2nd Annual RtI Forum

The Changing K-12 Educational Landscape: Implications for

Educator Preparation Programs

2nd Annual RtI ConferenceMarch 5, 2013

Who’s in the room…

• Name

• Institution

• Briefly describe your main job responsibilities

Image credit: http://www.psychologytoday.com/blog/the-image-professor/201003/forgot-my-name-your-competition-didnt

NCDPI WikiCentral

http://wikicentral.ncdpi.wikispaces.net/NCDPI+WikiCentral+Page

One thing for certain…

READY

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

by enabling and ensuringgreat teaching.

http://www.ncpublicschools.org/ready

Educating the Whole Child

Guiding Questions

Based on the work of Dr. Rick DuFour:

1. What is it we expect students to learn? Summer 2011 – Spring 2012 – Common Core State and NC Essential Standards

2. How will we know when they have learned it? Summer 2012 – Spring 2013 – Data Literacy

3. How will we respond when they don’t learn it? Summer 2012 – Spring 2013 – Connecting to Serve All Students

4. How will we respond when they already know it? Summer 2012 – Spring 2013 – Connecting to Serve All Students

Shifting the Focus

2011-12 2012-13Common Core State & NC Essential Standards PD

Data Literacy (including EVAAS)

NC Educator Evaluation System (NCEES)

NCEES inter-rater reliability

What can IHEs do to continue to:

1.ensure education candidates are prepared for success?

2.support partner LEAs?

Your turn to share…

• What is your campus doing to ensure all faculty understand the NCSCS?

• What is your campus doing to ensure all candidates are prepared to teach the NCSCS during student teaching and upon graduation?

NC Read to Achieve &

mCLASS Reading 3D

7 Components of North Carolina Read to Achieve

• Comprehensive Reading Plan

• Developmental Screening and KEA

• Facilitating Early Grade Reading Proficiency

• Elimination of Social Promotion

• Successful Reading Development for Retained Students

• Parent/Guardian Notification

• Accountability Measures

K-3 Literacy Division

• Director of K-3 Literacy

• 8 Regional Consultants

• In the schools/districts

• Support

• Professional Development

• PLCs, data analysis for teachers and administrators

• Summer – help with EPSA

Facilitating Early Grade Reading Proficiency

• August 2012 – State Board Adoption of Reading 3D software

• 480 schools state funded in 2010-11

• 411 schools BOY

• 183 MOY

• 310 BOY of 2013-14

mCLASS Reading 3D

• Formative and Diagnostic

• 2 components

– DIBELS Next

– TRC (Text Reading Comprehension)

mCLASS®:Reading 3D™ Helps Teachers

• Inform instruction to meet individual needs.

• Create reading groups.

• Make effective decisions to meet learning objectives.

• Monitor student progress.

Coming Soon…

• 3 regionally based trainings for IHE faculty on mCLASS Reading 3D

• More information will be sent to deans as available

For additional information about NC Read to Achieve or mCLASS Reading 3D contact:

Carolyn Guthrie,Director K-3 Literacy

[email protected]

919-807-3762

www.wirelessgeneration.com/northcarolina


• How do you leverage your partnerships with LEAs to allow your faculty and students to gain experiences in using mCLASS Reading 3D?

• How do you prepare candidates to use formative data to inform classroom instruction?

Educator Effectiveness

Why educator effectiveness?

So why is the State focusing on educator effectiveness in the face of so many other

changes?

NC is implementing a new curriculum, new assessments, new technology tools to improve instruction, new ways of engaging students, and the list goes on…

Because all our efforts in other areas depend on an effective teacher in every classroom and an effective leader in every school building.


Every student in North Carolina deserves an effective teacher in all courses and

grades.

The work around educator effectiveness, including the Measures of Student Learning/Common Exams, is grounded in the belief that:

Our students need to learn all of the standards in the North Carolina Standard Course of Study in order to be READY for their futures.


Every teacher in North Carolina deserves feedback on the growth of their students.

In order to increase their effectiveness, teachers need access to high-quality data.

