PowerPoint Presentation

CTE Kickoff Luau2012-13W-A-V-E

CTE 2012-13

W - Work-based learningA - AttainmentV - Value-Added GrowthE - EngagementOur instructional focus is to improve work-based learning and academic experiences that lead to higher technical attainment and support the value-added growth model through engagement of all learners.

CDC Duties & ResponsibilitiesCareer Development CoordinatorSpecial Population CoordinatorInstructional Management CoordinatorCTE Liaison to District Leadership TeamBudgetCTSOProfessional DevelopmentProgram Area Faciliator4

Your CDCs 2012-2013

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ERHSNathan BeasleyJessica CanoyCraig LeGlue*Thomas WilliamsonSandy HardinNatasha ThomasAlice OsborneJason Overman*Chris Culberson

Marguerite FieldsChris AtkinsBeth McAllisterSERMSRhondaEvans, CDCPGHSMelissa CobleAmy KiddKristy McKayKris SaundersEva LambKathy BrownMike HinshawWayne MillerDave Webster

NERMSMelissa Coble (S)Judy JerrellJohnny AlstonRHS

RMSElizabethStandafer, CDCMark WalkerShelly ClemonsStephanie NunnVenus ChapmanDiane HayesWendy WhatleyAmy BeaneKim BankerChuck ConradDavid PoseyKen Vaughn

Dana McIntyreDebbie HollingsworthMark SiegelinSWRHS*Lynn BakerNathan Walker

Rudy BrittAngela Frye *Lisa Thorburn (Spring)SWRMSUMSJarret ElliottKenneth RogersEverette SheffieldJason MettersLiz MillerKelly Biggs*Lisa ThorburnDonna MasonElizabeth NanceTeena KennedyTommy Daniel Randy MillerJeff PerryJulie Sheffield, CDCTHSMike HarmonWylene JohnsonKyle SpencerCyndi WilliamsJennifer LambethCheri ConnerLewis Dorsett

ATMSBrenda CollinsJandra DillonYvonne ClineElaine Witkowski

Shannon Edwards, CDCWHSMike HarmonWylene JohnsonKyle SpencerCyndi WilliamsJennifer LambethCheri ConnerLewis DorsettMistyWolfe, CDC

Review of LPSLiteracyESLAttention to Special Populations - PEP Math IntegrationReflection & Sharing via WikiData Analysis utilizing Standard Analysis Report

Review of LPSCTSO InvolvementSummer Conference AttendanceActive Advisory CouncilsPeer CollaborationFormative AssessmentCareful Selection of Course OfferingsPathway advising for ALL students

Review of LPSPartnershipsCommunity CollegeGuidance CounselorsCommunity PartnersCredentialingPreparation for higher education and career

CTSOsGoals Involve more studentsBecome more competitive at all levelsSupport middle school chaptersGive back to local school/communityAllowable cost through state/federal fundsStudent travelAdvisor costs sub, hotel, registrationPay upfront no reimbursementsTHANK YOU!!!!!!

Common Career Technical Core Practices

CCTC Next StepsReview CCTC for alignment with existing coursesNASDCTEc will facilitate a gap analysis

Ask SBE to adopt the CCTC

So, the standards are public... whats next?

This summer, each state will develop a plan to build awareness of the CCTC.

Also, the NASDCTEc BOD approved a plan of action to coordinate a third-party state-by-state gap analysis to determine alignment with each states current CTE standards against the CCTC. The gap analysis phase will begin this summer, with the release of an RFP. NASDCTEc is still ironing out the details of the gap analysis, so stay-tuned for more information in the coming months.

We also acknowledge that business & industry practices and demand will not remain constant as we work through the gap analysis during the next year -- we plan to develop a strategy for making necessary adjustments to the CCTC to keep current with best practices. That does not mean we plan a large-scale overhaul, though.

