Curriculum updates for schools
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Transcript of Curriculum updates for schools
Draft – March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation
Curriculum and Instruction
UpdatesNovember, 2012* Information was compiled from C&I Update
meetings in October
Curriculum & Instructional Leaders’ Forum
Instructional Improvement System
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Facilitate the teaching and learning process through
• Increased access to high quality resources for all
• Provision of timely and relevant information and data
Improve and personalize student learning
How?
Why an Instructional Improvement System?
Instructional Improvement SystemWhy – How – What -- When▲ ▲
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Technology Platform
PowerSchoolInstructional Improvement
System
Student Informati
on System
(SIS)
Tools for Teaching and Learning(IIS)
One Technology Platform• Single Sign-on• Collaborative• Populated with
resources for NC educators
Coming Soon
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Instructional Improvement System
Learner Profile and Work Samples
Instructional Design, Practice &
Resources
Professional Development &
Educator Evaluation
Data Analysis and Reporting
Assessment & Analytics
Standards & Curriculum
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Learner Profile and Work Samples
• Teacher has access to learner information to assist with planning and monitoring
• Teacher can use examples of student work for future lessons
• Student can collect evidence of learning and growth
• Parents can view student work
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Standards and Curriculum
• Standards in a content area
• Learning progressions
• Local curriculum maps
• Teacher or Executive Standards
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Instructional Design, Practice and Resources
• Sample lesson plans, units, resources
• Create lesson plans and link to appropriate resources
• Differentiate lessons for students
• Gradebook
Example
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Assessment and Growth
• Search for FA plans
• Document daily progress
• Search for assessment items/tasks
• Create, administer, and score assessments at classroom, school, and district levels
• Administer statewide assessments
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Dashboards, Data Analysis and Reporting
• Customizable views• Role-based Information• Multiple Data Comparisons
Attendance Grades Test Scores Discipline
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Professional Development and Educator Evaluation
• View, register for, participate in PD
• View past PD participation
• Get suggestions for PD based on class performance or observation/evaluation data
• Receive recommendations for license renewal credit
• Implement educator evaluation processes
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Guiding Principles– Resources must
• Be aligned with standards
• Provide ample coverage to all standards and objectives
• Emphasize quality over quantity
• Be reviewed and rated by educators in North Carolina
To make the resources in the IIS meaningful and useful to teachers:
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Some of Our Content Sources
Multiple Subjects
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Some of Our Content Sources
Math
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Some of Our Content Sources
Science
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Some of Our Content Sources
English Language
Arts
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Sample 3rd Party Instructional Activities
National Archives Phet
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Instructional Improvement SystemWhy – How – What -- When▲
RFP Issued Reviewed Proposals
Design and Build
Data Integration Pilot
IIS Pilot Phased-In Roll out
Feb 27, 2012April – June
2012
December 2012
Fall2012
Early 2013 Starting 2013-14
School Year
Negotiated with Select Vendors
Vendor Approval & Contract Award
June – October 2012
December 2012
Common Core and Essential StandardsResources
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C&I Linkshttp://www.dpi.state.nc.us/curriculum/
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C&I Linkshttp://www.dpi.state.nc.us/curriculum/
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Partners: ASCD http://educore.ascd.org/
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Educator Effectiveness and Common Exams
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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.
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Why educator effectiveness?
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, 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.
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Why educator effectiveness?
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
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▲
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
+1.2
-1.3
Months of Learning Gained or Lost
Observation + Other MeasuresRationale - MET Research - Standard 6 & 8 - Status - Support - MSLs
Re-creation of chart from Gathering Feedback For Teaching, http://www.metproject.org/downloads/MET_Gathering_Feedback_Practioner_Brief.pdf
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• Standard 6 and 8Final components of Standards 6 and 8 and their respective weightings
• StatusConsequences and professional development for educators “in need of improvement”
• Common ExamsMeasures of growth in English Language Arts, Science, Social Studies, and Mathematics in grades 4 – 12
• Other OptionsMeasures of growth in K-2, grade 3, and performance areas
Observation + Other Measures
04/10/2023 • page 28
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Standards 6 & 8 – The Basics
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
04/10/2023 • page 29
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Growth Model
Teachers
Principals
6Contribute to Academic
Success
Academic Achievement
Leadership8Academic Achievement
Leadership
Standard 6 and 8 are measures of
Growth
04/10/2023 • page 30
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Growth Model
Teachers
Principals
6Contribute to Academic
Success
Academic Achievement
Leadership8Academic Achievement
Leadership
We will use
Educator Value-Added Assessment System
EVAAS
for standards 6 & 8 when possible
04/10/2023 • page 31
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What do we need?TCP-C-006 now provides clarity around which assessments are used to measure growth
Determining Growth
04/10/2023 • page 32
End-of-Grade Assessments
End-of-Course Assessments
Common Exams
CTE Post- Assessments
EVAAS
Teacher Growth Value
for Sixth Standard
Rating
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Growth Model
Teachers
Principals
6Contribute to Academic
Success
Academic Achievement
Leadership8Academic Achievement
Leadership
How do Value-Added models work?
