59p. Guides - ERICElizabeth City/Pasquotank County Vance County Alamance/Granville/Johnston...

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ED 353 643 EA 024 559

TITLE Outcome-Based Education Pilot Program: Guidelines forDeveloping Plans, 1993-94 to 1996-97.

INSTITUTION North Carolina State Dept. of Public Instruction,Raleigh. Div. of Development Services.

PUB DATE 5 Nov 92NOTE 59p.PUB TYPE Guides Non-Classroom Use (055) Viewpoints

(Opinion/Position Papers, Essays, etc.) (120)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Accountability; Educational Assessment; *Educational

Objectives; *Educational Planning; ElementarySecondary Education; Guidelines; *Public Schools;*Specifications; *State Programs; StatewidePlanning

IDENTIFIERS *Outcome Based Education

ABSTRACT

Guidelines for North Carolina public schools that areinterested in developing and submitting plans for outcome-basededucation (OBE) pilot programs for the years 1993-94 and 1996-97 areoffered in this document. The OBE program is based on the premisethat all students can learn and focuses on the expectations forachievement necessary for students to function successfully afterpublic school education. Following a message from the statesuperintendent, the relationship between OBE pilot programs and theperformance-based accountability program (B-PAP) is described.Information on assistance resources, plan submission, and the reviewprocess is also provided. The majority of the document offersguidelines for plan development. Individual sections provideinformation on the following areas: (1) basic components andinformation to be included in the OBE plan; (2) the OBE criteria andrelated legislation; (3) how to develop an OBE evaluation plan; (4)how to complete requests for waivers; (5) how to develop timelines;and (6) how to develop the budget. Appendices contain a criteriachecklist, an OBE legislative requirements checklist, forms,authorizing legislation for 1991 and 1992, and draft state exitoutcomes. (LMI)

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Outcome-Based EducationPilot Program

Guidelines for Developing Plans

1993-94 to 1996-97

U.S DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

/lis document has been reproduced asreceived from the person or c:ganizationoriginating it

C! Minor changes have been made to improvereproduction Quality

PoInts Of new or opinions stated in this document do not necessarily represent official0E1=0 positIOn or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).-

November 1992

North Carolina Department of Public InstructionBob Etheridge, Superintendent

T6-4)Research and Development Services

Division of Development Services

BEST COPY AVAILABLE

Table of Contents

Page #

Message from the State Superintendent1

Relationship Between Outcome-Based Education and 2Performance-Based Accountability Program

Plan Development Overview 2

PLAN DEVELOPMENT 6

Section 1 What OBE Pilot Plans Are to Include 7

Section 2 OBE and Change Criteria and Related Legislation 8

Section 3 Developing an OBE Evaluation Plan 14

Section 4 Completing Requests for Waivers 21

Section 5 Developing Timelines 22

Section 6 Developing the Budget 24

APPENDICES:

Appendix A Checklist on Criteria for Outcome-Based Education 26

Appendix B OBE Legislative Requirements Checklist 30

Appendix C Forms 33

Appendix D Authorizing Legislation - 1991 39

Appendix E Authorizing Legislation - 1992 45

Appendix F Draft State Exit Outcomes 47

Guidelines for Developing OBE Pilot Plans November 5, 1992

Message from the State Superintendent

The Outcome-Based Education Pilot Program is based on the premise that all students can

learn and succeed and guided by the mission for North Carolina's public schools: "to challeng9 with

high expectations each child to learn, to achieve, and to fulfill his or her potential." The goal of the

program is to demonstrate the effectiveness of outco ne-based education. The program will focus on

expectations for achievement necessary for students to function successfully after public school

education. These expectations will include the knowledge, skills, and attitudes students will develop

through individual and developmental progress reflecting varied student learning growth and styles

and are consistent with the national education goals. As a result of this program, students will be

prepared as competent citizens of the 21st Century.

Guidelines for Developing OBE Pilot Plans

Bob EtheridgeState Superintendent of Public Instruction

November 5, 1992 Page 1

Relationship Between Outcome-Based Educationand

Performance-Based Accountability Program

Outcome-Based Education (OBE) pilot systems have the option to participate in Performance -BasedAccountability Program (P-BAP) or not.

If OBE pilot systems choose not to participate in P-BAP, they

will be subject to the opportunity standards of the State Accreditation Program, andwill not be eligible for differentiated pay.

If OBE pilot systems choose to participate in P-BAP, they will be subject to the requirementsof both programs with the following modifications:

1. OBE pilot systems may choose to submitone plan for both programs.2. The combined plan shall be submitted through the OBE approval process.3. Waivers shall be submitted through the OBEapproval process and may include both

system and school level waivers.4a. Under P-BAP, s'.aff at the local school level are to vote on school improvement plans

and the differentiated pay plan.4b. Under OBE, school level staff are to vote to approve their local OBE Pilot Plan. Any

subsequent plan modifications shall also be approved by LEA personnel.5. OBE pilot systems seeking waivers from the State Accountability Program will have to

propose an alternative accountability system. Automatic waivers will not be granted.The alternative accountability system will have to be approved by the State Board ofEducation.

Generally, pilot systems are to follow the requirements specified in the document,performance-Based Accountability Plan: Developing a Systemwide School Improvementplan, except as specified above or as specifically excepted elsewhere in these guidelines.The P-BAP guidelines will not be referenced in the subsequent sections of this documentexcept where considered necessary for clarity.

Systems combining the P-BAP and the OBE plans should incorporate all forms andassurances required for P-BAP in the OBE plan submitted.

Plan Development Overview

The OBE pilot programs are encouraged to be innovative, and it is the intent of the Department ofPublic Instruction to provide maximum flexibility for the pilot programs. In that spirit, these Guidelineinclude:

(1) basic components and information to be included in the OBE plans,(2) information to assist the pilot sles in the processes of developing and submitting plans

with necessary components and forms, and(3) copies of authorizing legislation.

Guidelines for Developing OBE Pilot Plans November 5, 1992 Page 2

Groups Involved in Development of Plans

According to the legislation:

(1) "Teachers and principals shall have a major role in development of local projects."[.14(c) (5)]

(2) "A majority of the teachers and principals who will participate in the pilot project shallapprove the...plans for the local program before they are submitted to the Departmentof Public Instruction." [.14(c) (6)]

(3) "Annual reports describing program goals, activities, and accomplishments shall bemade available to the public." j.14(c) (8)]

(The P-BAP legislation specifies the type and amount of involvement of certain groups.)

Plan Content

Local OBE Plans shall contain the items listed in Section 1 on page 7.

Assistance with OBE Plan

If You Have Questions About... Contact...

Local Plans/Pilot Activities:

Elizabeth City/Pasquotank CountyVance CountyAlamance/Granville/Johnston Consortium

Judy S. White

(919) 733-4591or TAC Director

Local Plans/Pilot Activities:

Mooresville/Madison ConsortiumCharlotte-Mecklenburg CountyPolk County

L. Delores (Dee) Brewer

(919) 733-4591or TAC Director

Budget William F. (Bill) Mc Grady(919)733-4591

Evaluation Joseph F. (Joe) Haenn(919) 733-4591

Accreditation John Hawes(919) 733-3809

Assessment William J. Brown(919) 733-3809


Assistance with P-BAP

If You :lave Questions About... Contact...

Any aspect of the systemwide plan Technical Assistance Center DirectorRaleigh TAC - (919) 733-1136Northeast TAC - (919) 792-5166Northwest TAC - (919) 667-2191Southeast TAC; - (919) 577-8920Southwest TAC - (704) 392-0378Western TAC - (704) 648-9424

The submission, review, and approvalpro.,ess

Roger Schurrer(919) 733-4787

Differentiated pay plans Bob Boyd(919) 733-9230

Waivers for P-BAP Roger Schurrer (Program Services)(919) 733-4787

Ben Matthews (Financial Services)(919) 733-7565

Bob Boyd (Personnel Services)(919) 733-9230

Developing or reporting student perfor-mance goals and milestones

John Hawes(919) 733-3809)

Critical Dates for Plan Submission

November 23, 1992 DPI disseminates plan format.

January 1993 Designated DPI staff review progress onpilot plans.

No later than March 15, 1993 LEAs submit plans for DPI review.

Timelines for the entire OBE Pilot Project process are detailed in Section 5 of this packet.


7


Plan Submission

On or before March 15, 1993, make 10 copies of the plan document. Forward one (1) copyto the appropriate Technical Assistance Center and submit nine (9) copies of the plan to:

Division of Development ServicesNC. Department of Public Instruction301 N. Wilmington Street*Raleigh, North Carolina 27603

Plans must be received at the Department of Public Instruction in Raleigh by 5:00 p.m. on orbagrAldptax,IdaraLikawa. Hand-delivered plans will be accepted in the First FloorReception Area, Education Building, 301 N. Wilmington Street, until 5:00 p.m. FAX copieswill not be accepted.

*By March 1993, DPI will be housed in the new Education Building.

Review Process

The Department of Public Instruction (DPI) will appoint a review team representing the majorareas of the Department. These teams will review and evaluate local pilot plans against theplan criteria, recommend any changes to pilot sites and subsequent approval to theSuperintendent of Public Instruction. The State Superintendent will transmit hisrecommendations to the State Board of Education.

Guidelines for Developing OBE Pilot Plans November 5,1992 Page 5

PLAN DEVELOPMENT


Section 1: What OBE Pilot Plans Are to Include

Cover Page Local OBE Pilots shall provide required information on the cover page of theirplan. (See page 34.)

Assurances - Local superintendents and local board of education chairs shall sign theassurances form certifying that:

they have used state adopted student expectations and graduation proficiencies todevelop their local plans.they have involved administrators and teachers in the development of the plans.a majority of teachers and principals participating in the project have approved localplans, including waiver requests.they will provide specified data for the formative and summative evaluation of theproject.any plan amendment or modification has been approved by vote.

