Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
Visit your Website at www.ncpublicschools.org/superintendents/
AGENDA
Wednesday, March 29, 2017 Carlisle Ballroom / Grandover Hotel
Greensboro, NC 10 am – 12 pm
______________________________________________________________________
Meeting Objectives:
Conversation time for State Superintendent and Local Superintendents
Discuss ESSA law’s full scope of requirements and updated timeline
Provide Digital Learning Update
Provide overview of ESSA accountability and indicators decisions
Provide update on Career and College Readiness
10 am – 10:45 am Welcome & 2017 Goals Conversation with Superintendents
Mark Johnson State Superintendent
10:45 – 11:15 am ESSA Review: The Whole Picture Digital Learning Update
Maria Pitre-Martin Chief Academic and Digital Learning Officer
11:15 – 11:45 am ESSA: Accountability and Indicators
Rodney Shotwell Superintendent, Rockingham County Schools
Tammy Howard Director, Accountability Services Division
11:45 am – 12 pm Career and College Readiness Update
Tiffany Perkins Director, K-12 Curriculum and Instruction
SUPERINTENDENTS’ QUARTERLY MEETING AGENDA
Career and College- Ready Graduates Program
Statutory ReferenceSection 10.13 of S.L. 2015-241Career and College Ready Graduates, requires the State Board of Community Colleges (SBCC), in consultation with the State Board of Education (SBOE), to develop a program for implementation beginning in the 2016-17 school year that introduces the college developmental mathematics and developmental reading and English curriculums in the high school senior year and provides opportunities for college remediation for students prior to high school graduation through cooperation with community college partners.
Collaborative ApproachCommittee - Career College Ready Graduates (CCRG)
Committee includes Community College staff, Department of Public Instruction content consultants, Local Education Agency leaders, high school teachers
Local Partnerships – Particular to the Community College and the local high school/district that falls in their service area
Customized – Based on resources and needs of each partner
Phase I: 2016-2017Community College LEA Subject
Asheville-Buncombe Asheville City MathBuncombe County MathMadison County Math
Alamance Community College Alamance-BurlingtonSchools
Math and English
Brunswick Community College Brunswick County Schools
English
Central Piedmont CommunityCollege
Charlotte-Mecklenburg
Math
Davidson County Community College
Lexington City Schools
Math and English
Pitt Community College Pitt County Schools Math and English
Randolph Community College Asheboro City Schools
Math
Eligibility Criteria• Phase I - Determined by the local partnerships
– ACT score below x for math and y for English
– HS GPA ranges from 2.7-2.75
– Grade received or expected to receive in NC Math III
• Phase II – Narrow eligibility criteria
• Phase III – Further narrow eligibility criteria across models
Phase II: 2017-2018 (GEAR UP)Community College LEA
Alamance Community College Alamance-Burlington Schools
College of the Albemarle Chowan CountyPerquimans County
Lenoir Community College Lenoir County SchoolsMcDowell Technical Community College McDowell County SchoolsPamlico Community College Pamlico County SchoolsPiedmont Community College Person County SchoolsRockingham Community College Rockingham County Schools
Richmond Community College Scotland County SchoolsVance-Granville Community College Warren County SchoolsMayland Community College Yancey County Schools
Phase II: 2017-2018 (OTHER)
Community College LEAForsyth Technical Community College Stokes County Schools
Bladen Community College TBD
Preparing for Phases II and III Information sessions planned for March/April
• NCCCS shares current models with districts/CCs that will be included in Phases II and III
• Practitioners that have been a part of Phase I will share their experiences, answer questions
• Next regional sessions will be held April 3 from 1-3pm at Wayne Community College
• Additional sessions will be planned based on feedback from Superintendents
More in depth Professional development built off Central Piedmont Community College and Charlotte-Mecklenburg Schools model
Math and English course development that will be digitally available (Moodle and Canvas compatible) as an option
The CMS/CPCC Model
The CMS/CPCC Model
• Model Overview
o Participating high schools will use EdReady to provide just-in-time remediation on the most essential prerequisite topics that are associated with units currently covered in their high school math course.
o Phase 1 schools will begin with the Advanced Functions and Models (AFM) course.