It’s not about firing our way to a better teaching force. It’s about creating a system that:

• Identifies the strongest teachers so that we can all learn from them, and

• Identifies those teachers who need additional support and targets that support to their needs

North Carolina

Educator Evaluation System

A process for professional growth

North Carolina Evaluation Process

Assumptions

•Educating students is not an easy task

•We can all improve

The Standards

Teachers

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

Principals (and other Administrators)

1 65432 7 8Strategic Leadership

InstructionalLeadership

Cultural Leadership

Human Resource

Leadership

ManagerialLeadership

External Development

Leadership

Micro-political

Leadership

Academic Achievement

Leadership

1 2 3 4 5 76Instructional

Leadership

CulturalLeadership

Human Resource

Leadership

Strategic Leadership

Managerial

Leadership

External Developmen

tLeadership

Micro Political

Leadership

8AcademicAchievement Leadership

1 2 3 4 5 6Establish Environment

KnowContent

Facilitate Learning

Demonstrate Leadership

Reflect on Practice

Contribute to

Academic Success

5 CategoriesNot Demonstrated

DevelopingProficient

AccomplishedDistinguished

3 Categories

Exceeded Expected Growth

Met Expected Growth

Did Not Meet Expected Growth

Ratings Categories

Std 6 Teacher Ratings in 2011-12

School-wide

EVAAS Growth

Teacher EVAAS Growth

70% 30%Weighted Average

Yearly Rating•Does not Meet Expected Growth

•Meets Expected Growth

•Exceeds Expected Growth

Why is school-wide EVAAS growth included?

• To encourage collaboration and collective ownership of overall outcomes.

Note: In 2011-12, teachers without individual EVAAS growth will have school-wide growth for Standard 6.

6

Std 6 Teacher Ratings in 2012-13

School-wideEVAAS Growth

Teacher EVAAS Growth

Weighted Average

TeamEVAAS

Growth (?)

Yearly Rating•Does not Expected Growth

•Meets Expected Growth

•Exceeds Expected Growth

6Student Surveys

(?)

The first year that Standard Six “counts” for a teacher is 2012 – 2013 (if the growth data is specific to the teacher and the students)

Possible additional elements

The NC State Board of Education has not yet determined how Standard 6 will be determined for 2012-13.

Top 25%

Bottom 25%

Observation Tool

Observation Tool+ Student Survey + Growth (Value-Add)

State Math State ELA

+1.2

-1.4

Observation Tool+ Student Survey

+2.8

-2

+4.5

-3.1

Top 25%

Bottom 25%

Top 25%

Bottom 25%

+.2

-.4

+.7

-.9

Months of Learning Gained or Lost

Observation + Other MeasuresMET Research

Re-creation of chart from Gathering Feedback For Teaching, http://www.metproject.org/downloads/MET_Gathering_Feedback_Practioner_Brief.pdf

-1.3

+1.2

Ratings vs. Status

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

Three Years of Data

Any three years of data attributable to a teacher or principal will be combined and used:

• Any grades• Any subjects• Any schools• Any districts

The three years of data do not start until they are specific to that teacher and his or her students

Effectiveness Status After 3 Years of Growth

1 2 3 4 5Establish Environme

nt

KnowContent

Facilitate Learning

Demonstrate Leadership

Reflect on

Practice

In Need of Improvement

EffectiveHighly

Effective

Standards 1-5

6 6 6Year 1 Year 2 Year 3+ + /3)

)

Any Rating Lower than

Proficient

And/Or

Does Not Meet

Expected Growth

Proficient or Higher

on Standards1-5

And

Meets or Exceeds Expected Growth

Accomplished

or Higher on

Standards1-5And

Exceeds Expected Growth

Standard 63-year average

Standard 6

By 2013-14, every NC teacher will have a measure of his or her students’ growth.

How?