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CTE Summer Conference Updates . . .Value Added Measures

Proficiency measured by credentialing vs. post assessment

Teacher Effectiveness and Support for GrowthUsing meaningful evaluation to increase effectiveness of teachers and leadersJennifer PrestonJennifer.Preston@dpi.nc.gov

19OverviewRationale - MET Research - Standard 6 & 8 - Status - Support - MSLs

The central focus of READY is improving student learning ... by enabling and ensuringgreat teaching. 20What is our goal?Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLsStudent ReadinessAchievement and growth for all studentsGreat Teachers and LeadersAn effective teacher in every classroom and leader in every schoolBefore Teaching and LeadingDevelop effective teachers and leaders in preparation programs

During Teaching and LeadingUse meaningful evaluation and professional development to increase effectiveness of teachers and leadersThis is our logic model for how we improve the achievement for students by making sure that we have high-quality teachers.

Our end goal is to have achievement and growth for all kids. A major factor that will help us get there is having an effective teacher in every classroom and an effective leader in every school.

If we take another step back and think about how we get those effective educators in place, we have to take two paths:

Over the next ten years, NC will need tens of thousands of new teachers as many of our current educators retire. Working closely with teacher and leader preparation programs will ensure that those educators enter schools with the skills and knowledge they need to be effective from the beginning.For the many educators already in schools, we need to deploy targeted professional development to help them become even better at their craft.

21Big Question:What is the best approach to Educator Evaluation and how do we get NC there?What is our goal?Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLs22

This research suggests:

Multiple measures are important.Including student growth improves objectivity of evaluation.

Measures of Effective TeachingRationale - MET Research - Standard 6 & 8 - Status - Support - MSLsThe key findings to date have been that educator effectiveness is best measured through the use of various quantitative and qualitative measures that are tracked over time. Researchers also found that explicitly adding student growth to the teacher evaluation process increases the objectivity of the evaluation.23What We HaveEvaluation Tools

Standards 1-5

Some Assessments to Measure Growth

Standard 8

Standards 1-7

End of GradeEnd of CourseCTE Post-Assessments

Standard 6

End of GradeEnd of CourseCTE Post-Assessments

From the METObservation ToolsAssessments to Measure GrowthStudent Survey

ExploringPiloted in 47 LEAs in 2011-12

NC is in a good place to implement the best practices identified in the MET Project. We have evaluation instruments for teachers and school administrators. We also have some assessments that measure student growth, with more in development. We are exploring a student survey with 47 LEAs from across the State.

Not sure if youll need it, but I think folks might ask! The 29 LEAs are:Alleghany County SchoolsAnson County SchoolsAshe County SchoolsAsheboro City SchoolsAsheville City SchoolsCabarrus County SchoolsCaldwell County SchoolsCharlotte-Mecklenburg SchoolsChatham County SchoolsDurham Public SchoolsGreene County SchoolsGuilford County SchoolsHoke County SchoolsIredell-Statesville SchoolsJohnston County SchoolsKannapolis City SchoolsLee County SchoolsMitchell County SchoolsOnslow County SchoolsPerquimans County SchoolsRutherford County SchoolsSurry County SchoolsSwain County SchoolsWake County SchoolsWarren County SchoolsWashington County SchoolsWayne County SchoolsWilkes County SchoolsWinston-Salem/Forsyth County Schools

24Standard 6 and 8We need a state-adopted growth model and a fair 6 & 8 rating strategyStatusWe need an overall method to determine educator effectiveness status

Measures of Student Learning (MSLs)For those grades and subjects that are currently non-tested, we need ways to measure growth

What We NeedNC needs three things:

A standard, statewide way of measuring the impact that each teacher has on student learning and a method for directly incorporating this into the teacher evaluation instrument. The State Board of Education already added the sixth and eighth standards to the teacher and principal evaluation instruments, respectively, and is working on finalizing the rating categories.A common process for identifying effective teachers and leaders. All students in NC deserve an effective teacher, whether they live in Pamlico County or Cherokee County. Thus, we need to have statewide standards for effectiveness. The State Board of Education is in the process of putting these educator statuses into policy.Measures of student growth in all content areas. Teachers in social studies, arts, and other content areas do teach their students meaningful skills and knowledge. As such, the contribution they make to student learning should be based on students growth in those subject areas. The State has brought together 800 teachers to guide the development of statewide Measures of Student Learning to capture growth taking place.

