1. Changing Teacher Practice Changing Student Outcomes
Summer Institutes
2013

2. Learning Path 2011 2012 2013 WHAT HOW IMPROVING PRACTICE
North Carolina Summer Institutes
Learning Path
2011
2012
2013
Summer Institutes
Summer Institutes
Summer Institutes
IMPROVING PRACTICE
WHAT
HOW
Focus: Internalizing a new SCOS
Focus: Planning how instruction needs to change
Focus: Reflecting, adjusting and improving after year one of implementation
Essential Standards

3. Jami Inman, Julian Wilson, Curtis Sonneman
2013 Summer Institutes |Changing Teacher Practice Changing Student Outcomes
Design Studio Session
Understanding School-Based Accountability and Supporting a Balanced System of Assessment
Presenters:
Jami Inman, Julian Wilson, Curtis Sonneman
Title Slide for the East Team

4. Agenda – Session Overview
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Design Studio Session
Agenda – Session Overview
Formative and Diagnostic Information Use: To assist in teaching and learning
CLASSROOMS
Educator Effectiveness Use: To ensure that part of every educator’s evaluation is based on student growth
EDUCATORS
This slide is to provide an overview of the major topics of the session.
ESEA – Elementary and Secondary Education Act – formerly No Child Left Behind
School Accountability Use: School Performance Grades, ESEA and Public Reporting
SCHOOLS

5. By the end of this session participants will:
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Design Studio Session
By the end of this session participants will:
Understand the Importance of Formative and Diagnostic Information
CLASSROOMS
Understand Common Exams, Summative Assessment Data and Their Relationship to Teacher Effectiveness
EDUCATORS
Understand the Use of Assessments and Data for School Accountability
SCHOOLS

6. WorkKeys ACT ACT PLAN EXPLORE
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
School Accountability Assessments State  LEA  School
Diagnostic and Formative Assessments Student  Teacher
Measures of Student Learning to be included in Student Growth component in teacher evaluation Teacher  School 12
State & Local Instructional Improvement Tools Formative & Benchmark Assessments and Data Analysis for Instruction
WorkKeys
High School Measures of Student Learning (Common Exams) in core academic non-tested subjects 11
ACT
ACT
3 End of Course (EOC) Biology, Math I and Eng II 10
PLAN 9 8
EXPLORE
End of Grade (Math, English Language Arts, Science)
Elementary and Middle School Common Exams in currently non-tested subjects 7
This is an overview of some of the assessments that we currently use.
This slide explains where the different assessment fit within each topic (clearly distinguished classroom from Common Exams, and assessments that are used for school accountability (like EOCs and EOGs))
Orange Column: Mention K-2 Assessment, MClass & Dibels; EXPLORE-PLAN – diagnostic on the plan for ACT
Green Column: MSL – not in K-2 yet, but K-2 is in the plan
Gray Column: EOG and EOC – used for school accountability and MSL – student growth
ACT and WorkKeys – used for School accountability - for employers or to go to school
As a group: talk about each of these and how you think they are used in your school/district. Write questions on a sticky note and then we will review at the end to be sure we covered everything.
EOG (Math, ELA) 6
EOG (Math, ELA) 5
EOG (Math, ELA, Science) 4
EOG (Math, ELA)
K-5 Diagnostics 3
EOG (Math, ELA)
Lower Elementary Measures of Student Learning
K - 2

7. 2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments
CLASSROOMS
Formative and Diagnostic Information Use: To assist in teaching and learning

8. Balanced Assessment System Formative Assessment (Classroom)
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Balanced Assessment System
Summative Assessment
(Classroom, Statewide)
Benchmark Assessment
(Classroom, School, District)
North Carolina’s focus in on a Balanced Assessment System.
The boxes are sized this way – because Formative Assessment is where most of our assessment should be, because that’s what drives our instruction. Then we have Benchmark Assessments that are administered in the classroom by school and district, and then summative assessments – administered in the classroom and by the state. The Summative box is the smallest because we want to be doing less of that.
Formative Assessment
(Classroom)