Measures used to determine Standard 6

6Contribute 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

6Contribute to

Academic Success


6 Common Exams


6 K-3 Assessments


Note: 44 CTE Assessments can use EVAAS

EVAAS

to measure growth


6Contribute to

Academic Success


6 Common Exams


6 K-3 Assessments


Note: 79 CTE assessments will use Pre-Post

PRE-POSTto measure growth


6Contribute to

Academic Success


6 Common Exams


6 K-3 Assessments

6 Analysis of Student WorkEVALUATO

RREVIEW

to measure growth


Status High-Level Time Line

End of Grade or End of Course

Common Exams

Career Technical Education Assessment

K-3 Assessments

Analysis of Student Work

2012-13 is Year One

2012-13 is Year One

2012-13 is Year One

2013-14 is Year One

2013-14 is Year One

2012-13 2013-14 2014-15 2015-16

1st Status

1st Status

1st Status

1st Status

1st Status

Want more information…

• http://www.ncpublicschools.org/effectiveness-model/

• Or email: [email protected].


• What is your campus doing to ensure candidates & faculty are up-to-date on educator effectiveness policies and MSLs/Common Exams?

Responding to K-12 Changes in Educator

Preparation Programs

Senate Bill 724Teacher Preparation

• …shall ensure students preparing to teach in elementary schools…(i) have adequate coursework in teaching reading and mathematics;…

• SBE approved Blueprints


• …shall ensure students preparing to teach in elementary schools…(ii) are assessed prior to certification to determine that they possess the requisite knowledge in scientifically based reading and mathematics instruction that is aligned with the State Board's expectations; …

• MTEL/NC Foundations of Reading and General Curriculum Testing Requirement July 1, 2014

Senate Bill 724Teacher Preparation• …shall ensure students preparing to teach in

elementary schools…(iii)continue to receive preparation in applying formative and summative assessments within the school and classroom setting through technology-based assessment systems available in North Carolina schools that measure and predict expected student improvement;…

• Reading 3D


• …shall ensure students preparing to teach in elementary schools…(iv) are prepared to integrate arts education across the curriculum.


House Bill 23Teacher Preparation

• …shall require that all students preparing to teach demonstrate competencies in using digital and other instructional technologies to provide high-quality, integrated digital teaching and learning to all students.


• …include at least two continuing education credits in high-quality, integrated digital teaching and learning as a requirement of licensure renewal,

Reporting Mechanism

• Each campus will be required to report progress on the areas outlined in SB 724 & HB 23 as part of the annual IHE Performance Report.

MTEL Update

Licensure Area New Testing Requirements Effective July 1, 2014

Elementary Education Massachusetts Test for Education Licensure (MTEL): Foundations of Reading (90) - will be called NC: Foundations of Reading & Massachusetts Test of General Curriculum (03) – will be called NC Test of General Curriculum

MTEL Update

Licensure Area New Testing Requirements Effective July 1, 2014

Special Education: General Curriculum

PRAXIS 0543 Special Education

&

Test for Education Licensure (MTEL): Foundations of Reading (90) - will be called NC: Foundations of Reading & Massachusetts Test of General Curriculum (03) – will be called NC Test of General Curriculum

MTEL Update

• Pearson will have a NC specific website ready by late spring (April/May).

• Test objectives, practice tests, and faculty guides available at http://www.mtel.nesinc.com/index.asp

• Guidance on Math Course preparation available at http://www.doe.mass.edu/mtel/mathguidance.pdf


• What does your elementary program do exceptionally well with regards to the following:

• Teaching reading

• Teaching math

• Technology-based formative assessment

• Arts integration

• Digital teaching & learning

IHE Educator Preparation

Program Report Cards


Every educator preparation program in North Carolina deserves feedback on the effectiveness of their

program completers.

In order to increase effectiveness of new teachers, educator preparation programs need access to high-quality data.

It’s not about shutting down programs. It’s about creating a system that:

• Identifies effective programs as determined by impact on P-12 student learning so that we can all learn from them, and

• Identifies programs that need additional support and providing targeted support

Vacancy

• Standard 6 Data will be populated after it is released to teachers.

• Campus Summary File

• Campus Std 1-5 File by Licensure Area

• Campus Std 6 File by Licensure Area

Collegial Conversations

• Data Literacy

• Connecting to Serve All Students

How can DPI support your work?

Thank you & for more information contact…

Rachel A. McBroom, Ph.D.

Director of Educator Preparation

[email protected]

2nd Annual RtI Forum

Education

Transcript of 2nd Annual RtI Forum