25Standards 6 & 8 The BasicsRationale - MET Research - Standard 6 & 8 - Status - Support - MSLsTeachers

165432Demonstrate LeadershipEstablish EnvironmentKnowContentFacilitate LearningReflect on PracticeContribute to Academic SuccessPrincipals (and other Administrators)

16543278Strategic LeadershipInstructionalLeadershipCultural LeadershipHuman Resource LeadershipManagerialLeadershipExternal Development LeadershipMicro-politicalLeadershipAcademic Achievement LeadershipIn July 2012, the State Board added the sixth and eighth standards to the teacher and administrator evaluation instruments.

The sixth standard is teachers contribute to the academic success of students.

The eighth standard is Academic Achievement Leadership.26Growth ModelRationale - MET Research - Standard 6 & 8 - Status - Support - MSLsTeachers

Principals

6Contribute to Academic SuccessAcademic Achievement Leadership8Academic Achievement LeadershipStandard 6 and 8 are measures of GrowthBoth the sixth and eighth standards measure student growth, not proficiency. All students (even those who enter the school year above- or below-grade level) can make growth over the course of a year, and deserve a teacher who can help them meet that milestone.27Growth ModelRationale - MET Research - Standard 6 & 8 - Status - Support - MSLsTeachers

Principals

6Contribute to Academic SuccessAcademic Achievement Leadership8Academic Achievement LeadershipWe will use Educator Value-Added Assessment System EVAAS for standards 6 & 8 when possibleThe State Board of Education has voted to use the EVAAS model for sixth and eighth standard ratings. Various technical reports identified EVAAS as one of the most technically strong growth models in use across the nation, and many teachers in NC are already receiving their EVAAS reports.

There may be some cases where EVAAS cannot generate a value-added score, for example, arts classes in which there are no seat time requirements. In such cases, we will need to depend on the professional judgment of school administrators.28Growth ModelRationale - MET Research - Standard 6 & 8 - Status - Support - MSLsTeachers

Principals

6Contribute to Academic SuccessAcademic Achievement Leadership8Academic Achievement LeadershipHow do Value-Added models work?They measure growth by predicting how well a student will do on an assessment.How do they predict how well the student will do?They look at previous test scores and estimate how well the student should do at the end of the year. Every student must grow based on where they start. Value-added models use links between teachers and their students, as well as the students prior test scores, to predict their scores on assessments. At the end of the year, students who score significantly higher than what was predicted had a teacher with. high value-added. Students who score significantly lower than what was predicted had a teacher with low-value added.

Value-added models focus on growth, not proficiency. Consider the example of fifth grade teacher with many students reading at a first-grade reading level. Lets say the students leave reading at a third-grade reading level. If we use measures of proficiency, the teacher does not look very strong. But, if we focus on growth, as we will, the data show what a tremendous teacher this individual is. She made two years worth of growth with her students in one years time.

29RatingsRationale - MET Research - Standard 6 & 8 - Status - Support - MSLsTeachers

Principals

6Contribute to Academic SuccessAcademic Achievement Leadership8Academic Achievement LeadershipHow will the ratings on Standards 6 & 8 work?30Teacher Ratings CategoriesRationale - MET Research - Standard 6 & 8 - Status - Support - MSLsTeachers

165432Demonstrate LeadershipEstablish EnvironmentKnowContentFacilitate LearningReflect on PracticeContribute to Academic Success5 Rating Categories

Not DemonstratedDevelopingProficientAccomplishedDistinguished3 Rating Categories

Does not Meet Expected GrowthMeets Expected Growth Exceeds Expected GrowthFor teachers, nothing changes about the first five standards. For standard six, the rating options are does not meet expected growth, meets expected growth, and exceeds expected growth.