9. 2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
NC FALCON
North Carolina’s Formative Assessment Learning Community’s Online Network
We’re going to take a look at tools in Home Base that can aid in classroom assessments and review NC FALCON.
The words NC FALCON are hyperlinked to the website, just click the words in the presentation and it will take you to the website

10. Self-Assessment Survey
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Self-Assessment Survey
Indicate how often you do the following:
5 - Daily Weekly Monthly Quarterly Rarely/Never
I use checklists when gathering information about student learning.
I use rubrics for assessing my students.
I write learning targets in student-friendly language on the board and go over them with my students.
I provide students specific information (without using grades) about where they are in meeting the learning targets.
I plan or modify classroom instruction based on the information I receive from students during class.
I give students opportunities to self-assess and set goals for future learning.
I give students opportunities to assess their peers.

11. What is Formative Assessment?
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
What is Formative Assessment?
CLASSROOMS
Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes.
The Council of Chief State School Officers (CCSSO, 2008)
Let participants read this definition.

12. 4 Key Words: Classroom Assessments: Process Feedback Students
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
4 Key Words:
Process
During
Definition = Process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
Our definition of formative assessment has 4 key words:
Formative assessment is a process. A process of sharing clear learning targets and the criteria for success. There is evidence of learning during instruction using a variety of strategies and activities.
Formative assessment takes place during instruction. Teachers should plan ahead and anticipate the mistakes students may make and have a plan for addressing misconceptions and gaps in understanding.
With formative assessment, there is descriptive feedback related to the criteria for success.
Students have to be engaged in their learning by participating in formative assessment. This allows them to answer the questions: Where am I going? Where am I now? and How do I close the gaps?
Feedback
Feedback
Students

13. Formative Assessment Model
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Formative Assessment Model
Ask participants to indicate if they have been through formative assessment training with NCFALCON. If the majority have, then quickly review the following slides.

14. Classroom Assessments:
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Research shows that if students are formatively assessed, learning will improve. When learning is improved, students are able to demonstrate that learning in a variety of ways including scoring well on standardized assessments like the EOG and EOC.
Black and Wiliam (1998)
Here’s the research about FA…allow participants to read the slide.

15. North Carolina Professional Teaching Standards
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
North Carolina Professional Teaching Standards
Standard IV: Teachers Facilitate Learning For Their Students
Teachers use a variety of methods to assess what each student has learned.
Teachers use multiple indicators, including formative and summative assessment to evaluate student progress and growth.
Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other.
Teachers use 21st Century assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions.
Classroom Assessments are tied to the NC Professional Teaching Standards.
Highlight the bolded terms – Home Base contains our 21st Century assessment systems.

16. Classroom Assessments:
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Attributes of Effective Formative Assessment
Providing students with learning goals and targets in language they can understand
Clearly describing the criteria for successfully meeting the target through examples
Effectively using learning progressions to scaffold learning
Providing descriptive feedback that helps the student know what to do next in their learning
Actively engaging students in self-assessment as well as peer-assessment.

17. Classroom Assessments:
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Formative Assessment Plan
Grade/ Subject:
Big Idea/Objective/Standard:
Learning Target
Criteria for Success
Collecting Evidence
Documenting Evidence
What misconceptions do you think students might have?
What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you provide)?
Plan includes possible misconceptions students may have and how the teacher will address them.

18. Establishing Clear Learning Targets
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Establishing Clear Learning Targets

19. Criteria for Success Classroom Assessments:
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Criteria for Success
Where am I going?

20. Collecting Evidence Classroom Assessments:
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Collecting Evidence
Where am I now?

21. Documenting Evidence Classroom Assessments:
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Documenting Evidence
The documentation should reflect the learning adequately and appropriately.
The documented evidence of learning should provide enough information to make sound decisions that inform instruction and improve student learning.