The CMS/CPCC Model
• Background, Foundation and Experiences
o League of Innovation – Significant Discussions (2012)
o Completion by Design – Math Prep Expressway (2014)
o Friday Institute – NC Digital Learning Plan (2015)
The CMS/CPCC Model
• Based on Established Best-Practices
o Technology Drivenhttps://cpcc.edready.org/home
o Personalized Instruction
o Co-Requisite Model
The CMS/CPCC Model
• Imbedded in 4th Year Math Options
The CMS/CPCC Model
• Ongoing Professional Development
o Collaborative Curriculum Development
o Train-the-Trainer
o Community College Faculty Liaisons
The CMS/CPCC Model
• Implementation Timeline (Phase 1)
The CMS/CPCC Model
• Additional Efforts
o Data Analysis
o Multiple Measures and Career & College Promise Alignment
o Scaling Plans
o English & Language Arts Development
The CMS/CPCC Model
• Contact Information
Bruce A. Johnson
Associate Dean, STEM
704.330.6073
State Agency Contacts
NC Community College SystemSusan Barbitta, Associate Director for
Special [email protected]
NC Department of Public InstructionTiffany Perkins, Director K-12 Standards,
Curriculum and [email protected]
Supports and Q&A Form
http://bit.ly/2nQ8MoD
www.myON.com • 1.800.864.3899 F15MOSBI
LEARNING PERSONALIZED
UNPARALLELED CONTENT
UNLIMITED ACCESS
SUPPORTS COLLABORATION
FOSTERS SUCCESS
OUR LITERACY ECOSYSTEMThe award-winning myON personalized literacy environment incorporates:
Robust professional development ensures that educators have the support needed to effectively implement myON. Together,
these components power a literacy ecosystem that is built upon five pillars.
› A state-of-the art learning platform › Enhanced digital reading content › The Lexile® Framework
› Cutting-edge literacy tools › Embedded metrics to monitor activity and growth
PERSONALIZATION CONTENT ACCESS COLLABORATION SUCCESSPERSONALIZATION CONTENT ACCESS COLLABORATION SUCCESSPERSONALIZATION CONTENT ACCESS COLLABORATION SUCCESSPERSONALIZATION CONTENT ACCESS COLLABORATION SUCCESSPERSONALIZATION CONTENT ACCESS COLLABORATION SUCCESSAvailable 24/7, year-round. Learners access myON whenever and wherever they want
to read — at home or school, in the library, on the bus and throughout
the community — on weekends, holidays and
school breaks, too!
Encourages family involvement. Students
extend their reading from school to home,
with their families, building a greater
love of reading, comprehension and
critical-thinking skills.
Learners take ownership of their growth. From their own dashboards, students manage their preferences, respond to the text using tools that support literacy
development and monitor their progress.
Maximizes reading growth. myON
generates individualized, interest-based
recommendations within all learners’ target Lexile® ranges to engage
them with just-right texts.
Ever-growing digital library. More than 10,000 enhanced digital texts from
Capstone and over 60 partner publishers
are available, with additional titles and publishing partners
added regularly.
Online and offline. Learners can log into myON on any web-
enabled device. Free mobile apps allow
downloads of up to 20 titles at a time for
offline reading.
Facilitates educator teamwork. Teachers and media specialists
work together to develop booklists and
projects for groups or whole classes,
create cross-curricular connections and
differentiate instruction.
Teachers further personalize instruction. Educators have access to real-time, actionable
data on individual learners, groups and
classes to better inform their teaching, support
differentiated instruction and build collaboration.
Deepens vocabulary. Flexible reading
scaffolds—audio narration to model fluency, highlighted text and embedded dictionaries—allow learners to develop academic-specific
vocabulary in context.
Authentic texts and books. Illustrated and picture books, chapter books, graphic novels, literary non-fiction and
informational texts span multiple genres
and cultures to support reading across the
curriculum.
Concurrent, multi-user license.
Multiple learners read the same book at the
same time. There is no limit to the number of
times each student can read the same book.
Promotes community engagement.
Community-based organizations and
funding partners can engage with schools, students and families
to support reading and learning.
Administrators have program data. Provides program administrators
with needed data to manage their programs, support accountability and satisfy reporting
requirements.
Provides power of choice. Learners select books from the entire library, choose from a recommended list of titles curated just for
them or read from book sets created by their teachers to support instructional goals.
Standards-aligned resources.
The collection includes 70% non-fiction and
informational texts and 30% fiction, with 10% of the overall collection consisting of Spanish or
dual-language titles.