31Principal Rating CategoriesRationale - MET Research - Standard 6 & 8 - Status - Support - MSLsPrincipals

5 Rating Categories

Not DemonstratedDevelopingProficientAccomplishedDistinguished3 Rating Categories

Does not Meet Expected GrowthMeets Expected Growth Exceeds Expected Growth1654327InstructionalLeadershipCultural LeadershipHuman Resource LeadershipManagerialLeadershipExternal Development LeadershipMicro-politicalLeadershipStrategic Leadership8Academic Achievement LeadershipFor principals, nothing changes about the first seven standards. For standard eight, the rating options are does not meet expected growth, meets expected growth, and exceeds expected growth.32Teacher Ratings in 2011-12Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLsSchool-wideEVAAS GrowthTeacher EVAAS Growth70%30%Weighted AverageYearly RatingDoes not Meet Expected GrowthMeets Expected GrowthExceeds Expected GrowthWhy is school-wide EVAAS growth included?To encourage collaboration and collective ownership of overall outcomes6For teachers, the sixth standard will be some combination of teacher-level EVAAS growth and school-wide EVAAS growth. The State Board will decide on the specific combination at the March Board meeting. Including school-wide growth, though, is important to encourage all teachers to take some ownership of what takes place at a school.

For the 2011 2012 school year, teachers in currently non-tested grades and subjects will have a sixth standard rating based only on school-wide EVAAS growth.33Teacher Ratings in 2012-13Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLsSchool-wideEVAAS GrowthTeacher EVAAS GrowthWeighted AverageTeamEVAAS Growth (?)Yearly RatingDoes not Expected GrowthMeets Expected GrowthExceeds Expected Growth6Student Surveys(?)We are piloting some additional elements for possible inclusion in Standard 6 in 2012-13Possible additional elementsAs previously mentioned, the State is currently piloting student surveys in 47 LEAs and will also pilot a team value-added component that acknowledges teacher teams that share students, as well as the teacher development and growth that takes place in professional learning communities.

34Principal Ratings Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLsStandards 8 rating will be determined using school-wide EVAAS growth School-wideEVAAS GrowthYearly RatingDoes not Meet ExpectationsMeets Expected GrowthExceeds Expected Growth8For principals and assistant principals, the eighth standard rating will be based on school-wide EVAAS growth.35Status and Standard 6 & 8 Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLsAn educator receives an effectiveness status only once she has 3 years of data on Standard 6 or 8

A 3-year rolling average of growth data from standard 6 or 8 is used as part of determining overall statusThe use of three years of data safeguards teachers and administrators from any statistical errors. A rolling average will be used to determine status, which means that the teachers current, and most recent two years of data, will inform a status determination.363-Year Rolling Average TeacherRationale - MET Research - Standard 6 & 8 - Status - Support - MSLs66Contribute to Academic SuccessContribute to Academic Success61.0 + .8 + 1.2 1.0Met Expected Growth.8Did not meet Expected Growth1.2Met Expected GrowthRating from 2 years agoRating from 1 year agoRating from this yearStandardStandardStandard3= 1.0 Met Expected Growth3- year average rating on standard 6 for determining statusNote: A similar methodology applies to principals as well.

On this slide, you see an example of how the rolling average works. Each year, the teacher received a sixth standard rating based on student growth during that school year. The three values roll up into a three-year average that is used as part of the status determination.37Status Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLsSo once a educator has a three-year average rating for Standard 6 or 8, how is status determined?38Status Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLsThe Three Status Categories areIn Need of ImprovementEffectiveHighly Effective39Teacher StatusRationale - MET Research - Standards 6 & 8 - Status - Support - MSLsIn Need of ImprovementEffectiveHighly EffectiveStandards 1-5In the yearStandard 6Three-year rolling average 6662 years ago1 year agoThisyear++/3))15432Demonstrate LeadershipEstablish EnvironmentKnowContentFacilitate LearningReflect on PracticeAny rating lower than proficientAnd/OrDoes Not Meet Expected GrowthProficient or Higher on Standards1-5AndMeets or Exceeds Expected GrowthAccomplishedor Higher on Standards1-5AndExceeds Expected GrowthA teacher is in need of improvement if any rating on standard 1 5 is developing or not demonstrated, or if the rating for standard 6 is does not meet expected growth. Of course, if a teacher is not meeting expected growth, we expect that this will be reflected in one of the other standards.

