptable, measurable pro-
gress for students based on estab-
lished performance expectations using
appropriate data to demonstrate
growth.
The Feds are requiring RT3 States to
evaluate teachers annually. Right now
in NC LEAs are not required to conduct
full summative observation cycles for
all staff once tenured. The new NC EES
is a wonderful tool and growth model
that is creating powerful learning com-
munities. The process is time consum-
ing and there is no way that a principal
of a large school can conduct a full
evaluation cycle of all staff every year.
The workgroup is also recommending
the following policy change for SBE
approval for July.
Each local board shall adopt a policy
requiring career teachers to be evalu-
ated annually. The annual evaluation
requirement shall be met either: (1)
Using the Evaluation Process as set
forth in 16 NCAC 6C.0503; or (2) Using
an abbreviated evaluation consisting
of Standards IV and VI of the Teacher
Evaluation Process.
Proceeding with Caution! Please
note that no teacher will be evaluated
on the sixth (VI) standard until he/she
has three (3) years of valid student
achievement data. This one new stan-
dard will not be a stand alone piece of
the evaluation process. There will be
no negative consequences on standard
VI unless there are other issues with
performance on Standards I-V. Using
the current data for grades 3-8 math
and English, less than 5% are not mak-
ing expected growth. Under the cur-
rent EVAAS system, nearly 80% of the
teachers stay in the same category
each year. So the five standards with
embedded student achievement mat-
ter and connections are being made.
Over the summer 50 teacher work
groups will begin creating multiple
measures in the non-tested subject
areas to support the new standard.
NCAE members have been involved in
the Teacher Effectiveness Workgroup
and NCAE members will be part of
these 50 work groups. If you have spe-
cific questions; contact President Sheri
Strickland or Angela Farthing in the
NCAE Center for Teaching and Learn-
ing.
P A G E 3
Implementing PD
based on Guskey’s
evaluation tools:
1. Reaction of Session
2. Learning a new skill
3. Organizational
Support for Change
and Practice
4. Use of Knowledge and
Engagement in
classroom
5. Student Learning
Outcomes : Impact
DHHS Schools
matter!
Common Core and Essential Standards Common Core and Essential Standards
Professional Development UpdateProfessional Development Update
Needs Assessment for Transition of Needs Assessment for Transition of
DHHS Schools DHHS Schools The NC DPI Transformation
Team worked with the
DHHS Superintendent to
carry out an audit to gather
data for the transition of the
Eastern and Western School
for the Deaf and the Gover-
nor Morehead School for the
Blind to the NC DPI.
Consistent needs at all three
schools:
Clarity of vision and
mission
Strategic Planning for
programmatic sup-
port
Alignment of pro-
grams with instruc-
tional goals
Improving parent/
guardian communica-
tion
Instructional needs at the
school sites:
Leadership
Mentoring and quality
feedback to teachers
on their work
Improving the quality
of teaching and learn-
ing at all grade levels
with specific IEP goals
Profound integration
of technology
for teacher leaders within their
schools. All of the PD sessions will
be based on research-based activi-
ties. There will be blended PD; face
to face, PLC conversations, web-
based and webinars. NC DPI will fol-
low up on the PD sessions to see how
teacher behaviors have changed and
what they are implementing in their
lessons. There will be job embedded
coaching using PD Leads, RESA and
hopefully other mentors and instruc-
tional leaders.
The PD cycle will begin an annual
process to support teachers with the
new standards and assessments.;
Summer Institutes, five RESA follow
up sessions through out the year,
and formative assessment by teach-
ers year long.
Work on the new Essential Standards is
done! In NC the Standard Course of
Study, now known as the Essential
Standards, has fewer, clearer and more
rigorous goals. The ACRE project work
is 1/3 complete. The staff at NC DPI are
working on a cross walk of standards to
provide professional development sup-
port for measuring growth.
Teachers must understand the new
standards and the new generation of
assessments for student and teacher
success. Teachers must have tools and
strategies to help them implement com-
mon core standards in math and Eng-
lish and to work in PLCs as they change
the culture in their schools.