22. Classroom Assessments:
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Sample Strategies for Collecting and Documenting Evidence of Student Learning:
Mental Notes – Giving special attention while listening to student discourse with intent to remember and provide descriptive feedback.
Symbolic Indicators – Record any symbol, understood by you and your students, on your class roster that indicates where the student is in reaching the learning target.
Matrix – A chart with names down the left side and the learning targets written across the top. As students reach each target, check it off or record short phrases to indicate where each student is in the learning process.
Audio/Video Recordings – Live documented footage of what a student does and/or says which indicates where they are in reaching the learning target. The advantage of this strategy is that growth can be documented at different intervals.
Mental notes – listening to students in discussions and collaborative conversations and providing descriptive feedback
Symbolic Indicators – Symbol that you and your students understand to indicate where the student is reaching the learning target
Matrix – A chart with students’ names. Teacher checks off where each student is in the learning process.
Audio/Video Recordings – can be used to document growth at different intervals in the learning process.
Ask: What are other ways you collect and document evidence? Have any of them worked well?

23. FORMATIVE ASSESSMENT CONTENT EXAMPLES
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
FORMATIVE ASSESSMENT CONTENT EXAMPLES
NC FALCON
Have the page open but wait to log in.

24. Classroom Assessments:
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Home Base Components
CLASSROOMS
Information
Instruction
Student Information and Learner Profile
Educator Effectiveness: Evaluation and Professional Development
Instructional Design, Practice & Resources
Data Analysis and Reporting
Assessment
Information
a simpler, better information system to replace NC WISE
Integrated Instructional Solution
a new standards-aligned tool for instruction (e.g. lesson plans, unit plans), assessment and data analysis
Effectiveness
a simpler, better online evaluation system and new professional development system
PowerSchool
Student
Information
Schoolnet
Instructional
Tools and
Assessment
OpenClass
Collaboration
Test Nav
Summative Assessment
Truenorthlogic
Evaluation and PD
Here are the 5 main components of Home Base. Our focus is on assessment and Schoolnet (Pearson Product name)– the classroom and benchmark assessment component of HOME BASE.
Schoolnet is the product within Home Base that will be used to create and deliver classroom and benchmark assessments.
Key features of Schoolnet include:
Administer standards-aligned benchmark assessments both online and using plain-paper and off-the-shelf scan forms
Deploy assessment items and tests from any source at the classroom, school and district level
Centrally manage test and item creation, test scheduling, printing, pre-slugging, scanning, and assessment data collection
Create a standards-based assessment in a matter of minutes based on a user-defined assessment blueprint with the Express Test tool
Enhance test security
Capture and score constructed response items submitted online or on paper
Access a variety of assessment dashboards and reports to inform instructional planning, improve decision making, and to identify struggling students for intervention and differentiated instruction
Analyze assessment results at the subject, standard, and item levels, disaggregated by school, teacher, section, and student subgroup

25. Classroom Assessments:
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Home Base Resources
CLASSROOMS
Develop aligned assessments for formative, interim or summative purposes
Create an Express Test
Create a Test Manually
Deliver assessments
Online
Print options available for paper/pencil delivery
Data analysis and reporting tools integrate with assessment tools and student information to deliver data on student progress to teachers, parents and students in an easy-to-understand, actionable way
The HOME BASE Resources for Classroom Assessments will allow you to:
Develop aligned assessments for formative, interim or summative purposes. In Express test, you can make up the questions or choose the questions.
Teachers will have access to item banks to pull from and will be able to create their own items.
Districts will have access to secure item banks that can be used for creating benchmark assessments.
Initial item banks will include: The classroom and benchmark item banks formerly in ClassScape (over 22,000 items); NWEA item banks in Science and Social Studies (8,600+ items); benchmark items submitted by LEAs involved in the Home Base Resource Consortium;

26. Reflection – Mix Music Meet
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
Reflection – Mix Music Meet
Using sticky notes….
Select one of the tools we just discussed and describe how it might be used for diagnostic/pre-assessment or summative assessment.
Activity
Music provided by:

27. Balanced Assessment System
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Classroom Assessments:
Formative and Diagnostic Information
CLASSROOMS
How do I keep my balance?
Balanced Assessment System
Balanced assessment means making sure that assessment does not REPLACE instruction.