(See pages 35-36.)

Body of the Plan - Local OBE' pilot systems may determine the format for their local plans;however, the following shall be included in those plans:

OBE/Change Criteria - Local OBE Plans shall clearly show that they are built around theOBE criteria and change criteria. The checklist provided in Appendix A may be used as anadvance organizer to develop local plans, as a final checklist to ensure that each of the OBEcriteria is addressed by local plans, and shall be submitted with local plans to aid reviewers.(See pages 27-29)

Legislative Requirements - Local OBE plans shall clearly indicate how they will deal with alllegislative requirements. The checklist provided in Appendix B may be used as an advanceorganizer to develop local plans, as a final checklist to ensure that each of the legislativerequirements is addressed in local plans, and should be submittedwith local plans. (Seepages 31-32.)

Level of Plan Detail - Local OBE Plans shall describe the OBE model they will implement,goals, methods end strategies, target groups, persons responsible, and as appropriate,timelines for completion dates.

Evaluation Plan Local OBE Plans shall describe how they will evaluate their pilot project.

Waivers - Local planners may request waivers from statute or regulation and shall specifyhow those waivers will be necessary to implement 'their pilot project, using the form on page37.

Time Span - Local OBE Plans shall cover implementation of an OBE pilot program for theyears 1993-94, 1994-95, 1995-96, and 1996-97. Major activities shall be indicatedon atimeline. An example is given on page 23.

Budget - Local planners shall develop a budget for 1993-94using the form on page 38. Allbudget items must be necessary to implement the OBE pilot project. Budgets for subsequentyears will be submitted annually on or before March 15.

Note for Consortia - OBE Plans from Consortia are to contain a narrative overview detailingphilosophy, common goals, plans, and activities that bind the sites together as a consortium,as well as individual plans from member sites, using these guidelines.


Section 2: OBE and Change Criteria and Related Legislation

Perspective for Using the Criteric

This section contains the eleven criteria to be used in developing the OBE plan and theirrelated legislative requirements. These criteria are based on criteria originally established bythe Network for Outcome-Based Schools and High Success Network on Outcome-BasedEducation. The eleven criteria have been grouped into two categories: six OBE criteria andfive change criteria. In using the list of OBE and change criteria to develop the plan, it isimportant (a) to stay focused on the purpose of the legislation and (b) to have a clear visionand mission that drives the plan.

The purpose of Outcome-Based Education legislation [G.S. 115C-238.12 et. seq.] in NorthCarolina is to provide structure and support for selected pilot sites to develop, implement andevaluate innovative programs and structures that establish high expectations for all childrenand maximize learning success for all students on the performance of exit outcomes andgraduation proficiencies. The OBE legislation focuses on using the outcome-basedframework to change current schooling purposes, processes, and practices. The legislationdoes not prescribe any specific OBE model or program. In developing its local plan, eachlocal pilot shall select the outcome-based education model to be followed and shall determinethe instructional programs and strategies used to develop student proficiencies at its sitebased on the criteria and legislative requirements outlined in this section.

The Six OBE Criteria

The primary intent of the six criteria in this section is to provide broad parameters whileensuring an OBE framework based on state-adopted exit outcome and graduationproficiencies. Following is the list of draft OPE criteria with their associated legislativerequirements. Plans shall indicate how each of the legislative requirements will beincorporated in implementation of the OBE plan. (Use checklists in Appendices A and B asadvance organizers and checklists and submit with local plans.)

1. A vision and a collectively endorsed local mission statement that reflect staffcommitment to:

a. Achieving learning success for all students on significant, future-driven exitoutcomes that are essential to future success as students and adults;

b. Implementing conditions and strategies that maximize all students'opportunities for success on these exit outcomes; and

c. High expectations for all students.

Note: Vision is an inspiring, comprehensive description of what schooling will ultimately belike. Mission states the essential purpose of schools and is basedon organizationalvalues and beliefs. The vision and mission, based on the beliefs and values of thelocal community, drive the entire planning and implementation process and shall,therefore, be carefully derived.

2. Clearly defined, publicly derived state-adopted exit outcomes andhigh schoolgraduation proficiencies that:

a. Directly reflect the knowledge, competencies, and skills needed to be successful inthe 21st century, and

b. All students successfully demonstrate before they graduate.


See Appendix F for draft State Exit Outcomes.

Related Legislative Requirement:

"The State Board of Education shall adopt expectations for student achievement,necessary for students to function successfully in the next century. Theseexpectations shall be consistent with national education goals recommended by theNational Governor's Association in 1990. The State Board of Education...shalladopt proficiencies that are required for graduation from high school. Theseexpectations and proficiencies...shall be used by the sites to develop their localoutcome-based education projects."

"The proficiencies that are required for graduation from high school may include:(1) Writing - High school graduates will be able to organize complex, demanding,

and extended subject matter clearly and effectively. They will producestructured writings in which relationships between successive paragraphs aresignaled by connective words and phrases. They will punctuate their writingso that meaning and structure are clear.

(2) Reading - High school graduates will be able to make independent anddiscriminating selections from a range of reference materials; retrieveinformation from those materials using techniques such as skimming; andevaluate and synthesize information from different parts of a text or differenttexts.

(3) Mathematics - High school graduates will be able to present a set of complexdata in a simplified form using a variety of diagrams and graphs."

1.13(b)(1)(2)(3)]

3. A tightly articulated curriculum framework of outcomes and performances that:

a. Is derived directly from these significant, future-driven exit outcomes;b. Integrates knowledge, competencies, and skills across domains of learning; andc. Directly facilitates achieving the exit outcomes.

4. A system of Instructional decision making and delivery that consistently:

a. Assures successful demonstration of all outcomes and performances for all students;b. Makes needed instruction available to students on a timely basis throughout the year;c. Employs a rich diversity of methods and strategies that encourage all students to be

challenged and successful; andd. Deliberately provides more than one uniform, routine chance for students to be

successful, even after regular reporting periods have ended.


"Each local school administrative unit shall determine the instructional programsand strategies used to develop student proficiencies at its site." (.15(c)]

"Computer assisted, personal education plans shall be available for every student."(.14 (c) (3)]


Related Legislative Requirement (continued)

"Programs shall provide each student a school-based adult advocate to foster self-esteem, protect learning options, ensure that student needs are being met andensure that students are being treated equitably." (.14 (c) (7)]

5. A system of instructional placement, grouping, and eligibility that consistently:

a. Provides all students access to challenging curriculum and learning experiences;b. Enables all students to advance through the curriculum whenever they can

successfully demonstrate essential performance prerequisites; andc. Fosters inclusion of all students and discourages tracking based on aptitude test

scores, quotas, comparative grading, and other bell -curve approaches toinstructional placement.


"Students shall be allowed to progress at different rates; however, expectations forprogress shall be based on the goal that all students master the proficienciesrequired for high school graduation." [.14 (c) (3)]

"The program shall ensure that all students have access to a common core ofknowledge and that all students are treated ritably." [.14 (c) (1)]

"Parents and guardians shall be involved in a student's selection of high schoolcompletion options." [.14 (C) (4)]

6. A criterion-based, consistently applied system of assessments, performance standards,student credentialing, and reporting that:

a. Is tightly aligned with axit outcomes and proficiencies;b. Emphasizes applied learning in relevant, life-role contexts;c. Encourages students to attain high performance levels on everything they pursue;d. Documents what students do successfully whenever they are able to do it;e. Enables student advancement based on demonstrations of competence and not on

arbitrary systems such as lock-step grade levels based on age and time;f. Enables students to demonstrate and receive full credit for improved learning on a

timely basis any time prior to graduation; andg. Prevents and avoids harmful comparisons among students.


"Student advancemern shall be based on the mastery of the proficiencies adoptedby the State Board of Education..." [.14 (c) (2)]

"Student advancement shall be determined by school based personnel assigned tooversee the instructional program of a group of students." [.15 (c)]

"...teachers shall determine when the proficiencies of a group of students areassessed; provided, however, state-administered tests shall be used to testproficiencies at a site no more than four times a year." [.15 (c)]


1

Related Legislative Requirement (continued):

"Local pilot sites shall develop and implement accountability models designed tomeasure student outcomes. The plans shall include the use of tests availablethrough the State's testing program. Accountability models shall be part of the siteplans submitted to the State Board for approval." [.18 (c) (1)]

"Local projects may include model accountability programs that meet the needs ofthe project sites. To the extent that the State Board of Education finds that theseaccountability programs provide sufficient data for oversight, they may be usedinstead of other state-mandated programs." [.15 (e)]

The Five Change Criteria

Since OBE is not an extension of the past but a path to the future, principles of change shallbe addressed in the OBE plan. Therefore, pilots must establish a climate for change andplan to facilitate and manage that change. Sites shall explain how the components of changewill be addressed throughout implementation with individuals, the organization, and thecommunity. The change process needs to be planned, structured, focused, and evaluated.Following is the list of change criteria with their associated legislative requirements.

7. Procedures for establishing and maintaining collective ownership of OBE andappropriate empowerment of all staff that:

a. Provide for the involvement and investment of the organization and the public in thevision, mission, and outcomes;

b. Build the commitment of administration and staff necessary to gain approval of theplan; and

c. Foster effective leadership styles and systems of management that empower staffin roles and responsibilities necessary to implement OBE.


"Teachers and principals shall have a major role in the development of localprojects," [.14 (c) (5)]

"A majority of the teachers and principals who will participate in the pilot projectshall approve the...plans for the local program before they are submitted to theDepartment rg Public Instruction." [.14 (c) (6)]

"Annual reports describing program goals, activities, and accomplishments shall bemade available to the public. The reports shall contain specific informationregarding the contributions of teachers, administrators, and local board ofeducation to the program, and to student progress under the program." [.14 (c) (8)]

8. A plan for building the capacities of all personnel that will, on a systematic basis:

a. Develop understanding of OBE concepts, related roles, and necessary changes foreffective performance; and

b. Provide for professional growth and improvement within and throughout thesystem.