Every Student Succeeds Act
(ESSA)
Maria Pitre-Martin, PhD
Chief Academic and Digital Learning Officer
Tammy Howard, PhD
Director of Accountability Services
March 29, 2017
ESSA Update
Congressional Review Act (CRA) –Congress repealed ESSA State Plans and Accountability Regulations
o States must adhere to the law; no regulations in effect
o Assessment regulations are still in effect
North Carolina will submit its ESSA State Plan by September 18, 2017
o Plan will be effective for the 2017–18 school year
2
ESSA Update – Pre and PostPrevious six critical sections
• Justification and Baseline for Long Term Goals
• Consultation and Performance Management
• Academic Assessments
• Accountability, Support, and Improvement of Schools
• Supporting Excellent Educators
• Supporting All Students
New nine critical sections
• Title I, Part A: Improving Basic Programs Operated by LEAs
• Title I, Part C: Education of Migratory Children
• Title I, Part D: Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk
• Title II, Part A: Supporting Effective Instruction
• Title III, Part A, Subpart 1: English Language Acquisition and Language Enhancement
• Title IV, Part A: Student Support and Academic Enrichment Grants
• Title IV, Part B: 21st Century Community Learning Centers
• Title V, Part B, Subpart 2: Rural and Low-Income School Program
• Title VII, Subpart B of the Education for Homeless Children and Youth Program, McKinney-Vento Homeless Assistance Act 3
Title I, Part A: Improving Basic Programs Operated by (LEAs)
Challenging State Academic Standards and Assessments
Eighth Grade Math Exception
Native Language Assessments
Statewide Accountability System and School Support and Improvement Activities
o Subgroups
o Minimum N-Size
o Establishment of Long-Term Goals
o Indicators
o Annual Meaningful Differentiation
o Identification of Schools
o Annual Measurement of Achievement
o Continued Support for School and LEA Improvement
o Disproportionate Rates of Access to Educators
o School Conditions and School Transitions 4
Title I, Part C: Education of Migratory Children
Supporting Needs of Migratory Children
Promote Coordination of Services
Use of Funds
5
Title I, Part D: Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk
Transitions Between Correctional Facilities and Local Programs
Program Objectives and Outcomes
6
Title II, Part A: Supporting Effective Instruction
Use of Funds
Use of Funds to Improve Equitable Access to Teachers in Title I, Part A Schools
System of Certification and Licensing
Improving Skills of Educators
Data and Consultation
Teacher Preparation
7
Title III, Part A, Subpart 1: English Language Acquisition and Language Enhancement
Entrance and Exit Procedures
SEA Support for English Learner Progress
Monitoring and Technical Assistance
8
Title IV, Part A: Student Support and Academic Enrichment Grants
Use of Funds
Awarding Sub-grants
9
Title IV, Part B: 21st Century Community Learning Centers
Use of Funds
Awarding Sub-grants
10
Title V, Part B, Subpart 2: Rural and Low-Income School Program
Outcomes and Objectives
Technical Assistance
11
Title VII, Subpart B of the Education for Homeless Children and Youth Program, McKinney-Vento Homeless Assistance Act
• Student Identification
• Dispute Resolution
• Support for School Personnel
• Access to Services
• Strategies to Address Other Problems
• Policies to Remove Barriers
• Assistance from Counselors
12
Appendix A: Measurements of interim progress
Academic Achievement
Graduation Rates
Progress in Achieving English Language Proficiency
13
ESSA Workgroup
(Testing and Growth with
NCSSA Workgroup)
Simulations
Superintendents’ Quarterly Meeting
Dr. Maria Pitre-Martin
Chief Academic and Digital Learning Officer, NCDPI
Dr. Tammy Howard
Director, Accountability Services NCDPI
March 29, 2017
ESSA Workgroup (Testing and Growth with NCSSA Workgroup) Simulations
• Federal Accountability requires reporting on College and Career Ready (CCR) standards, thus for ESSA federal reporting, achievement indicators are calculated as the percent of 4’s and 5’s
• For High Schools, Biology Achievement and Growth must be on the School Quality or Student Success side if the intention is to include Biology in the model
• For Middle and Elementary Schools, Science could replace growth on the performance indicator side as the other academic indicator or it can be used as an indicator on the Student Quality or Student Success side
• Student Surveys and Extracurricular activity indicators• 2017-18 would be a pilot year for data collection. • 2018-19 would be the first operational year if validated
• Student Surveys would gather information on school safety, climate and digital learning
• All weights and mapping numbers are NOT final; this information should be considered for discussion only and not as a final decision for any of the calculation models
23/28/2017
ESSA Workgroup (Testing and Growth with NCSSA Workgroup) Simulations
• Used information found in shared document as of 3/15/17
• ESSA Accountability model will be used to determine CSI schools.
• There are various ways to complete these calculations. The following slides present a point model, decile mapping model and categorical models. The final method has not been determined.