NC DPI using RT3 funds to jump start
the new PD, will hold regional summer
institutes in June-July to build capacity
NCAE SBE ReviewNCAE SBE Review
Next Generation of Assessment: ACRE updateNext Generation of Assessment: ACRE update
P A G E 4 N C A E C T L
As the state moves into the
next generation of assess-
ments, the NC DPI conducted a
survey of the students who
were participating in field
tests this year, using web-
based and online computer
generated assessments. Here
is a sampling of what the stu-
dents said:
84% said they did not find
the online format a prob-
lem to navigate
85% said they are using
tech tools beyond what
the school provides
61% stated that they had
submitted writing sam-
ples via e/mail or web
application
78% said they knew how
to operate a hand held
device
The question on, Was the
online assessment better
than paper and pencil
assessments? 51% - yes,
33% Did not respond and
16% said no.
Wiley Elementary and An-
drews High in Guilford, Forest
Park in Winston Salem,
Woodhill Elementary in Gas-
ton, Morven Elementary and
Anson High school in Anson,
Billingsville Elementary and
West Charlotte High in Meck-
lenburg. Of these 17 schools
The following schools have
been approved for round two
of SIG in NC: Dare County Al-
ternative School, Green Cen-
tral High, Dillard Academy a
charter school, YE Smith and
Hillside in Durham, Longview
in Wake, Warren High School,
Westover in Cumberland,
one is a Turn-around school
and the others are Transfor-
mation reform. Total fund-
ing for the next three years
is $50,365,556.
Bern High and West Cra-
ven High, Pine Forest
High, Glenn High and
Paisley IB Magnet, Arch-
dale Middle, Hamlet Mid-
dle and Toisnot Middle.
4. Approved funding for 42
Homeless Children Youth
Grants.
5. Approved LEA-based cal-
endar waivers for weather
related causes.
6. Approved the Nash-Rocky
Mount TIMS system change.
7. Discussed the NCVPS fund-
ing formula.
8. Approved Haywood County
Dropout Recovery Pilot pro-
gram.
1. Approved the CTE essen-
tial standards revisions.
2. Approved 54 of 105 Sup-
plemental Educational
Service Providers for the
coming year.
3. Approved Impact Grants
for East Alexander Middle,
Enka High School, Robert
Patton High School, New
Other Actions
Phase II SIG Schools Approved
The SBE The SBE The SBE
believes that believes that believes that
the proposed the proposed the proposed
Senate Senate Senate
budget budget budget
derails public derails public derails public
education education education
and public and public and public
school school school
success! success! success!
Compulsory Public School Attendance Age Compulsory Public School Attendance Age
Blue Ribbon Task Force Report Blue Ribbon Task Force Report
P A G E 5 N C A E C T LN C A E C T L
Vice President Rodney Ellis served on this Blue Ribbon Task Force, representing NCAE. The committee conducted a survey and over 8,000 responses were submitted within a three week window. The pur-pose of the survey was to determine if NC should raise the public school compulsory attendance age from 16 to 18? Findings and discussion items: 73% agreed that NC should raise the age from 16 to 18 84 counties had a greater than 60% support of raising the attendance age Themes of relationships, community and relevance emerged from the focus groups that were held
with high school dropouts The most frequently addressed topic from the focus groups was a need for a quality alternative set-
ting and differentiated programs to exist Time should not be the constant but the variable noted several Task Force members and SBE mem-
bers The Task Force recommends that NC begin to phase-in raising the attendance age to 18. Implications of such a practice: Alignment of policies among the multiple agencies is needed A need for targeted PD emphasizing student engagement and options for service delivery Flexibility for program management and funding structures Leveraging community agencies, parental/guardian involvement and business in a strategic plan Match student’s interests, abilities, and learning needs with curricular approaches
NCAE Center for Teaching and Learning NCAE Center for Teaching and Learning SBE Review June 2011 SBE Review June 2011