"Local projects shall include plans to train and retrain teachers, administrators andschool board members to implement the projects." [.15 (t)]

"These funds shall be used (i) for staff development activities, including planningactivities, for teachers, administrators, and school board members, (ii) to paysubstitute teachers while teachers are engaged in staff development activities, (iii)to pay 10-month employees for participating in staff development activities,including planning activities during the summer..."[.19 (b)]

9. Support structures that will facilitate and promote the implementation of acomprehensive outcome-based education system with consideration given to potentialchanges in:

a. Policies, regulations, and procedures;b. Instructional and support personnel roles;c. Organizational hierarchy and decision making;d. Communication network that anticipates and solves problems;e. Human resource practices of recruitment, selection, performance appraisal, and

out-counseling of personnel; andf. Finance and budget.

Related Legislative Requirement

"Each local school administrative unit shall set forth in its plan, with specificity,those aspects of the plan that would be enhanced by flexibility with regard tostatutes and regulations...so long as the projects and activities are carried outwithin total funds available for that purpose, and...the State Board of Educationdoes not find that the flexibility is being abused." [.15 (d)]

10. A climate conducive to the implementation of an effective OBE system that:

a. Expects students and staff to perform at high quality levels;b. Fosters staff team work and integrated role functionsacross traditional areas;c. Establishes norms and values that recognize and reward innovation, flexibility, risk-

taking, and growth;d. Promotes pride in individuals, the system, and success; ande. Creates an atmosphere of freedom and creativity in the pursuit of successful

student learning.

11. An ongoing system of program improvement and accountability that:

a. Provides for systematic monitoring and appraisal of the change process and OBEimplementation;

b. Guides responsive decision making and adjustments in policy, personnel, andprogram practices;

c. Tracks indicators of program and system effectiveness; andd. Holds staff accountable for the results of their decisions and practices within the

framework of an encouraging climate and culture.



"Local projects may include model accountability programs that meet the needs ofthe project sites. To the extent that the State Board of Education finds that theseaccountability programs provide sufficient data for oversight, they may be usedinstead of other state-mandated programs." [.15 (e)] (See "Establishing studentperformance goals and milestones," Developing a Systemwide SchoolImprgyemerinan, October 1, 1992, pp. 9-13.)


Section 3: Developing an OBE Evaluation Plan

The Evaluation Plan - an Ongoing System of Program improvement

Any successful outcome-based evaluation program will have an ongoing system of programimprovement in place. Essential to this system will be a mechanism to collect and useinformation about the process and summative outcomes of the program. The Request forProposal for OBE pilots allocated 15 percent of its evaluative criteria to Evaluation andDissemination, underscoring the importance of evaluation to OBE pilot programs:

"Because the process [OBE model] should produce significant modifications andadjustments to existing practices and structures, systematic formative evaluationprocedures will enhance the development of the plan, as well as ensuring thatthe goals are achieved. A description of the process for developing a programevaluation plan should be included. In addition, plans for sharing results of theproject with the public should be described. At a minimum, the annual reportsshall describe program goals, activities, and accomplishments." (RFP, pp.10-11)

Evaluation Roles and Responsibilities

Department of Public Instruction

As stated by the RFP (p.7), "Formative evaluation of the program at each site will be a jointresponsibility of the local district and DPI ... local districts will submit to DPI any datarequested by DPI and SBE...."

DPI is responsible for conducting a formative evaluation (consisting of a process evaluationand an implementation evaluation) during years 3, 4, 5, and 6 of the program (1993-94, 1994-95, 1995-96, 1996-97) and a summative evaluation following 1996-97. Therefore, DPI willneed to collect most, if not all, of the evaluation data that a local site might collect for its ownevaluation [.18(b)(2)(c)(2-3)].

(b)(2) "The Department of Public Instruction shall conduct a process evaluation ofeach pilot site following the second through sixth years of the program. Theevaluation shall determine how well plans have been implemented. The evaluationshall focus on staff development, organizational and instructional activities, and theinvolvement and acceptance of the project by all concerned groups including theboard of eaucation, administrators, teachers, parents, students, and the businesscommunity."

(c)(2)"The State Department of Public Instruction shall audit the implementation ofaccountability models. Audits shall be conducted following the third, fourth, fifth,and sixth years of the program."

(c)(3) "The State Department of Public Instruction shall conduct a summativeevaluation following the sixth year of the program. Student outcomes shall be thefocus of the summative evaluation."


r-i


.4

pilot Sites

Pilot sites are to specify how they will evaluate their OBE program in the plan submitted.They are to submit to the Department of Public Instruction all data requested by theDepartment of Public Instruction or the State Board of Education.

Evaluation Options

Pilot sites can choose Evaluation Option 1 or Evaluation Option 2, outlined in the boxes thatfollow.

Evaluation Option 1:

a. Pilot site provides requested data to DPI for DPI's formative andsummative evaluations.

b. Pilot site uses this information, along with DPI evaluation results, to report to thepublic.

If Option 1 is selected, the plan shall provide an assurance to cooperate with DPI inthe data collection effort and explain how the LEA will use the results of the DPIevaluation efforts to report to the public.

Evaluation Option 2:

a. Pilot site provides requested data to DPI for DPI's formative andsummative evaluations.

b. Pilot site conducts its own local formative and summative evaluation and uses itsown evaluation results to report to the public.

If Option 2 is selected, the plan shall provide an assurance to cooperate with DPI inthe data collection effort. In addition, the plan shall:

- Describe the evaluation design that is to be used in conducting a local(district) formative and summative evaluation of the local project.

- Explain how the results of the local evaluation effort will be reported to the public.

Components of the Evaluation Design

Regardless of which option is selected, the design should include descriptions of thefollowing components:

Conceptual framework for the evaluation.Evaluation luestions to be addressed.Audiences who will receive evaluation reports.Instrumentation to be used.

Guidelines for Developing OBE Pilot Plans November 5, 1992..t. 6

Page 15

Populations that will be evaluated (for example: students, teachers,administrators, parents, community members) and how each will be evaluated.Data collection procedures.Data analysis plans.

Sets of Questions That Evaluation Shall Answer

All pilot sites, whether they select Evaluation Option 1 or Evaluation Option 2, will beasked to answer the questions that follow under "Project Implementation" and"Summative Effects." These questions will be the focus of the DPI evaluation effortand are presented here as guidance for those pilot sites who choose to design andimplement their own evaluation designs.

Project Implementation

Was the project implemented as planned? To answer this question, answers shall beobtained to the sets of questions that follow.

Project Goals

Project Missionand Vision

What were the project goals?Were the project goals clearly stated and understood?If the project goals were not implemented as planned, whatchanges were made and why?

How were the mission and vision statements developed?Who was involved in the development of the mission andvision statements? To what degree?

Project Ownership How was staff involved in the development of the OBEplan?Who was involved in the review/development of exitoutcomes and proficiencies?What process was used to secure sign-off by a majority ofthe staff on the local pilot site plan?What process was developed to assure the involvement ofparents or guardians in the selection of high school optionsfor students?


Capacity ofProject Staff

What staff development occurred for teachers? Who wasinvolved? When was it provided? How did it relate to theplan?What staff development occurred for administrators? Whowas involved? When was it provided?What staff development occurred for local school boardmembers? Who was involved? When was it provided?What groups were involved in the implementation of theproject?What organizational and instructional activities weredeveloped and implemented? With whom?To what degree did teachers endorse Outcome-BasedEducation? Administrators? School board members?Community members?What demonstrations of learning by teachers exist? Byadministrators?

Support Structures What changes occurred in the use of instructional staff?Instructional support staff? Administrative staff? Others?How were school-based adult advocates established foreach student?What requests for waivers from state statutes orregulations were requested? How were these requestsdetermined? Who was involved? Were waivers granted?If no, why not?What human resource practices changed? Why? To whateffect?When was the plan submitted to DPI? When was itapproved by the State Board? What changes needed tobe made in the plan? What revisions were made to theplan each year? Why?To what degree and how are staff collaborating on OBE?How has this collaboration changed?How was the annual report developed? By whom? Withwhom was it shared? What did it contain?What teacher or administrator assessments exist? Whowas involved in their development? How are they alignedwith the curriculum to facilitate the achievement of studentoutcomes? What settings exist? How often areassessments done?

Instructional Systemand Delivery

What are the components of the curriculum framework?How was it developed? What makes up the common coreof knowledge for all students?What is the process for developing Personal EducationPlans (PEPs)? How are they used?What relationships exist between the instructional deliveryprocess and student demonstrations of learning?


2November 5, 1992 Page 17

Assessment What is the student assessment process? Who wasand Credentialing involved in its development? How is it aligned with the

curriculum to facilitate the achievement of studentoutcomes? What assessment settings exist? How oftenare assessments done?How was the student credentialing system developed?Who was involved? What criteria exist for studentadvancement? What procedures exist for awardingstudent credit? What are the requirements for graduation?Were students informed from the beginning about criteriafor student advancement?

Summative Effects

What are the summative effects of the OBE pilot project? This question requiresanswers to sets of questions about (1) the school effects of the project and (2) thestudent effects (outcomes) of the project.

Whenever possible, the evaluation of summative effects should focus on change data(in other words, change in outcomes over time from a baseline period prior toprogram implementation). This means that baseline data shall be secured during theplanning year before actual project implementationbegins. Data should be analyzedby age, race, and sex.

