SUPERINTENDENTS’ QUARTERLY MEETING AGENDA · 2019-07-26 · differentiate instruction. Teachers further personalize instruction. Educators have access to real-time, actionable data

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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

[email protected]

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

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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].