NCAE SBE Review North Carolina Association of Educators September 2013
Board Changes Advanced De gr ee Policy! The State Board changed policy its today to ensure compensation for
Special points of interest: The SBE approved the following:
Title V State Abstinence Education Grant.
Grants for Panic Alarm Systems in all schools, where a dedicated line is installed. NCAE was helpful in getting this legislation written.
Public comment on rules for Read to Achieve and the High School Accreditation Frame work are due November 15.
NC Early Learning & Developmental Standards.
any teacher or administrator who will complete their advanced degree program next spring. Anyone completing their master’s or doctorate degree in the spring of 2014 has until May 7 to submit all paperwork to the NC Department of Public Instruction. This will ensure some payment of the 10 percent differential this school year, meeting the new legislation for payment by this year. The SBE was informed that some institutions are making changes in their course requirements from 8 weeks to 6 six weeks to help candidates complete their work. Governor McCroy did meet with the SBE members yesterday. He shared his frustration over the issue. He exclaimed that a state budget should not include state policy. Yes, he did sign the budget bill, he said it was because of the many other important items within the budget. He wants to pursue avenues where anyone who is currently enrolled in a master’s or doctoral program will receive the
salary increase.
The current legislation states that if a teacher has not completed and received compensation for the degree in the 2013-14 school year he/she will not receive the 10 percent salary differential. This means in May, there will have to legislation will need to be implemented to change the advance degree policy beyond this school year.
September 2013
Center for Instructional Advocacy, Membership Organizing and Communication
Page 2
NCAE SBE Review
New Cut Scores and Standard Setting on hold!
The catalyst that changed this item from action on first read to discussion regarding the cut scores, was in part due to SBE member Marce Savage of Union County and Dr. Edwards.
September 2013
The SBE was to vote on new academic achievement standards/cut scores for grades 3-8 end-ofgrade, science in grades 5 & 8, end-of course tests in Biology, English II, and Math I, as well as NCEXTEND and other alternative assessments. As we are well aware, last year was one filled with frustration over implementing the Common Core State Standards in both math and English, along with new curriculum, and new assessments with more rigorous benchmarks and high stakes for teachers. In the 1990s when the ABCs accountability program was implemented with new standards/ benchmarks, there was a major dip in student scores. When NCLB was implemented with the AYP benchmarks, some cohort groups took major dips in proficiency. Past history shows us that when
new benchmarks and curriculum are implemented, there will be lower scores. The statewide results for this year in some subject or grade areas are at least 30 points lower than last year in regards to student proficiency. After much discussion and the fact that NC is going to seek a waiver connected to ESEA, the SBE decided the following to be fair to both students and teachers: The 2012-13 test
results will be part of a transition period very similar to the ‘90s surrounding standard setting with the ABCs. Data will be shared but without consequences. The state is going
changing. The SBE and DPI will also see if lack of resources is one barrier for the scores. The results of the
2013-14 school year will be used for the 2014-15 posting of grades connected to the new school grading system mandated by the General Assembly. The legislation calls for giving schools an A –F based 80 percent on proficiency and 20percent growth. This transition will allow teachers, students and their parents time to understand the curriculum, assessments and standards. The SBE will vote in
October on the new cut scores.
to review the data in more detail, and see what policies are impacted and/ or needs
Center for Instructional Advocacy, Membership Organizing and Communication
Volume 1, Issue 1
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Every Child Every Day! Mooresville Graded School District’s Story In the photo is State Superintendent of the Year, Dr. Mark Edwards and the Mooresville NCAE President, Becky Snyder. Dr. Edwards shared the success his district has had in their digital conversion. Reasons for success are the great and dedicated teachers, supportive community members and the inspiration of success in learning. Over 92 LEAs have visited the district, 42 states have sent teams to learn steps for such a conversion and five countries have spent time in Mooresville. Lessons they have shared is that you must repurpose the budget. Instead of purchasing books, they purchased equipment. It costs $200 a year for each student in grades 3-12 to have their own laptop as well as all staff.