School Effectsof the Project

What ct, ',-,es occurred in the school district's performancein relationship to its advantagement index?What changes occurred in the school climate?What changes occurred in student attitudes? Teacherattitudes? Administrator attitudes? Attitudes of thecommunity?What changes occurred in teacher absenteeism?What changes occurred in the staff turnover rate?To what degree has Outcome-Based Education beenaccepted by students? By teachers? By administrators?By the community?How successful were the staff development activities inincreasing staff knowledge and developing skills? Inchanging or developing staff attitudes?What were the effects of the project's organizational andinstructional activities on students? On staff? On others?What were the effects of the project's organizational andinstructional structures on students? On staff? On others?To what degree will the project be institutionalized (in otherwords, continued after the end of the pilot project)?


Student Effects(Outcomes) ofthe Project

What changes occurred in the generic achievement ofstudents (for example, on End-of-Course/End-of-GradeTest scores, on SAT scores, on scores from locallydeveloped accountability model)?What changes were there in the number and types ofcourses taken by students?How successful were students according to the results ofauthentic assessments (for example, portfolios,demonstrations)?What changes occurred in the number of AdvancedPlacements or other indicators of high achievement?Number/percent of identified at-risk students?Was there an increase in the number of students reachinglevels of proficiency? In the number of students scoring ator above typical age-level performance? In student andteacher participation rates? In early administration ofproficiency tests?Was there more variation in when students take theproficiency tests? Did students pass proficiency testsearlier? Was there a decrease in the number of studentsidentified as remedial or exceptional? Was there anincrease in the performance of exceptional students andstudents in remedial programs?What evidence exists that graduating students if any, metthe Exit Outcomes?

Auditing Perspective

An audit is to be conducted by the Office of the State Auditor following the first and secondyears of the program (by about September 1993 and 1994). The audience for theseaudits is the General Assembly [.18(a)].

(a) State-Level Program Evaluation Procedures - A program audit shall beconducted by the Office of the State Auditor following the first and second years ofthe program. The audit shall certify that the State Board of Education and StateDepartment of Public Instruction have implemented procedures as specified by theGeneral Assembly. The audit shall focus on the autonomy and flexibility given tothe local school administrative units in the development of outcome-basededucation models and plans so as to determine if the appropriate amount ofautonomy and flexibility was sought and granted and if the autonomy and flexibilitywere used properly.

Since the first year is primarily a planning year, the focus of the first audit will be on theprocess of developing local plans. The audit conducted during the second year is toaddress two monitoring questions:

Do local plans contain elements [of Outcome-Based Education] as specified by theGeneral Assembly"?Were "teachers and building level administrators ... involved in the development ofthe plans"?


(b) Local-Level Program Evaluation Procedures--(1) The program audit conductedby the Office of the State Auditor following the second year of the program shallinclude a local-level procedures component. The audit shall certify that local planscontain elements as specified by the General Assembly. The audit shall alsocertify that teachers and building level administrators were involved in thedevelopment of plans." (.18(b)(1)]

Report to the Public

There zhould be an ongoing communication of results to the public. At a minimum, anevaluation report shall be prepared annually and shared with the public. Each reportshould:

Describe program goals, activities, and accomplishments. Information gathered onimplementation and process can be used to report on activities and changes inprogram implementation.

Contain specific information about the contributions of teachers, administrators, andthe local board of education to the implementation and the success of the OBEprogram and about their contributions to student progress as a result of OBE programparticipation.

Be shared with the public. It is suggested that this public include the media, teacherand administrator organizations, parent organizations, student organizations, locallibraries, and civic organizations.


Section 4: Completing Requests for Waivers

The Outcome-Based Education legislation grants each local school administrative unitparticipating in the pilot program flexibility with regard to statutes and regulations:

"In developing and administering local projects, local boards of education needbroad decision making authority so that teachers and administrators at the sitescan experiment with the instructional activities that meet the instructional needs inthat particular setting. Each local school administrative unit shall set forth in itsplan, with specificity, those aspects of the plan that would be enhanced by flexibilitywith regard to statutes and regulations..." [15 (d)]

Local planners should identify areas where expanded flexibility from state statutes or stateregulations will be necessary to implement their local OBE plan. It is suggested that sites firstdevelop their vision and plans for OBE, then determine what waivers are necessary toachieve those plans.

Sites participating in OBE or both OBE and P-BAP are to submit waivers through thefollowing OBE Approval process:

Individual waiver requests may be submitted or clusters ofwaivers impacting on onearea may be "bundled" around one justification or purpose and submitted jointly.

For each requested waiver, or bundle of waivers, local planners shall complete theOBE Pilot Program Waiver Request form. (See Appendix C, page 37).

Local pilot projects are to submit their first requests for waivers by March 15, 1993, aspart of their local plans.

An interagency team from t s Department of Public Instruction will review the waiverrequests, along with the plai., and work with the pilot sites to answer any questions.The interagency team will recommend their approval in June, when the State Board ofEducation is scheduled to review the local plans.

After the initial approval of local plans in June 1993, subsequent waiver requests are tobe submitted each October or with plan modifications each March 15. Additionalwaiver requests also require a vote by LEA personnel.


Section 5: Developing Timelines

Department of Public Instruction

The figure below is a sequential list of due datbz and timeframes related to submission, approval,implementation, and modification of OBE pilot programs.

No later than March 15, 1993

No later than May 30, 1993

March 15-June 1, 1993

No later than June 15, 1993

June 1993

*March 15-May 15,1994

'No later than May 30, 1994

*March 15-June 1, 1994

`No later than June 15, 1994

LEAs submit plans for DPI review.

DPI reviews plans, works with sites to assureimplementation, provides technical assistance.

SBE receives plans and DPI comments.

SBE approves/approves with modifications/rejects local plans.

LEAs begin implementation immediately ofprojects approved or approved withmodifications by SBE.

LEAs submit to DPI any data requested andany proposed plan modifications.

DPI reviews data/proposed changes and works withsites.

SBE receives data/proposed changes andcomments from DPI; considers results ofaudits and evaluations.

SBE reapproves, reapproves withmodifications, rejects local plans.

'This sequence of events is continued annually in 1995, 1996, and 1997.

Local Pilot Timelines

Local pilot units are to complete an implementation timeline and benchmarks of major activities. Anexample of such a timeline is given on page 23.


ME

MSB

E (

DPI

):

b Aud

itor

LE

As:

DPI

:

SBE

Aud

itor:

LE

As:

LE

As:

DPI

:

SBE

:

DPI

:

SBE

:

5

1...

14I.

IIII

I8.

.1

1-

I II

II

I11

II

I

aI I

Ille

II5

III11

I ....

III0.

SI

It

II

. II

*I II

II

tat..

III,

toto

w:

a 1'

IIIII

III

Itto

, 1:

s ey

se

11

I

Ow

III

I II

.

IIl

Ito

II

se I

1I

:.5

3II

'Is

tat s

J.,

I II

s s

sS

oI

.I I

I II

I11

I I

I I

.II

I.1

IIII

II

. 558

II I

III

.11

II

I

1

a

III

Section 6: Developing the Budget

The Outcome-Based Education legislation specifies the following provisions regarding use of OBEfunds: "These funds shall be used (i) for staff development activities, including planning activities, forteachers, administrators, and school board members, (ii) to pay substitute teachers while teachersare engaged in staff development activities, (iii) to pay 10-month employees for participating in staffdevelopment activities, including planning activities during the summer, and (iv) to allow the pilots touse funds for specific other purposes such as evaluation, dissemination of information, andimplementation of proficiencies." [199(b) as revised 1992]

On March 15, 1993, local pilot units are to submit a budget projection for 1993-94 using thebudget form. (See page 38.)

Additional pages are to be attached detailing the use of materials and supplies and how theyare necessary to the implementation of the OBE pilot project.

Local sites are also to attach additional pages listing the equipment to be purchased and howthat equipment is necessary to the implementation of the OBE pilot project.

In addition, pilot units are to list "specific other purposes" for which they have budgeted andindicate the relationship of those items to activities specified in the legislation.

Budgets for subsequent years shall be submitted annually on or before March 15.



Appendices


Appendix A

Checklist on Criteria for Outcome-Based Education


3 Cy


CD

Che

cklis

t on

Crit

eria

for

Out

com

e-B

ased

Edu

catio

n

Use

this

che

cklis

t as

an a

dvan

ce o

rgan

izer

. As

you

com

plet

eyo

ur p

lan,

writ

e in

the

boxe

s be

low

the

page

num

ber(

s) o

fyo

ur p

lan

on w

hich

eac

h O

BE

crit

eria

is a

ddre

ssed

. Ple

ase

subm

it th

e co

mpl

eted

che

cklis

t with

your

pla

n.

Pag

e #

OB

E C

riter

ia:

1.A

vis

ion

and

a co

llect

ivel

y en

dors

ed lo

cal m

issi

on s

tate

men

t tha

t ref

lect

sta

ffco

mm

itmen

t to:

a.A

chie

ving

lear

ning

suc

cess

for

all s

tude

nts

on s

igni

fican

t, fu

ture

-driv

en e

xit o

utco

mes

that

are

esse

ntia

l to

futu

re s

ucce

ss a

s st

uden

ts a

nd a

dults

;b.

Impl

emen

ting

cond

ition

s an

d st

rate

gies

that

max

imiz

e al

l stu

dent

s' o

ppor

tuni

ties

for s

ucce

ss o

n th

ese

exit

outc

omes

; and

c.H

igh

expe

ctat

ions

for

all s

tude

nts.

2.C

lear

ly d

efin

ed, p

ublic

ly d

eriv

ed, s

tate

-ado

pted

exi

t out

com

es a

nd h

igh

scho

ol g

radu

atio

n pr

ofic

ienc

ies

that

:a.

Dire

ctly

ref

lect

the

know

ledg

e, c

ompe

tenc

ies,

and

ski

lls n

eede

dto

be

succ

essf

ul in

the

21st

cent

ury;

and

b.A

ll st

uden

ts s

ucce

ssfu

lly d

emon

stra

te b

efor

e th

ey g

radu

ate.