28. Break Design Studio Session
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Design Studio Session
Break
EDUCATORS
Insert Online Timer Here

29. 2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams
EDUCATORS
Educator Effectiveness Use: To ensure that part of every educator’s evaluation is based on student growth
This slide is to provide an overview of the major topics of the session.
Discuss the idea of a balanced assessment system and moving away from or changing what we typically think of with state testing

30. So why have statewide Measures of Student Learning/Common Exams?
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams:
Focusing on the “Why”
EDUCATORS
So why have statewide Measures of Student Learning/Common Exams?
North Carolina has a statewide evaluation system to ensure that every teacher receives a fair and consistent evaluation, regardless of his or her employing LEA
Teachers in all content areas should receive a Standard Six rating based on the growth of their own students on their content-specific standards
Most LEAs do not have the capacity to design their own assessments for all non state-tested grades and subjects
Think about language here – MSL v Common Exam and be consistent about what the terms mean throughout - semantics

31. Library of Common Exams
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams
EDUCATORS
Educator Effectiveness Tests to measure student growth as a part of educator evaluation
When:
End of Year or Semester; Flexible window Used For:
Providing an EVAAS score
Only for those teachers whose subjects are currently non-tested
For professional growth, and as a required component of employment decisions*
Logistics:
Once a year
1 or 2 class periods
Should replace teacher- made final exam
Measures of Student Learning:
Library of Common Exams
* Note: Not part of School Accountability Model (“A-F”)

32. 2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams
EDUCATORS
Following Local Superintendents’ Recommendation Local Superintendents recommended that State, not districts, develop measures of student growth for non-tested grades and subjects
Designed and Developed with Teachers Over 800 teachers are involved in the design and development
Using EVAAS Employ EVAAS to measure student growth facilitated by educators
Focuses Attention on All Content Areas (not just Math & English) Ensuring teachers of all content areas receive feedback on how well they facilitate student growth
Allows District Flexibility around Administration of Exams Districts make choices regarding logistics and who takes which exams

33. Common Exams: District Flexibility Logistics Handled by District
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams:
District Flexibility
EDUCATORS
Logistics Handled by District
No set State testing window – districts schedule at their discretion
90 minute test administration (actual student testing time)
Districts can choose online or paper-pencil versions, or a combination
Districts choose whether or not to have exam proctors
Districts choose methods for scoring short-answer (non-multiple choice) exam questions
Common exams should replace teacher-made final exams (therefore, should not create additional testing for students)

34. Common Exams: District Flexibility
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams:
District Flexibility
EDUCATORS
Policy Decisions Handled by District
Districts choose whether or not to count common exam scores as part of students’ final course grades
If district includes common exam score in students’ final grade, district chooses how much it counts toward final grade
Districts set policies locally regarding what qualifies as a “mis- administration” (for example, cheating)
Districts must ensure that each teacher has a measure of how he or she is facilitating student growth, but there is no requirement to administer all of the common exams in the library
Districts use State-provided “decision-tree” to determine which exams must be administered, but can give any exam they choose

35. Common Exams: State-provided Decision Tree
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams:
State-provided Decision Tree
EDUCATORS
Does the teacher administer an End-of-Course (EOC) assessment, End-of-Grade (EOG) assessment, or Career and Technical Education (CTE) Post-Assessment to ALL of his or her students?
YES
No State requirement to administer a Common Exam.* NO
Does the teacher instruct a course or grade/subject with a Common Exam?
State requirement to administer the Exam.
No State requirement for 2012 – 2013.
* Note: Districts may still choose to administer Common Exams

36. Share your responses with your group
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams:
Reaction to First Administration
EDUCATORS
Use an index card to record the following:
Three things that went well with your LEA’s implementation of Common Exams
Three things you will do differently next time
Share your responses with your group

37. Looking for suggestions? Revisit the Google Doc for your region –
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams:
Reaction to First Administration
EDUCATORS
Looking for suggestions?
Revisit the Google Doc for your region –
Take a few minutes to review the areas of concern for others in your region. In the right-hand column, please provide strategies that might help another LEA.