Highly effective is a very high bar. Please remember that proficiency is what we expect for ratings on standards 1 5, and meeting expected growth is what we expect for standard 6. Effective teachers are doing what they need to do for their students. Highly effective teachers are those going above and beyond expectations. These are the individuals who can lead PLCs, mentor new teachers, and serve in leadership capacities.

40Principal StatusRationale - MET Research - Standards 6 & 8 - Status - Support - MSLsIn Need of ImprovementEffectiveHighly EffectiveStandards 1-7In the year1654327Strategic LeadershipInstructionalLeadershipCultural LeadershipHuman Resource LeadershipManagerialLeadershipExternal Development LeadershipMicro-politicalLeadershipAny rating lower than proficientStandard 8Three-year rolling average And/OrDoes Not Meet Expected Growth8882 years ago1 year agoThisyear++/3))Proficient or Higher on Standards1-7AndMeets or Exceeds Expected GrowthAccomplishedor Higher on Standards1-7AndExceeds Expected GrowthAn administrator is in need of improvement if any rating on standard 1 7 is developing or not demonstrated, or if the rating for standard 8 is does not meet expected growth. Of course, if an administrators school is not meeting expected growth, we expect that this will be reflected in one of the other standards.

41What will teachers see?Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLsRatings on Standards 1 5 of the Educator Evaluation System (as recorded in online tool)Standard 6 rating (current year and 2 prior years)Three-year rolling average of student growth values and accompanying Standard 6 rating(for Status determination)Overall Effectiveness Status

We want teachers and administrators in NC to have one document with their ratings on their observation-based standards and their student growth standard. Even now, the teacher evaluation rubric is eleven pages long when printed!

This summary sheet will provide teachers with their ratings on standards 1 5, their yearly rating on standard six, and, when they have it, the three-year rolling average that helps to determine their effectiveness status on the bottom.

42Credentials for Technical AttainmentCertain courses may substitute earning a Credential for the Statewide post-assessmentRefer to the Status of Curriculum

North Carolina Career and College Promise

44 - Gov. Bev Perdue"Career & College promise will prepare eligible high school students for life after high school that means college credit for some, and career training for others. Regardless of a students plans after high school, Career & College Promise provides focused preparation at no cost to the student."Three PathwaysCollege TransferCareer and Technical EducationCooperative Innovative High SchoolCollege Readiness Benchmarks

Career Technical Education Pathway Eligibility Criteria

High school junior or seniorWeighted GPA of 3.0, OR Recommendation of the high school principalMust meet all prerequisites of the chosen career pathway

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Career Technical Education Pathway College Transfer Pathway Eligibility Maintenance

Continued progression toward high school graduationMaintain 2.0 GPA in college coursework after completing two courses

49Honors RevisionsAn updated framework and rubric were presented to the State Board in JuneRevisions to the Implementation Guide will be complete in December 2012Honors Implementation Timeline

Monitoring & ComplianceDesk & File AuditSchool Audit Classroom VisitsInterviewsVisit ScheduledOctober 9 - 12, 2012

CTE Outstanding TeachersBUS Rhonda EvansT & I Chuck ConradFACS Elizabeth NanceHOE Alice OsborneAG Kenneth RogersMS Courtney Page

Special RecognitionsMrs. Rhonda EvansNorth Carolinas Orus Sutton AwardMrs. Amy KiddNC Agriscience Teacher of the YearRegion V NAAE Agriscience Teacher of the YearCONGRATULATIONS!!

Program Area Meeting LocationsAG W. Johnson; G82BFIT C. Williams; B21FACS J. Lambeth; C51HSE C. Conner: G73T & I K. Spencer; B22MS Media CenterTotally StokedBeDoTellCaswell 07', track 3General Easy Listening150681.17