3.A

tigh

tly a

rtic

ulat

ed c

urric

ulum

fram

ewor

k of

out

com

es a

nd p

erfo

rman

ces

that

:a.

Is d

eriv

ed d

irect

ly fr

om th

ese

sign

ifica

nt, f

utur

e-dr

iven

exi

tou

tcom

es;

b.In

tegr

ates

kno

wle

dge,

com

pete

ncie

s, a

nd s

kills

acr

oss

dom

ains

of l

earn

ing;

and

c.D

irect

ly fa

cilit

ates

ach

ievi

ng th

e ex

it ou

tcom

es.

4.A

sys

tem

of i

nstr

uctio

nal d

ecis

ion

mak

ing

and

deliv

ery

that

con

sist

ently

:a.

Ass

ures

suc

cess

ful d

emon

stra

tion

of a

ll ou

tcom

es a

nd p

erfo

rman

ces

for

all s

tude

nts;

b.M

akes

nee

ded

inst

ruct

ion

avai

labl

e to

stu

dent

son

a ti

mel

y ba

sis

thro

ugho

ut th

e ye

ar;

c.E

mpl

oys

a ric

h di

vers

ity o

f met

hods

and

str

ateg

ies

that

enco

urag

e al

l stu

dent

s to

be

chal

leng

ed a

ndsu

cces

sful

; and

d.D

elib

erat

ely

prov

ides

mor

e th

an o

ne u

nifo

rm, r

outin

e ch

ance

for

stud

ents

to b

e su

cces

sful

, eve

n af

ter

regu

lar

repo

rtin

g pe

riods

hav

e en

ded.

5.A

sys

tem

of i

nstr

uctio

nal p

lace

men

t, gr

oupi

ng, a

nd e

ligib

ility

that

cons

iste

ntly

:a.

Pro

vide

s al

l stu

dent

s ac

cess

to c

halle

ngin

g cu

rric

ulum

and

lear

ning

expe

rienc

es;

b.E

nabl

es a

ll st

uden

ts to

adv

ance

thro

ugh

the

curr

icul

um w

hene

ver

they

can

succ

essf

ully

dem

onst

rate

esse

ntia

l per

form

ance

pre

requ

isite

s; a

ndc.

Fos

ters

incl

usio

n of

all

stud

ents

and

dis

cour

ages

trac

king

bas

edon

apt

itude

test

sco

res,

quo

tas,

com

para

tive

grad

ing,

and

oth

er b

ell-c

urve

app

roac

hes

to in

stru

ctio

nal

plac

emen

t.

32

Che

cklis

t on

Crit

eria

for

Out

com

e-B

ased

Edu

catio

n(c

ontin

ued)

Pag

e #

OB

E C

riter

ia:

6.A

crit

erio

n-ba

sed,

con

sist

ently

app

lied

syst

em o

f ass

essm

ent,

perf

orm

ance

sta

ndar

ds, s

tude

ntcr

eden

tialin

g, a

nd r

epor

ting

that

:a.

Is ti

ghtly

alig

ned

with

exi

t out

com

es a

nd p

rofic

ienc

ies;

b.E

mph

asiz

es a

pplie

d le

arni

ng in

rel

evan

t, lif

e-ro

leco

ntex

ts;

c.E

ncou

rage

s st

uden

ts to

atta

in h

igh

perf

orm

ance

leve

lson

eve

ryth

ing

they

pur

sue;

d.D

ocum

ents

wha

t stu

dent

s do

suc

cess

fully

whe

neve

r th

eyar

e ab

le to

do

it;e.

Ena

bles

stu

dent

adv

ance

men

t bas

ed o

n de

mon

stra

tions

of c

ompe

tenc

e an

d no

t on

arbi

trar

y sy

stem

ssu

ch a

s lo

ck-s

tep

grad

e le

vels

bas

edon

age

and

tim

e;f.

Ena

bles

stu

dent

s to

dem

onst

rate

and

rec

eive

full

cred

it fo

r im

prov

ed le

arni

ng o

n a

timel

y ba

sis

any

time

prio

r to

gra

duat

ion;

and

Pre

vent

s an

d av

oids

har

mfu

l com

aris

ons

amon

stu

dent

s.P

age

#C

hang

e C

riter

ia:

7.P

roce

dure

s fo

r es

tabl

ishi

ng a

nd m

aint

aini

ng c

olle

ctiv

eow

ners

hip

of O

BE

and

app

ropr

iate

em

pow

erm

ent

of a

ll st

aff t

hat:

a.P

rovi

de fo

r th

e in

volv

emen

t and

inve

stm

ent o

f the

orga

niza

tion

and

the

publ

ic in

the

visi

on, m

issi

on,

and

outc

omes

;b.

Bui

ld th

e co

mm

itmen

t of a

dmin

istr

atio

n an

d st

aff

nece

ssar

y to

gai

n ap

prov

al o

f the

pla

n; a

ndc.

Fos

ter

effe

ctiv

e le

ader

ship

sty

les

and

syst

ems

ofm

anag

emen

t tha

t em

pow

er s

taff

in r

oles

and

resp

onsi

bilit

ies

nece

ssar

y to

impl

emen

t OB

E.

8.A

pla

n fo

r bu

ildin

g th

e ca

paci

ties

of a

ll pe

rson

nel t

hat w

ill, o

n a

syst

emat

ic b

asis

:a.

Dev

elop

und

erst

andi

ng o

f OB

E c

once

pts,

rel

ated

role

s, a

nd n

eces

sary

cha

nges

for

effe

ctiv

epe

rfor

man

ce; a

ndb.

Pro

vide

for

prof

essi

onal

gro

wth

and

impr

ovem

ent

with

in a

nd th

roug

hout

the

syst

em.

9.S

uppo

rt s

truc

ture

s th

at w

ill fa

cilit

ate

and

prom

ote

the

impl

emen

tatio

n of

a c

ompr

ehen

sive

outc

ome-

base

ded

ucat

ion

syst

em w

ith c

onsi

dera

tion

give

n to

pote

ntia

l cha

nges

in:

a.P

olic

ies,

reg

ulat

ions

, and

pro

cedu

res;

b.In

stru

ctio

nal a

nd s

uppo

rt p

erso

nnel

rol

es;

c.O

rgan

izat

iona

l hie

rarc

hy a

nd d

ecis

ion

mak

ing;

d.C

omm

unic

atio

n ne

twor

k th

at a

ntic

ipat

es a

nd s

olve

spr

oble

ms;

e.H

uman

res

ourc

e pr

actic

es o

f rec

ruitm

ent,

sele

ctio

n, p

erfo

rman

ce a

ppra

isal

, and

out

-cou

nsel

ing

ofpe

rson

nel;

and

f..

Fin

ance

and

bud

get.

3334

Che

cklis

t on

Crit

eria

for

Out

com

e-B

ased

Edu

catio

n (c

ontin

ued)

Pag

e #

Cha

nge

Crit

eria

:10

.A

clim

ate

cond

uciv

e to

the

impl

emen

tatio

nof

an

effe

ctiv

e O

BE

sys

tem

that

:a.

Exp

ects

stu

dent

s an

d st

aff t

o pe

rfor

m a

t hig

hqu

ality

leve

ls;

b.F

oste

rs s

taff

team

wor

k an

d in

tegr

ated

rol

efu

nctio

ns a

cros

s tr

aditi

onal

area

s;c.

Est

ablis

hes

norm

s an

d va

lues

that

rec

ogni

zean

d re

war

d in

nova

tion,

flex

ibili

ty, r

isk-

taki

ng, a

ndgr

owth

;d.

Pro

mot

es p

ride

in in

divi

dual

s, th

e sy

stem

,an

d su

cces

s; a

nde.

Cre

ates

an

atm

osph

ere

of fr

eedo

m a

nd c

reat

ivity

in th

e pu

rsui

t of s

ucce

ssfu

l stu

dent

lear

ning

.11

.A

n on

goin

g sy

stem

of p

rogr

am im

prov

emen

t and

acc

ount

abili

ty th

at:

a.P

rovi

des

for

syst

emat

ic m

onito

ring

and

appr

aisa

lof

the

chan

ge p

roce

ss a

nd O

BE

impl

emen

tatio

n;b.

Gui

des

resp

onsi

ve d

ecis

ion

mak

ing

and

adju

stm

ents

in p

olic

y, p

erso

nnel

, and

prog

ram

pra

ctic

es;

c.T

rack

s in

dica

tors

of p

rogr

am a

nd s

yste

mef

fect

iven

ess;

and

d.H

olds

sta

ff ac

coun

tabl

e fo

r th

e re

sults

of t

heir

deci

sion

s an

d pr

actic

es w

ithin

the

fram

ewor

kof

an

enco

urag

ing

clim

ate

and

cultu

re.

t

Appendix B

OBE Legislative Requirements Checklist


OB

E L

egis

lativ

e R

equi

rem

ents

Che

cklis

t

Use

this

che

cklis

t as

an a

dvan

ceor

gani

zer.

As

you

com

plet

eyo

ur p

lan,

writ

e in

the

boxe

s be

low

the

page

num

ber(

s) o

f in

your

pla

n on

whi

ch e

ach

OB

E le

gisl

ativ

e re

quire

men

tis

add

ress

ed. P

leas

e su

bmit

the

com

plet

ed c

heck

list w

ithyo

ur p

lan.

Pa.

e #

Re

uire

men

t:1.

The

Sta

te B

oard

of E

duca

tion

shal

l ado

pt e

xpec

tatio

ns fo

r st

uden

t ach

ieve

men

t, ne

cess

ary

for

stud

ents

tofu

nctio

n su

cces

sful

ly in

the

next

cent

ury.