• Growth was set at 80 for all areas as this is the current state average conversion for growth
• Current unknown data points are all represented with a 75 with the exception of EL Progress which has been set at 25
• Total is based on 60% / 40% model as shown in shared document
33/28/2017
Performance Indicators (60%)Simulated
Indicator Score
Student Success
Indicators (40%)
Simulated
Indicator Score
End of Grade (EOG) CCR in
ELA/Math 50.2 45% 22.59 Read to Achieve 88.5 20% 17.70
Growth for EOG ELA/ Math 80 45% 36.00End of Grade (EOG)
CCR in Science 61.3 20% 12.26
English Learners (EL)
Progress 25 10% 2.50 Growth for Science 80 20% 16.00
100% 61.09Three-year Growth for
EOG ELA/Math 75 20% 15.00
PI: 61.09 60% 36.65 Student Survey 75 10% 7.50
SSI: 75.96 40% 30.38Extracurricular and co-
curricular activities. 75 10% 7.50
Total 67.04 100% 75.96
Simulated Model Calculation Simulated Model Calculation
Elementary School Point Model
43/28/2017
Performance Indicators
(60%)
Simulated
Indicator Score
Student Success
Indicators (40%)
Simulated
Indicator Score
End of Grade (EOG or EOC)
CCR in ELA/Math 41.8 45% 18.81End of Grade (EOG)
CCR in Science 65.4 30% 19.62
Growth for EOG ELA/Math 80 45% 36.00 Growth for Science 80 30% 24.00
English Learners (EL)
Progress 25 10% 2.50Three-year Growth for
EOG ELA/Math 75 20% 15.00
100% 57.31 Student Survey 75 10% 7.50
PI: 57.31 60% 34.39Extracurricular and co-
curricular activities. 75 10% 7.50
SSI: 73.62 40% 29.45 100% 73.62
Total 63.83
Simulated Model
Calculation
Simulated Model
Calculation
Middle School Point Model
53/28/2017
Performance Indicators
(60%)
Simulated
Indicator Score
Student Success
Indicators (40%)
Simulated
Indicator Score
End-of-Course (EOC)
CCR in English II/NC
Math 146.4 35% 16.24
College and Career
Readiness Index 49.7 17% 8.45
English II/NC Math 1 EOC
Growth 80 35% 28.00 Top 10% ACT* 79 3% 2.37
4-year Cohort Graduation
Rate 86.1 25% 21.53 Biology EOC CCR 51.7 20% 10.34
English Learners (EL)
Progress 25 5% 1.25High School
Persistence** 88.6 20% 17.72
100% 67.02 Growth in Biology 80 20% 16.00
PI: 67.02 60% 40.21 Student Survey 75 10% 7.50
SSI: 69.88 40% 27.95Extracurricular and co-
curricular activities 75 10% 7.50
Total 68.16 100% 69.88
Simulated Model
Calculation
Simulated Model
Calculation
High School Point Model
63/28/2017
*Top 10% of ACT indicator: Used the following mapping for this indicator. The score for this indicator was 29.
**High School Persistence in the previous slide’s High School ModelThis indicator was defined as the 5-year cohort grad rate. For the purposes of this simulation. The 5-year cohort rate was determined by taking the 4-year cohort grad rate and added the average increase from the 4-year to the 5-year rate for the last 5 years. This average was 2.5.
Simulated Average Top 10% ACT Score
Simulated Indicator Value
…. 28 76
29 79
30 82
31 85
32….. 88
73/28/2017
Performance
Indicators (60%)
Student Success
Indicators (40%)
End of Grade (EOG or
EOC) CCR in
ELA/Math41.8 80 45% 36.00
End of Grade
(EOG) CCR in
Science65 100 30% 30.00
Growth for EOG
ELA/Math 80 80 45% 36.00 Growth for Science 80 80 30% 24.00
English Learners (EL)
Progress 25 85 10% 8.50Three-year Growth
for EOG ELA/Math 75 75 20% 15.00
100% 80.50 Student Survey 75 75 10% 7.50
PI 80.50 60% 48.3Extracurricular and
co-curricular
activities.75 75 10% 7.50
SSI 84.00 40% 33.6 100% 84.00
Total 81.9
Middle School Decile Mapping Model
Simulated Model
Calculation
Simulated Model
Calculation
Simulated Indicator
Score
Simulated Indicator
Score
83/28/2017
Sample Mapping ChartPercent CCR
4-year Grad
RateRtA Mapped Value
64.5-100 96.6-100 98.6-100 100
55.9-64.4 94.3-96.5 96.1-98.5 95
50.1-55.8 92.5-94.2 93.9-96.0 90
45.6-50.0 90.6-92.4 91.7-93.8 85