Quality professional development has taken place with their summer institute and 10 early release days during the year for embedded learning. Graduation rates have improved, attendance of both staff and students has improved. Mooresville Graded School District ranks 114 in per-pupil funding, and 2nd in student achievement. Dr. Edwards has concerns over the larger class sizes this year, In grades 4-12 he does have classes with more than 32 students. However, the students do work well independently and the teachers are experts at differentiation.
Check out the NCAE web page for updates on our Regional Professional Learning Days! http://bit.ly/ sncaerpldf13.
He said that there is no mountain high enough for their “all in” approach to teaching and learning for every child every day.
A Webinar to Provide Feedback on the Common Exams, Roster Verification and other issues related to Assessment is just around the corner The Department of Public Instruction and NC Association of Educators (NCAE) are holding a webinar to receive feedback on the 2012-13 administration of the Common Exams, Spring 2013 roster verification process and other important data. We invite teachers to join us for open dialogue from
4—5:30 p.m. on September 17. Please register for the webinar here: https://www1.gotomeeting.com/register/251489857
September 2013
Center for Instructional Advocacy, Membership Organizing and Communication
1. Accepted Kinston Charter Academy’s charter submission to close the school effective Friday, September 6. There are 230, K-8 students who will need to transition back to another school setting. The superintendent in Lenoir County has been notified. The SBE gave approval of 26 preliminary charters today. These schools have one year to plan prior to opening.
Charter School News
1. A.C.E. Academy 2. Anderson Creek Club Charter School 3. Bradford Preparatory School 4. Cardinal Charter 5. Carolina STEM Academy 6. Charlotte Charter High School 7. Charlotte Learning Academy 8. Concrete Roses STEM Academy 9. Dynamic Community Charter 10. Entrepreneur High School 11. Envision Science Academy 12. Heritage Collegiate Leadership Academy 13. Invest Collegiate-Buncombe
14. KIPP Halifax College Preparatory 15. Pioneer Spring Community Leadership Academy 16. Providence Charter High 17. Reaching All Minds Academy 18. South Brunswick School 19. The Capital Encore Academy 20. The Franklin School of Innovation 21. Thunderbird Preparatory 22. United Community School 23. Wake Forest Academy 24. Wayne Preparatory 25. Wilson Preparatory 26. West Charlotte High School
MSL and the ESEA Waiver for Additional Flexibility The SBE gave approval for the Department of Public Instruction to seek a wavier that would include: 1. A delay of consequences for teachers in need of improvement until the 2016/2017 school year (based on student growth data for Standard VI.) 2. An amendment to the teacher evaluation process that would permit LEAs to submit local proposals in which the LEA could opt to 1) use school-wide data for some disciplines; 2) develop local student learning objectives or assessments to satisfy student growth requirements in selected disciplines; and/or 3) use a combination of state-provided assessments, school-wide data, and local assessments. Such local plans are to be submitted to the State Board of Education for approval after being approved by local boards of education. The RT3 protocol, where the local school board chair, local superintendent and local NCAE president sign off in agreement, is to be followed. 3. An amendment that would allow the initial teacher effectiveness status to be determined using the best two out of three years of data. The current plan requires three years of data before a determination of effectiveness is calculated. By using the best two out of three years of data, teachers would feel more confident that they have an opportunity to become comfortable with standards before having them count in their student growth calculations. After the system is fully implemented in 2014/2015, an additional year of data would be rolled into the three-year average, thereby returning to the original plan of three years of rolling data for student growth calculations. NCAE letter regarding the waiver is on the next page.