..(an

d)...

shal

l ado

pt p

rofic

ienc

ies

that

are

req

uire

d fo

r gr

adua

tion

from

hig

h sc

hool

. The

se e

xpec

tatio

nsan

d pr

ofic

ienc

ies.

..sha

ll be

use

dby

the

site

s to

dev

elop

thei

r lo

cal

outc

ome-

base

d ed

ucat

ion

proj

ects

. [.1

3(b)

]2.

The

pro

gram

sha

ll en

sure

that

all

stud

ents

hav

e ac

cess

to a

com

mon

cor

e of

kno

wle

dge

and

that

all

stud

ents

are

trea

ted

equi

tabl

y. [1

4(c)

( )1

3.S

tude

nt a

dvan

cem

ent s

hall

be b

ased

on th

e m

aste

ry o

f the

pro

ficie

ncie

s ad

opte

dby

the

Sta

te B

oard

of

Edu

catio

n pu

rsua

nt to

G.S

. 115

C-2

38.1

3(b)

. [.1

4(c)

(2)]

4.S

tude

nts

shal

l be

allo

wed

topr

ogre

ss a

t diff

eren

t rat

es; h

owev

er, e

xpec

tatio

nsfo

r pr

ogre

ss s

hall

be b

ased

on th

e go

al th

at a

ll st

uden

ts m

aste

r th

e pr

ofic

ienc

ies

requ

ired

for

ht9h

sch

ool g

radu

atio

n.[.1

4(c)

(3)]

5.C

ompu

ter

assi

sted

, per

sona

l edu

catio

npl

ans

shal

l be

avai

labl

e fo

r eve

ry s

tude

nt [.

14(c

)(3)

]6.

Par

ents

and

gua

rdia

ns s

hall

be in

volv

edin

a s

tude

nt's

sel

ectio

n of

hig

hsc

hool

com

plet

ion

optio

ns.

[.14(

c)(4

)]7.

Tea

cher

s an

d pr

inci

pals

sha

ll ha

vea

maj

or r

ole

in d

evel

opm

ent o

f loc

al p

roje

cts.

[.14(

c)(5

)18.

A m

ajor

ity o

f the

teac

hers

and

prin

cipa

lsw

ho w

ill p

artic

ipat

e in

the

pilo

tpr

ojec

t sha

ll ap

prov

e th

e...p

lans

for

the

loca

l pro

gram

bef

ore

they

are

subm

itted

to th

e D

epar

tmen

t of P

ublic

Inst

ruct

ion.

[.14

(c)(

6)]

9.P

rogr

ams

shal

l pro

vide

eac

h st

uden

t a s

choo

l-bas

ed a

dult

advo

cate

to fo

ster

self-

este

em, p

rote

ct le

arni

ngop

tions

, ens

ure

that

stu

dent

nee

dsar

e be

ing

met

, and

ens

ure

that

stu

dent

sar

e be

ing

trea

ted

equi

tabl

y.[.1

4(c)

(7)]

10.

Pro

ject

s sh

all b

e sh

ared

with

the

publ

ic.

Ann

ual r

epor

ts d

escr

ibin

gpr

ogra

m g

oals

, act

iviti

es, a

ndac

com

plis

hmen

ts s

hall

be m

ade

avai

labl

eto

the

publ

ic. T

he r

epor

ts s

hall

cont

ain

spec

ific

info

rmat

ion

rega

rdin

g th

e co

ntrib

utio

ns o

f tea

cher

s,ad

min

istr

ator

s, a

nd th

e lo

cal b

oard

of e

duca

tion

to th

e pr

ogra

m,

a :d

to s

tude

nt p

rogr

ess

unde

r th

epr

ogra

m. [

.14(

c)(8

)]11

.N

o la

ter

than

Mar

ch 1

5, 1

993,

the

site

s sh

all s

ubm

it th

eir

plan

sto

the

Dep

artm

ent o

f Pub

lic In

stru

ctio

nfo

rre

view

[.15

(a)]

12.

In d

evel

opin

g its

loca

l pla

n, e

ach

loca

l sch

ool a

dmin

istr

ativ

e un

it sh

all s

elec

t the

out

com

e-ba

sed

educ

atio

nm

odel

to b

e fo

llow

ed. (

.15(

c)]

13.

Eac

h lo

cal s

choo

l adm

inis

trat

ive

unit

shal

l det

erm

ine

the

inst

ruct

iona

l pro

gram

s an

d st

rate

gies

use

d to

deve

lop

stud

ent p

rofic

ienc

ies

at it

s si

te. (

.15(

c)].

363

.C)

...I 0- C

D J. CD -11 0 cr co C

D 0 m -13

J. 0 V) N.) -0 0 C

D

CA

)

OB

E L

egis

lativ

e R

equi

rem

ents

Che

cklis

t (co

ntin

ued)

Pag

e #

Req

uire

men

t:14

.U

nder

the

plan

, tea

cher

s sh

all d

eter

min

e w

hen

the

prof

icie

ncie

s of

a gr

oup

of s

tude

nts

are

asse

ssed

;pr

ovid

ed, h

owev

er, s

tate

-adm

inis

tere

d te

sts

shal

l be

used

to te

st p

rofic

ienc

ies

at a

site

no

mor

e th

an fo

urtim

es a

yea

r. [.

15(c

)115

.S

tude

nt a

dvan

cem

ent s

hall

be d

eter

min

ed b

y sc

hool

-bas

ed p

erso

nnel

ass

igne

dto

ove

rsee

the

inst

ruct

iona

l pro

gram

of a

gro

up o

f stu

dent

s. [.

15(c

)]16

.E

ach

loca

l sch

ool a

dmin

istr

ativ

e un

it sh

all s

et fo

rth

in it

s pl

an, w

ith s

peci

ficity

, tho

se a

spec

ts o

f the

pla

nth

at w

ould

be

enha

nced

by

flexi

bilit

y w

ith r

egar

d to

sta

tute

s an

d re

gula

tions

...so

long

as th

e pr

ojec

ts a

ndac

tiviti

es a

re c

arrie

d ou

t with

in to

tal f

unds

ava

ilabl

e fo

r th

atpu

rpos

e, a

nd...

the

Sta

te B

oard

of E

duca

tion

does

not

find

that

the

flexi

bilit

y is

bei

ng a

buse

d. [.

15(d

)]...

___

17.

Loca

l pro

ject

s m

ay in

clud

e m

odel

acc

ount

abili

ty p

rogr

ams

that

mee

t the

nee

dsof

the

proj

ect s

ites.

To

the

exte

nt th

at th

e S

tate

Boa

rd o

f Edu

catio

n fin

ds th

at th

ese

acco

unta

bilit

ypr

ogra

ms

prov

ide

suffi

cien

t dat

afo

r ov

ersi

ght,

they

may

be

used

inst

ead

of o

ther

sta

te-m

anda

ted

prog

ram

s. [.

15(e

)],L

13. 3

.Lo

cal p

roje

cts

shal

l inc

lude

pla

ns tc

trai

n an

d re

trai

n te

ache

rs, a

dmin

istr

ator

s,an

d sc

hool

boa

rd m

embe

rsto

impl

emen

t the

pro

ject

s. [.

15(f

)]T

rs.

The

pro

ject

site

s sh

all b

egin

impl

emen

tatio

n im

med

iate

ly o

f pro

ject

s ap

prov

ed, o

r ap

prov

ed w

ithm

odifi

catio

ns, b

y th

e S

tate

Boa

rd. [

.16(

c)] a

lso

[.17(

d)].

20.

Bet

wee

n M

arch

15

and

May

15

of e

ach

subs

eque

nt y

ear

of th

e pr

ojec

t, th

e pr

ojec

tssh

all s

ubm

it to

the

Dep

artm

ent o

f Pub

lic In

stru

ctio

n an

y da

ta r

eque

sted

by

the

Dep

artm

ent o

f Pub

lic In

stru

ctio

n or

the

Sta

teB

oard

of E

duca

tion

and

any

prop

osed

cha

nges

in th

e pr

ojec

ts. [

.17(

a)]

21.

Loca

l pilo

t site

s sh

all d

evel

op a

nd im

plem

ent a

ccou

ntab

ility

mod

els

desi

gned

to m

easu

re s

tude

ntou

tcom

es. T

he p

lans

sha

ll in

clud

e th

e us

e of

test

s av

aila

ble

thro

ugh

the

Sta

te's

test

ing

prog

ram

.A

ccou

ntab

ilit m

odel

s sh

all b

e ar

t of t

he s

itela

ns s

ubm

itted

to th

e S

tate

Boa

rd fo

r a

roya

l. .1

8 c

122

.T

hese

fund

s sh

all b

e us

ed (

i) fo

r st

aff d

evel

opm

ent a

ctiv

ities

, inc

ludi

ng p

lann

ing

activ

ities

, for

teac

hers

,ad

min

istr

ator

s, a

nd s

choo

l boa

rd m

embe

rs, (

ii) to

pay

sub

stitu

te te

ache

rs w

hile

teac

hers

are

eng

aged

inst

aff d

evel

opm

ent a

ctiv

ities

, (iii

) to

pay

10-

mon

th e

mpl

oyee

s fo

r pa

rtic

ipat

ing

in s

taff

deve

lopm

ent

activ

ities

, inc

ludi

ng p

lann

ing

activ

ities

dur

ing

the

sum

mer

, and

(iv

) to

allo

w th

e pi

lots

to u

se fu

nds

for

spec

ific

othe

r pu

rpos

es s

uch

as e

valu

atio

n, d

isse

min

atio

n of

info

rmat

ion,

and

impl

emen

tatio

n of

prof

icie

ncie

s. [1

99(b

) as

rev

ised

199

2]

4

Appendix C

Forms

4


2


Form 1

Date Submitted: Date Received:

Outcome-Based Education Pilot Program Plan1993-97

Cover Sheet

Local Education Agency:

Contact Person:

Title: Telephone:


I


Form 2

Statement of Assurance

I. Development of Local OBE Plans

Signatures certify that:

A. Local planners used state adopted student expectations and graduation proficiencies todevelop their plan.

B. Teachers and administrators were involved in the development of their plan.

Report the number of staff involved and describe how involvement was achieved:(Attach additional pages if necessary.)