• They measure growth by predicting how well a student will do on an assessment.
How do they predict how well the student will do?
• They look at previous test scores and estimate how well the student should do at the end of the year. Every student must grow based on where they start.
04/10/2023 • page 33
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Teacher Ratings Categories▲
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
04/10/2023 • page 34
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Ratings
Teachers
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute to Academic
Success
5 Rating Categories 3 Ratings Categories
Why the difference?
Identifying only three rating categories on standard 6 & 8 improves certainty of categorization.
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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
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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
04/10/2023 • page 37
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Ratings
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute to Academic
Success
1 65432 7 8Strategic Leadership
InstructionalLeadership
Cultural Leadership
Human Resource
Leadership
ManagerialLeadership
External Development
Leadership
Micro-political
Leadership
Academic Achievement
Leadership
Teachers
Principals
Key Note on Ratings• Every educator is evaluated every year
• Each standard and rating stands on its own (1 out of 6, not 1/6)
• Ratings are used to create professional development plans each year
• Ratings are used to determine status
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Status
What is the difference between Ratings and Status?
04/10/2023 • page 39
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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
04/10/2023 • page 40
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Status and Standard 6 & 8
• An educator receives an effectiveness status only once she has 3 years of data on Standard 6 or 8
• A 3-year rolling average of growth data from standard 6 or 8 is used as part of determining overall status
04/10/2023 • page 41
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3-Year Rolling Average
6 6 Contribute to Academic
Success
Contribute to Academic
Success61.9 + -2.5 + 1.2
1.9Met Expected Growth
-2.5Did not meet Expected Growth
1.2Met Expected Growth
Rating from 2012 - 2013
Rating from 2013 - 2014
Rating from 2014 - 2015
Standard Standard Standard
3
= .2 Met Expected Growth
3- year average rating on standard 6 for
determining status
Note: A similar methodology applies to principals as well.Note: The values above represent values from the MRM model in EVAAS.
04/10/2023 • page 42
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Three Years of Data
04/10/2023 • page 43
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
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Status
So once a educator has a three-year average rating for Standard 6 or 8, how is status determined?
04/10/2023 • page 44
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Teacher Status
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
Accomplished
or Higher on
Standards1-5
And
Exceeds Expected Growth
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What Will Teachers See?
• Ratings on Standards 1 – 5 of the Educator Evaluation System (as recorded in online tool)
• Standard 6 rating (current year and 2 prior years)
• Three-year rolling average of student growth values and accompanying Standard 6 rating(for Status determination)
• Overall Effectiveness Status
04/10/2023 • page 46
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Detail on the Sixth Standard Rating
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Common Exams
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Common Exams
A Library of Common Exams is being designed for non-tested subjects for district use to populate Standard 6
04/10/2023 • page 52
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Focusing on the “Why”
So why have statewide Measures of Student Learning/Common Exams?
1. North Carolina has a statewide evaluation system to ensure that every teacher receives a fair and consistent evaluation, regardless of his or her employing LEA
2. Teachers in all content areas should receive a Standard Six rating based on the growth of their own students on their content-specific standards
3. Most LEAs do not have the capacity to design their own assessments for all non state-tested grades and subjects
04/10/2023 • page 53
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Principles for Administration
1. Every English Language Arts, Science, Mathematics, and Social Studies teacher in grades 4 – 12 has a value-added score
2. Teacher growth values will be calculated based on all students a teacher teaches and, when multiple assessments are required, on all data generated through the assessments
04/10/2023 • page 54
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Decision Tree for Administration
04/10/2023 • page 55
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District Flexibility
• Administration online, paper/pencil or hybrid
• Date of administration
• Administration during class period or testing week
• Use in student grade
• Which assessments are administered
• How to ensure secure administration
04/10/2023 • page 56
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Addressing Concerns
Who has designed the Common Exams, and how have they been designed?
• Same basic process as state assessments with the creation of assessment blueprints, generation of items, review of items, review of forms, and final production
• Over 800 teachers from across the State have involved in the blueprint creation and form review processes
• NCDPI psychometricians and test measurement specialists have been involved and will analyze (and remove from results) any poor-performing items before growth is calculated
04/10/2023 • page 57
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Addressing Concerns
Why doesn’t anyone know what will be on the MSLs?
• Assessment specifications are available at: http://www.ncpublicschools.org/educatoreffect/measures/specifications/
• General information on rubrics released to C&I leaders on October 19 (and posted to website)
• Online module will provide training on how to use rubrics to score performance tasks
• Each item has its own specific rubric
04/10/2023 • page 58
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Addressing Concerns
How will the performance items be graded?