September 2013
Center for Instructional Advocacy, Membership Organizing and Communication
Dear Dr. Fabrizio, Please accept this letter regarding the amendments/waivers the state is requesting regarding educator evaluation in conjunction to the ESEA as the official position of the North Carolina Association of Educators. We are aware the Department of Public Instruction is asking the State Board of Education to delegate staff to apply for a waiver that would include: 1. Delaying of consequences for teachers in need of improvement until the 2016/2017 school year
NCAE agrees with implementing this process. 2. An amendment to the teacher evaluation process that would permit LEAs to submit local proposals in which the LEA could opt to a) Use school-wide data for some disciplines; We understand why this could be a choice for
some LEAs. Using this form of limited data does not seem fair, as it will not be inclusive of all classroom teachers. This is similar to the former accountability program known as the ABCs. Our state now has a focus on 21st century needs for both staff and students that must go beyond a simple test score. If using school-wide data, could the state include student attendance, graduation rate, parent involvement, graduation project, and other multiple measures? b) Develop local student learning objectives or assessments to satisfy student growth requirements in selected disciplines; NCAE is aware of similar projects in other states and in some LEAs in NC. If this
is the route LEAs will use to provide data we urge the SBE to create parameters that would ensure teacher input on such assessments via the School Improvement Team, Professional Learning Communities or other collaborative efforts. We would also want the assessments to be more than a simple multiple choice response. c) Use a combination of state-provided assessments, school-wide data, and local assessments. NCAE
sees this as the best option of choices outlined for change. This option includes multiple measures, collaboration, support from the NCDPI, and a chance for best practices to be implemented and shared with other LEAs. For example, it could allow EC teachers to develop formative benchmarks and provide a portfolio on their students’ work to show growth over time. Again, if this option is selected by LEAs, we once again urge the SBE to provide parameters that include teachers in the decision making process. Such local plans would be submitted to the State Board of Education for approval after being approved by local boards of education. NCAE hopes that the process used to sign off on the RT3 application, will
be a protocol followed within each LEA as a decision is made on which component the LEA will implement based on the choices outlined in the amendment. 3. An amendment that would allow the initial teacher effectiveness status to be determined using the best two out of three years of data. The current plan requires three years of data before a determination of effectiveness is calculated. By using the best two out of three years of data, teachers would feel more confident that they have an opportunity to become comfortable with standards before having them count in their student growth calculations. After the system is fully implemented in 2014/2015, an additional year of data would be rolled into the three-year average, thereby returning to the original plan of three years of rolling data for student growth calculations. We can support this change
using the best two of three years of data for populating standards VI and VIII as noted in the amendment. Based on the feedback from NCAE members this appears to be fair and transparent.
September 2013
Center for Instructional Advocacy, Membership Organizing and Communication
Local Budgetary Flexibility Senate Bill 402 (Session Law 2013-360) Section 8.14 codifies the flexibility LEAs have had with the use of State Public School funds since 2009-2010. The legislation eliminates all restrictions on transfers and leaves the following items:
No funds shall be transferred into the central office administration allotment.
Classroom teacher and instructional support positions may be converted to dollars at the A00 value and used for any purpose authorized by the State Board of Education.
Principals positions may be converted to dollars at the first step of the principal III salary schedule and assistant principals at the first step of the assistant principal schedule. The converted positions may be used for any purpose authorized by the State Board of Education.
Children with Disabilities funds may be transferred only as provided through any rules that the State Board of Education adopts to ensure compliance with federal regulations.
Career and technical education funds may be transferred only as provided through any rules that the State Board of Education adopts to ensure compliance with federal regulations.
Funds for the Excellent Public Schools Act shall not be transferred. Classroom teacher positions may be converted to dollars at the state average salary for the use of visiting international exchange teachers.
Based on the above changes, the State Board of Education shall authorize the use for converted positions and for the amount that may be transferred from the children with disabilities allotment and the career and technical education allotment.
Other topics of interest discussed by the SBE: 1. Back ground and history of how the Pre-K program had a positive impact on students beyond just poverty. 2. How MCNC and NCREN have supported the digital age for public schools, non-profit hospitals, community colleges and college campuses. To support the platform of Home Base some schools will need extra infrastructure and access points for wireless internet. Currently 70 schools in NC do not have wireless internet. 818 schools have marginal wireless internet support, 928 have intermediate support while 515 have high-density access points. The SBE watched a demo on how Home Base will support teaching and learning, keeping communication live and open, and provide support to teachers, students and parents. 3. Making global education a priority was discussed. An endorsement process for students, schools and educators is in the works.
September 2013
Center for Instructional Advocacy, Membership Organizing and Communication