Approval of Local Plans


A majority of both teachers and principals who are participating in the pilot project have votedon and approved the local pilot site plans.

Describe the specific process used to obtain that approval:

44,Guidelines for Developing OBE Pilot Plans November 5, 1992 Page 35

Specify results obtained by school and total system (e.g., number/percent voting):

Attach documentation v.', substantiate your results (e.g., ballots, surveys used):

Evaluation


A. The local pilot site will use Option 1E1 or Option 21:=1 to evaluate its program.

B. The local pilot site will cooperate with DPI in all data collection necessary to conduct theformative and summative evaluation of the Outcome-Based Education Pilot Program.

IV. Approval of Plan

Signatures certify that the undersigned have read and approved the OBE plan for ouradministrative unit.

Signature of Local Superintendent Date

Signature of Local Board of Education Chair Date

Guidelines for Developing OBE Pilot Plans45


OB

E P

ilot P

rogr

am W

aive

r R

eque

st

LEA

Cod

eD

istr

icriv

ide

Sch

ool S

peci

fic

Use

one

she

et p

er w

aive

r. P

leas

e ch

eck

whe

ther

you

are

req

uest

ing

a w

aive

r fr

om a

sta

tute

or r

egul

atio

n. C

ite th

e re

fere

nce

and

give

the

text

of

the

spec

ific

stat

ute

or r

egul

atio

n. A

ttach

add

ition

alpa

ges

as n

eces

sary

.

[]

Sta

tute

[]

Reg

ulat

ion

Tex

t:

Ref

eren

ce:

Wai

ver

Req

uest

ed:

Rea

son

requ

este

d w

aive

r is

nee

ded

to im

plem

ent O

BE

Pla

n:

Impa

ct o

f req

uest

ed w

aive

r on

stu

dent

per

form

ance

:

46A

v4

i

Form 4Outcome- 3ased Education Pilot Program

Proposed Budget19 - 19_

Staff Development Activities (for teachers, administrators,school board members)

$

Substitute Teacher Fees $

Salary for 10-month employees (for summer staffdevelopment)

$

Travel $

Materials/Supplies List items and how they relate to therequirements in section 115C-238.19 and 199(b) as revised1992. (Attach additional pages as necessary.)

$

Equipment - List items and how they relate to activitiesof pilot (Attach additional pages as necessary.)

$

Specific Other Purposes - List items and how they relate toactivities specified in the legislation. (Attach additional pages ifnecessary.)

$

TOTAL $

48Guidelines for Developing OBE Pilot Plans November 5, 1992 Page 38

Appendix D

Authorizing Legislation - 1991

4 o1 C


Requested by: Representatives Payne, Fussell, Barnes, Nesbitt. Diamont. SenatorsBasnight, Ply ler. Barnes, Ward, Warren

OUTCOME-BASED EDUCATIONSec. 199. (a) Article 16 of Chapter 115C of the General Statutes is

amended by adding a new Part to read:"Part S. Outcome-Based Education Program.

"4 115C-238.12. Purpose of program.An outcome-based education program is a program in which expectations for

student achievement are clearly stated in terms of knowledge. skills. and attitudes.tud nts deveh kills and -ttitud to maximiz th ac ui ition f knowled e.

program recognizes that achievement occurs as a result of individual anddevelopmental progress towards goals. and reflects that students learn at differentrates using varying learning styles. Outcome-based education measures achievementperiodically throughout the learning process and is the criteria for high schoolgraduation. Measurement of student achievement is implemented by teachers tocomplement varied learning_growth and styles. The results of those measurementsare used to determine when a student understands and has mastered the material andis ready to move (grward in the learning process."4 115C238.13. Implementation of the project by the State Board of Education.

f a) The State Board of Education shall develop and implement an outcome-basededucation program. The State Board of Education shall select four sites to participatein the program for five fiscal years beginning with the 1992-93 fiscal year. The first

a e f th r t hall be a year for the it s to elan their ro ctc. Th r mainiII

four years shall be to implement the projects and to demonstrate their effectiveness.(b) The State Board of Education shall adopt expectations for student

achievement, necessary for students to function successfulk in the next centur\,These expectations shall be consistent with national education coals recommended bythe National Governors' Association in 1990. The State Board of Education afterconsultation with the Board of Governors of The University of North Carolina, thetate Bard of ,mmunit olle re re entativ of inde ndent colle e

representatives of the business community representatives of the Department ofPublic Instruction, representatives of local school administrative units. principals,teachers, a rKLoar.erm, shall adopt proficiencies that are required for graduation fromhigh school. These expectations and proficiencies shall be adopted no later thanJune 15. 1992, and shall be used by the sites to develop their local outcome-basededucation projects.

The proficiencies that are required for graduation from high school may include:(1) Writin Hi h school raduates will se able to or!anize com @lex

demandin and extended sub.ect matter clearl' nd effectivelyThey will roduce structured writtn c in which relationshibetween successive paragraphs are signaled tl connective wordsand phrases. They will punctuate their writin so that meaningand structure are clear.

(2) Reading -- High school graduates will be able to make independentand discriminating selections from a range of reterence materials.,retrieve tnf rmati n from these materials usin techni Lies such as

Guidelines for Developing OBE Pilot Plans50November 5, 1992 Page 40

skimming; and evaluate and synthesize information from differentparts of a text or different texts.

L.11 Mathematics -- High school graduates will be able to present a setof complex ,1 in van t% of diagramand graphs.(c) The State Board of Education, the Board of Governors of The University ofNorth Carolina. and the State Board of Community Colleges shall work jointly todevelop a mechanism by which the institutions of higher education acceptcertification of proficiencies on high school transcripts in lieu of Carnegie units.

"ft 11SC238.14. Selection of sites.fa) No later than October 14,1991. the State Board of Education shall develop acompetitive processjor the selection of project sites.(b) No _later than November 34.1991. the Department of Public Instruction shallinitiate the competitive process for the selection of project sites and shall conductregional briefings for local school administrative units interested in submitting

proposals. The regional briefings shall provide detailed information about outcome-based education models so local school administrative units can decide whether tocompete for selection as a project site.

(c) No later than February 29, 1992, local school administrative units shall submittheir proposals to the Department of Public Instruction. The proposal may cover allpr part of the schools in a local school administrative unit.The proposal_ shall include information regarding the local school administrativeuni s plan forte ability n d commitment to complying with the followingrequirements for local programs:

LU The program shall ensure that all students have access to acommon core of knowledge and that all students are treated

(1), Student advancement shall be based on the mastery of theproficiencies adopted by the State Board of Education pursuant toG,S. 115C-238.13(b).Students shall be allowed to progress at different rates: however,expectations for progress shall be based on the goal that allstudents master the proficiencies required for high schoolgraduation. Computer assisted, personal education plant shall heavaiLable for every student

L4.) Parents and guardians shall be involved in a student's selection ofhigh school completion options.L) Teachers and principals shall have a major role in deelopment ofJocal projects.

au A majority 9f the teachers and principals who will participate inthe pilot project shall approve the proposal for selection as a pilotsite and the plans for the local program before they are submittedto the Department of Public Instruction.El Programs shall provide each student a school-based adult advocateto f ter self- esteem. r t ct learning opttions. ensure that studentneeds are being met, and ensure that students are being_ treatedequitably.projects shall be shared with the public. Annual reports describingprogram goals. activities._ and accomplishments shall be madeavailable to the public. The reports shall contain specificinformation regarding the contributions of teachers. administrators,and the local board of education to the program, and to studentprogress under the program.

51


(d) The Department of Public Instruction shall review the prpposalc and shalltransmit its recommendations regarding the sites to the State Board of Education nolater than April 30, 1992. The Department of Public Instruction shall involve anadvisory committee comprised of business leaders, legislators school board members,public school administrators, and other educators in the review process.(c/ The State Board of Education shall select the project sites no later than June15. 1992. The State Board shall base its decision on the local school administrativeunits' plans for_. ability to, and commitment to complying with the requirements forlocal ,programs set out in subsection (el of this section."i 11SC-23835. Development of local programs by the project sites.(a) From June 15. 1992. through March 15. 1993. The project sites shall developtheir local programs. No later than March 15 1993. the sites shall submit their plansto the Department of Public Instruction for review. No later than May 3Q. 1993, theaepartment shall review the plans and work with the sites to assure that the planscarry out the provisions of this Part.

(b) The Department of Public instruction shall provide technical assistance t&Jhesites in developing their local programs.(c) In developing its local plan. each local school administrative unit shall selectthe outcome-based education model to be followed. Each local school administrativeunit shall determine the instructional programs and strategies used to develop studentreficien i s t it site. nder the elan acher all d t rmin when tlteproficiencies of a group of students are assessed: provided. however. State-administered tests shall be used to test proficiencies at a site no more than four timesA year. Student advancement shall be determined by school-based personnel assignedto oversee the instructional program of a group ofid) In developing and administering local projects. local boards of education needbroad decision-making authority so that teachers and administrators at the sites canexperiment with the instructional activities that meet the instructional needs in thatparticular setting. Each local school administrative unit shall set forth in its plan,with specificity, those aspects of the plan that would be enhanced by flexibility withregard to statutes and regulations. The State Board of Education may grant eachlocal schod administrative unit such flexibility with regard to statutes and regulationsas it finds necessary and appropriate to implement a local program (i) so long as theprojects and activities arc carried out within total funds available for that purpose,and (ii) so long as the State Board of Education does not find as a fact that theflexibility is being abused.The State Board of Education shall report such flexibility with regard to statutesand regulations contained in any projects or proposed changes to projects to the JointLegislative Commission on Governmental9perations.(e) Local projects may include model accountability programs that meet the needsof the project sites. To the extent that the State Board of Education finds that theseaccountability programs provide sufficient data for oversight. the" may be usedinstead of _other Slat! -mandated programs.(f) Local projects shall include plans to train and retrain teachers, administrators.and school bard members to implement the projects.11.5C-238.16. Approval and implementation of plans.fa) Betwsen March 15. 1993. and June 1. 1993. the State Board of Education shallre al.n f r are t fr m th ere ct it s . id th mm nts of h Se artment

Ivof Public Instruction regarding the projects.

ft)) No later than June 15. 1993. the State Board of Education shall approve theI nc far t are cts a. roy the .n with me. i .tie s .r r ct the clans.(ca_approvej v.ith modifications. by the State Board.