38. 2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Common Exams
EDUCATORS
Break

39. 2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
School Accountability Assessments
SCHOOLS
School Accountability Use: School Performance Grades, ESEA and Public Reporting
This slide is to provide an overview of the major topics of the session.
Discuss the idea of a balanced assessment system and moving away from or changing what we typically think of with state testing

40. School Accountability Assessments:
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
School Accountability Assessments:
For School Performance Grades, School
Accountability and ESEA (formerly NCLB)
SCHOOLS
When:
EOC/EOGs - May or June (Dec/Jan for Semester I)
ACT – March
WorkKeys - February
Used For:
School accountability (state and required federal)
School data made public and used to target support
Logistics: Once a year; proctored
End-of-Grade (EOG), End-of-Course (EOC)
3-8 English and Math
5 & 8 Science
1 each Math, English and Science in High School
WorkKeys 12th
ACT 11th

41. School Accountability Assessments: Timeline Test 2012-2013 2013-2014
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
School Accountability Assessments:
Timeline
SCHOOLS
Test on
New State Developed
Math 3-8
ELA 3-8
English II
Math I
Biology
Science 5 & 8
ACT
SMARTER Balanced
Math 3-8*
ELA 3-8*
11th Grade Math*
11th Grade ELA*
SBE Decision
SBE Decision
SBE Decision
In Development
* implementation of SMARTER assessments contingent upon board approval of assessments to replace the State-developed ELA and Math assessments.

42. Demo of New Assessments
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
State Assessments and
SCHOOLS
Aligned to the Common Core and Essential Standards
Inclusion of New Items Types
Moving towards full online administration in
Allow about 10 minutes for participants to go to the demo site and complete a tutorial of one of the assessments
Could also allow for discussion about experiences with online testing in their own schools/districts
Demo of New Assessments

43. Online Administration
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Assessment Delivery Format
SCHOOLS
Online Administration
All End of Course Assessments (Math I, English II, & Biology)
End of Grade 5 & 8 Science
NCEXTEND2 Alternate Assessments
NCEXTEND2 Reading and Math 3-8
NCEXTEND2 Science 5 & 8
NCEXTEND2 Math I, English II & Biology
Paper/Pencil Administration
Reading and Math 3-8
All online assessments will be available in this format
NCDPI recommends online administration, but paper/pencil will be available

44. 2013-14 Online Assessment System
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Online Assessment Delivery Plan
SCHOOLS
Online Assessment System
NCTest will continue to be the online assessment delivery system
Will require a locked down browser or app
Online Assessment System
Home Base will be the new system for delivering summative assessments online (this will include delivery of Smarter Balanced Assessments)
Test Nav

45. Standard Setting Schedule Deliverable June 28, 2013
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Standard Setting
SCHOOLS
Schedule
Deliverable
June 28, 2013
All test data from due to NCDPI Accountability
July 2013
Development of scale for all assessments
Late June and July 2013
Standard Setting for all assessments
August 2013
Data Analysis
Mid-September 2013
Recommendations prepared from Standard Setting for SBE approval
October 3, 2013
Presented to SBE for Approval
Cut scores
Achievement Levels and Descriptors
READY Accountability results

46. 1 2 3 4 Standard Setting Educator Groups Recommend Achievement Levels
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Standard Setting
SCHOOLS
Educator Groups Recommend Achievement Levels
Administration of New Tests 1 2
May/June
June into July
Compile Data and Build Developmental Scale
Achievement Standards Presented to SBE 3 4
July into August
October

47. Claims in the Past: Grade-level Proficiency Only
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
College and Career Readiness
SCHOOLS
It is important to remember that we have raised expectations significantly in the school year.
Claims in the Past: Grade-level Proficiency Only
Claims in the Future:
Grade-level Proficiency and
Career- and College-Ready