• There must be at least one grader who is not the student’s teacher of record AND who has the content knowledge necessary to score the item
• With the exception of ELA, performance items can be administered early to allow time for scoring
• Scoring of work is necessary for what the 800 teachers deemed to be authentic assessment for new, concept-based standards
04/10/2023 • page 59
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Addressing Concerns
MSLs hurt students and teachers
• The Common Exam administration process should not affect students any differently than the administration of a teacher-created final exam
• MSL scores do not need to be used as final exam grades
• Percent correct provided by Winscan is a suggestion for a grade
• It is only fair to base SOME part of a teacher’s evaluation on the growth of his or her students
04/10/2023 • page 60
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Operationalizing the General Assembly’s
School Performance Grades
(Senate Bill 795, Excellent Public Schools Act)
October 19, 2012Curriculum & Instructional Leaders’
Forum
Draft – March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation 62
Context
2009
2010
2011
2012
ACRE/READYAccountability Revision
• SBE approved college and career ready indicators for 2012-13 SY and reporting of the READY Accountability Model
• Approval of ESEA waiver to use proposed READY model
General Assembly
►Summer 2012GA’s budget requires the assignment of A-F grades for all schools
Draft – March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation 63
Responding to School Performance Grades (SPG)
• The SBE must respond to the General Assembly “…annually by January 15 on recommended adjustments to the school performance grade elements and scales for award of scores and grades.”
• Additionally, SECTION 7A.3.(f) indicates:“It is the intent of the General Assembly to add a student growth component to school performance grades.”
• Operational in 2012-13
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What are the basics of the SPGs?
High Schools• Performance Composite • Algebra II/Integrated III• Graduation Rate• WorkKeys• ACT
Total Points 0-500100 points100 points100 points100 points100 points
Elementary/Middle Schools
• Performance Composite
Total Points 0-100100 points
+ Growth
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Alignment Between Indicators in High School
End of Course
ACT
Graduation Rates
Math Course Rigor
WorkKeys
Graduation Project
High School Performance Grades
• Performance Composite • Algebra II/Integrated III• Graduation Rate• WorkKeys• ACT
Key Point: The set of indicators are shared and set a college and career-ready expectation. The Graduation Project is not part of the school grade.
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How each indicator is definedPerformance Composite (Elementary and High)
• Percent of proficient tests in a school• All tests, subjects, and grade levels• Uses the EOG/EOC test data
Algebra II/Integrated III
• Percent of 4-year cohort graduates who take and pass Alg. II or Int. Math III• Excludes the 1% population
Graduation Rate • Percent of students that graduate within 4 years (4-year cohort graduation rate)
WorkKeys • Percent of seniors who are CTE concentrators who achieve a Silver certificate, or better, on the WorkKeys assessment
ACT • The average sum of the 5 sub-tests across the school compared to the sum of the college- ready benchmarks
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A closer look at the ACT
The proposed Math that goes into the ACT calculation
Subtest Benchmark
Math 22
Reading 21
English 18
Science 24
Writing 7
22 + 21 + 18 + 24 + 7 = 92 sum of college-ready benchmarks
ACT College Ready Benchmarks
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A closer look at the ACT
The proposed Math that goes into the ACT calculation
Suppose you have a school with 5 students….
Student
Sum of Scores
Matt 83
Mark 94
Luke 75
John 79
Paul 80
then
“The average sum of the 5 sub-tests across the school compared to the sum of the college-ready benchmarks” can be found by…
1) Averaging the Summed Scores83 + 94 + 75 +79 + 80
5 students= 82.2
2) Dividing by summed college-ready benchmarks
82.2/92 = 89% and 89 points
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Proposal for Addition of Growth
• Using EVAAS Growth outcomes, adjust overall score based on EVAAS category
– Exceeded Expected Growth: Add 10 points
– Met Expected Growth: Add 5 points
– Did Not Meet Growth: No points
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Rationale for this suggested methodology:
• Incentivizes pursuit of growth
• Can make a one-letter grade difference between school with similar status
• Grades still mean something largely consistent and comparable for parents
Proposal for Addition of Growth
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Overall Grade
• Elementary/Middle Schools– Single component– 100 point scale
• High Schools– Five components 0-500 points– Divide by 5 to achieve a 100 point scale
• In both cases, make the Growth Adjustment (0, 5 or 10 points)
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Overall Grade Scale
A: 90-100 pointsB: 80-89 pointsC: 70-79 pointsD: 60-69 pointsF: Less than 60 points
Draft – March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation73
Overall Grade Sample
High School X• Performance Composite • Algebra II/Integrated III• Graduation Rate• WorkKeys• ACT
69 points78 points82 points84 points82 points+
395
School Met Expected Growth
395/5 = 79
79 + 5 = 84 pointsThis School would receive a “B”
Total Points
Divide by 5 to get points out of 100
Check Growth
Add Growth Points
Determine Final Grade
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Next Steps
• Gather feedback across state – including now
• Return to the General Assembly with an operational proposal in January 2013 per the requirement of the bill