The 6rc e t sites hall in IM tern 111 It n unme iatelv f ere cis 3 tmeci


11SC-238.17. Annual assessment and reapproval of plans.M rch 15 nd v f each u. e u nt earKojects shall submit to the Department of Public Instruction any data requested bythe Department of Public Instruction or the State Board of Education and anyin Ft- .r. ts. er t N a I h r the .artment

whe ars CI th

vi w .t and th Ire se hne i h sian srth sr. ct and hallwork with the project sites tQ assure that the plans carry out the provisions of thisRam0) Between March 15 and June 1 of each sub_sequent year the _State Board ofEducation shall receive the data requested and the proposed changes in plans forprojects from the project sites and shall receive the comments of the Department ofPublic Instruction regarding the data and the proposed changes in the projects. Theitate Board jut also consider the results of audits znd evaluations perfgrmedpursuant to G.S. 115C-238.18.

un 1S h us n ar h tat B ard if du at nshall reapprove the plans and any changes for the projects. reapprove the plans andany changes with modifications. or reject the plans.id) The project sites shall begin implementation immediately of projectsreapproved. or reapproved with modifications. by the State Board."§ 115C-2384. Evaluation of program.fa) State-Level Program Evaluation Procedures. -- A program audit shall beconducted by the Office of the State Auditor following the first and second years ofthe program. The audit shall certify that the State Board of Education and State..rt nt f 1 n u inhv I I I Cifi d by the

tL

General Assembly. The audit shall focus on the autonomy and flexibility given tofocal school administrative units in the develagment of outcome-based educationm. I .n .1.n . . t. t rm I h te.r.. L.t u I nt f utri.m .ndflexibility was sought and granted and if the _autonomy and flexibility were usedproperly,(b) Local-Level Program Evaluation Procedures. --W The program audit conducted by the Office of the State Auditorfollowing the second year of the program shall include a local-levelprocedures component. The audit shall certify that local planscontain elements as _specified by the General Assembly. The auditshall also certify that teachers and building Level administratorswere involved in the development of plans,

£2.1 The Department of Public Instruction shall -conduct a processvaluation of each pilot site following the second through sixthyears of the program. The evaluation shall determine how wellplans have been implemented. The evaluation shall focus on staffdevelopment. organizational and instructional activities, and theinvolventent_and acceptance of the project by all concerned groupsincluding the board of education, administrators. teachers, parents,Students. and the business community.(c) Student-Level Outcomes Evaluation. --al Local pilot sites shall develop and implement accouniabilit:models designed to measure student outcomes. The plans shallinclude the use of tests available through the State's testingprogram. Accountability models shall be part of the site planssubmitted to the State Board for approval,T State rtment of Public Instructign shall audit theimplementation of accountability models. Audits shall he


BEST COPY AVAILABLE

conducted following the third, fourth, fifth, and sixth years of theprogram.al The State Department of Public instruction shall conduct asummative evaluation follojng the sixth year of the program.Student outcomes shall be the focus of the summative evaluation.(d) Reports to the General Assembly. -- The State Board of Education shallAubmita ummativ valuati n resort on th sr. ects t t n r.1 c m I lat th nMarch 15.1998."§ 115C238.1_9. Solicitation of private funds for additional sites.

The State Board of Education shall design and implement a program for solicitingprivate funds to support the outcome-based education _pilot sites. As funds becomeavailable. the State Board may request that the General Assembly authorizeadditional sites to participate in the program."(b) Of the funds appropriated to the Department of Public Education,

the sum of $100,000 for the 1991-92 fiscal year shall be used for advance planning forthe outcome-based education program at four sites pursuant to subsection (a) of thissection and the sum of $3,000,000 for the 1992-93 fiscal year shall be used toimplement the program at the four pilot sites. These funds shall be allocated on thebasis of S500.00 for each State-funded certificated employee participating in theprogram. These funds shall be used (i) for staff development activities, includingplanning activities, for teachers, administrators, and school board members. (ii) to paysubstitute teachers while teachers are engaged in staff development activities, and (iii)to pay 10-month employees for participating in staff development activities, includingplanning activities during the summer.It is the intent of the General Assembly to appropriate an additional53.000.000 each year for the 1993-94 through 1996-97 fiscal years to complete theimplementation of the outcome-based education program at the four sites.(c) Of the funds appropriated for aid to local school administrative unitsfor the 1991-92 fiscal year, the State Board of Education may allocate $2,019,940 tothe Department of Public Instruction to implement and administer end-of-coursetests, to continue the Preliminary Scholastic Aptitude Testing (PSAT) Program, andto

54

Guidelines for Developing OBE Pilot Plans November 5, 1992 Page 44_

Appendix E

Authorizing Legislation - 1992


0E:IC01%1E-BASED EDUCATION FUNDSSec. 58. (a) Seaton 199(b) of Chapter 689 of the 1991 Session La..s

reads as rewritten:"(b) Of the funds appropriated to the Department of Public Education. the sum of

&1-99-908 one hundred thousand dollars (S100.000) for the 1991.92 fiscal year shall heused for advance planning for the outcome-based education program at feat pilotsites pursuant to subsection (a) of this section and the sum of &I-47.200049AG three milliondollars (S3.000.000) for the 1992-93 fiscal year shall he used to implement theprogram at the few pilot sites. These Qf the funds appropriated for the 1992-93fis 1 v ar h um f on hun th usan d 11 r Cl1 01f shall h us dDepartment of Public Instruction to provide technical assistance. evaluate programs,refine proficiencies. and outcomes_ and otherwise implement the program: theremainder of these, funds shall be allocated Elm on the basis of S5884:143 five hundreddollars tS500.00) for each State-funded certificated employee participating in theprogram. program and then on a pro rata basis based on the number of State-fundedcertificated employees. These funds shall be used (i) for staff development activities,including planning activities, for teachers, administrators. and school board members.(ii) to pay substitute teachers while teachers are engaged in staff developmentactivities, erft4 (iii) to pay 10-month employees for pariic;pating in staff developmentactivities, including planning activities during the summer,. summer. and (iv) to allowShe ',Hots to use funds for specific other purposes such as eyahiation. dissemination ofinformation. and implementation of proficiencies.

It is the intent of the General Assembly to appropriate an additional 53.:0997998three million dollars (S3.000.0001 each year for the 1993-94 through 1996-97 fiscalyears to complete the implementation of the outcome-based education program at thefeat gal sites."

(b) G.S. 115C-238.13(a) reads as rewritten:"(a) The State Board of Education shall develop and implement an outcome-

based education program. The State Board of Education shall select fetttetsites. at least (me of which shall be a consortium, to participate in the program forfive fiscal years beginning with the 1992-93 fiscal year. The first year of the projectshall be a year for the sites to plan their projects. The remaining four years shall beto implement the projects and to demonstrate their effectiveness."



Appendix F

Draft State Exit Outcomes

0 ifr ,---


What are the exit outcomes and graduation proficiencies referred to in the legislation?

The seven exit outcomes defined in the chart that follows were adopted in draft form by theState Board of Education in June, 1992. These outcomes will be further refined during1992-93 based on input from the pilot sites. Additionally, pilot sites will be asked toparticipate in the development of graduation proficiencies. Once state exit outcomes andgraduation proficiencies are finalized, OBE pilots will use them to develop their localoutcome-based education project.

(DRAFT)

Sell-directed learnerswho:

understand themselves as learners,understand the nature of knowledge,recognize the necessity for and acquire newknowledge and skills,use tools of the disciplines,develop and use different ways to learn,set goals,monitor and evaluate progress,complete tasks, andexhibit attitudes supportive of inquiry.

(DRAFT)

Complex thinkers who: think creatively,conceptualize and visualize,reason,make decisions, andsolve problems.

(DRAFT)

Quality producers who: produce intellectual, practical, creative and artisticproducts, and services;exhibit ethical behavior, pride, and ownership asproducers and consumers;explore, innovate, and improve the quality ofproducts and services; andimprove the work and learning environment andproductivity.

(DRAFT)

Contributing citizens who: within local, national and global contextsknow how economic, social, political andenvironmental systems work and interact;operate effectively within those systems;promote values, practices and policies that improvethe quality of life; andrecognize the contributions of diverse cultures.



1

(DRAFT)

Confident and competentindividuals who:

understand and affirm the uniqueness of selvesand others;recognize and address personal strengths andweaknesses;communicate clearly and appropriately with variedaudiences;develop, refine, and work toward positive personalgoals;choose ethical courses of action and acceptresponsibility for them;adapt to change; andbalance life roles by allocating time and otherresources.

(DRAFT)

Supportive persons who: build healthy personal relationships;- demonstrate concern and respect for others; andrecognize and honor diversity among social/cultural

groups and individuals.

(DRAFT)

Cooperative teammembers who:

communicate effectively with others;identify and use group process behaviors to makedecisions and solve problems; andwork together effectively.


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