48. READY Accountability and School Performance Grades Indicators
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
READY Accountability and School
Performance Grades Indicators
SCHOOLS
Performance Composite (Elementary and High)
Percent of proficient tests in a school
All EOG/EOC tests, subjects, and grade levels (Including alternate assessments)
Math Course Rigor
Percent of FRC graduates who earn credit in Alg. II, Int. Math III, or Common Core Math III
Excludes the 1% and FRC9 populations
Graduation Rate
Percent of students that graduate within 4 years (4-year cohort graduation rate)
WorkKeys
Percent of graduates who are CTE concentrators and who achieve a Silver certificate, or better, on the WorkKeys assessment
ACT
Percent of college-ready benchmarks met (READY Accountability Model)
School Performance Grades may use different criteria

49. House and Senate have 2 different bills
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
School Performance Grades Legislation
SCHOOLS
House and Senate have 2 different bills
Senate version in budget proposal being discussed in conference
House version currently in Senate for consideration
Transition between the indicators and the grades (subject to change)

50. Must be reported publicly
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Reporting School Performance Grades
SCHOOLS
Operational in
The SBE must respond to the General Assembly “…annually by January 15 on recommended adjustments to the school performance grade elements and scales for award of scores and grades.”
Must be reported publicly

51. High School + Growth Elementary and Middle + Growth
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Calculating School Performance Grades
Per HB 435
SCHOOLS
High School
Performance Composite
Math Course Rigor
Graduation Rate
WorkKeys
ACT
{state mean}
+ Growth
{Schools that meet or exceed growth are raised one letter grade}
Elementary and Middle
{state mean}
+ Growth
Performance Composite

52. Set criteria against the state average
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
HB 435 School Performance Grades:
Guiding Principles
SCHOOLS
Using the state mean, which means raising standards will not create undifferentiated grades
Each indicator has a different mean and scores are distributed around that mean
Set criteria against the state average
Example Indicator A
Example Indicator B
46%
87%
Depending on the legislation C C

53. Monitor data for continuous improvement of the accountability system
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
HB 435 School Performance Grades:
Guiding Principles
SCHOOLS
Monitor data for continuous improvement of the accountability system
Making or exceeding EVAAS growth will improve school’s grade by one letter grade
Each met ACT Benchmark counts (ex: 3 out of 5 counts more than 1 out of 5)
WorkKeys based on the state average % of CTE graduates meeting silver level

54. Uses the same indicators as House version, but in a different way.
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
SB 402 School Performance Grades:
Guiding Principles
SCHOOLS
Uses the same indicators as House version, but in a different way.
Weights the indicators according to how many students participated.
For example, WorkKeys would have less weight due to the smaller N count.
ACT criteria (tentatively): Composite score meeting the UNC System minimum (currently set at 17).
Growth could be up to 20% of final grade.

55. 2013-2014 School Calendar - Draft
Aug
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
June
July
Sept
State Tests (3-8 ELA and Math; 5 & 8 Science; 3 High School Exams) and Common Exams
ACT, PLAN, EXPLORE, WORKKEYS
SMARTER Balanced (Development Work)
Compilation of New Data
Standard Setting
High School Assessment Administration
3-8 and High School Assessment Administration
READY Report to SBE
READY Report to SBE
PLAN
ACT March 4, 2014 March 18, 2014 (make-up) March 4-18 (accommodations testing)
WorkKeys
EXPLORE
Likely do not need this slide
WorkKeys for Early Graduates in Dec
Field test of summative and interim assessment items and performance tasks
5th Tech Readiness Tool Collection Windows

56. Facilitated Team Time Preparation
To prepare for Facilitated Team Time, complete the brief reflection to identify the “big ideas” gained from this session that you will share with your Summer Institute team.
To access the reflection document, visit or scan the QR code on the next slide.
To access the reflection responses during Facilitated Team Time, visit

57. Facilitated Team Time Preparation

58. QUESTIONS Design Studio Session
2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes
Design Studio Session
QUESTIONS
Title Slide for the East Team