41.6-45.5 88.6-90.5 88.9-91.6 80
37.6-41.5 86.6-88.5 85.9-88.8 75
33.7-37.5 84.9-86.5 82.2-85.8 70
27.4-33.6 83.1-84.8 76.8-82.1 65
21.5-27.3 79.4-83.0 68.5-76.7 60
0-21.4 0-79.3 0-68.4 5593/28/2017
Performance Indicators (60%)Student Success
Indicators (40%)
End-of-Course (EOC) CCR in
English II/NC Math 1 46.4 B 35% 1.05College and
Career Readiness
Index49.7 C 17% 0.34
English II/NC Math 1 EOC
Growth 80 C 35% 0.70 Top 10% ACT* 79 B 3% 0.09
4-year Cohort Graduation
Rate 86.1 D 25% 0.25 Biology EOC CCR 51.7 C 20% 0.40
English Learners (EL)
Progress 25 B 5% 0.15High School
Persistence** 88.6 C 20% 0.40
100% 2.15 Growth in Biology 80 A 20% 0.80
PI 2.15 60% 1.29 Student Survey 75 B 10% 0.30
SSI 2.73 40% 1.09Extracurricular and
co-curricular
activities.75 A 10% 0.40
Total 2.38 100% 2.73
High School Categorical Model Using GPA
Simulated Indicator
Score
Simulated Indicator
Score
Simulated Model
CalculationSimulated Model Calculation
103/28/2017
3/28/2017 11
Summary Page
Model Elementary Middle High
Point Model 67.04 63.83 68.16
Decile Mapping Model
83.40 81.90 80.72
Categorical 2.80 2.69 2.38
123/28/2017
• Option A• Simplistic• Familiar• May be incorrectly compared to School Performance Grades
• Option B• Map all indicators to similar values• Prevents one indicator from having a strong negative or positive effect on final value• Mapped values would have a floor of something other than 0• Closely compacted ranges may cause concern over mapped values• May be incorrectly compared to School Performance Grades
• Option C• Deviates from 0-100 values that can be misunderstood• Less likely to be incorrectly compared to School Performance Grades• Quintile ranges instead of Decile ranges (larger ranges for each category)• Give a category for each indicator
Considerations
133/28/2017
CybersecurityUpdate:AvoidingPhishingSchemesNCDepartmentofPublicInstruction|TechnologyServices March2017
TheIRShasissuedaspecialwarningtoschoolsacrossthenationconcerningW2phishingattacks.Thisattackistargeteddirectlytoeducationalstaffwhohaveaccesstopayroll,HRrecords,etc.Thephishingemailshaveacommontheme:theyarefromaspoofedemailaccount,usingfraudulentinformationaskingfortheW-2sand/orHRrecordsofemployees.
AnalysisofincidentsfromacrosstheUS:• Adversaryusingsocialmedia,mailinglists,conferenceattendeedata,determinewhowouldhavetheinformation.
• Adversaryagainusingthesamesourcesforinformationwoulddeterminehierarchyoftargetedindividual.
• Adversarywouldspoofleadershipemailandsignaturestoaskforsensitiveinformation.• Un-suspectingvictimmaysendinformationtospoofedleadershipwithoutquestioningvalidityofrequest.
Preventivemeasures:• Reviewrequeststodeterminevalidityofinformationrequested.Askyourself:Isthisatypicalrequestfortheindividualaskingforit?
• Reviewtheemailaddressbyrightclickingontheaddressnameandreadingtherealaddresstheinformationisbeingsentto.
• Telephonetheindividualaskingfortheinformationandensurethatitwasavalidrequest.
RedFlagsforPhishingattacks:•Requestsforyoutosendyourusernameand/orpassword,orotherpersonaldetails.•Overwhelmingemphasisonurgency.•Anything"toogoodtobetrue.”•FROMaddressesthatdon'tmatchtheREPLYaddress.•HyperlinkedURLswithtargetsthatdonotmatchthelinktext.•HyperlinksthatuseshortenedURLs.•Hyperlinkswithverylongandcomplextargets,evento"legitimate"websites.
TheseattacksareontheriseacrosstheUS.Identitytheftisoneofthefastestgrowingformsofcybercrimeoverthelastcoupleofyears.Thishandoutisintendedtobeusedasaneducationaltooltohelpyoudeterminesuspiciouscommunications.
Remember:• Reportallsuspiciousactivitytoyourtechnicalsupportteam.• [email protected].• Stateemployeesarerequiredtotakesecuritytrainingmultipletimesayear.Ifyouareinterestedinsimilartrainingorforanyotherinformation,[email protected].