Overview and Update Raising Achievement and Closing Gaps Conference March 30, 2010

1. Overview and UpdateRaising Achievement and Closing Gaps Conference March 30, 2010 Angela H. Quick, Deputy Chief Academic OfficerLou Fabrizio, Director, Accountability Policy and CommunicationsGary Williamson, Director, Accountability Operations

2. Mission Our Goal:NC public schools will produce globally competitive students. The Purpose of Standards:To define and communicate the knowledge and skills a student must master to be globally competitive.

3. ACRE Accountability and Curriculum Revision EffortA Simple Vision Essential Standards Assessments Accountability

4. Writing and Revising Writing and Revising the Essential Standards

5. Writing Teams Membership Instructional Coaches Curriculum Directors Administrators AccountabilityStaff Teachers Higher Ed External Business EC & CurriculumStaff School Readiness Staff

6. Filters National & InternationalStandards Revised Bloom’s Taxonomy Assessment Prototypes 21st Century Skills

7. National and International Standards Conceptual development Science K-12 • Standards Frameworks • American Association for the Advancement of Science - Benchmarks for Science Literacy • American Association for the Advancement of Science - Atlas of Science Literacy volumes I and II • National Research Council - National Science Education Standards • Other State Standards (including Massachusetts, Connecticut, New Jersey, South Carolina, California) • Singapore Science Syllabus NSES AAAS Benchmarks AAAS Atlas Other State Standards Singapore • Assessment Frameworks • Trends in International Mathematics and Science Study (TIMSS) • Programme for International Student Assessment (PISA) • National Assessment of Educational Progress (NAEP) 2009 Framework TIMSS PISA NAEP

8. ES ES ES ES ES ES ES ES ES ES Criteria and Filters Conceptual development Criteria Filters Course Generalized goals Examples and processes to achieve criteria Student Outcomes • Enduring • Measurable • Clear and Concise National & InternationalStandards 21st Century Skills Revised Bloom’s Taxonomy Assessment Prototypes • Prioritized and Focused • Rigorous • Relevant to the Real World

9. Essential Standards Objective Objective Objective Essential Standard ES ES ES ES ES ES ES ES ES ES North Carolina Standard Course of Study Essential Standards Overview Course Prototypical Assessment Classroom Objective Prototypical Assessment EOC-EOG ...zooming in on one Essential Standard

10. Create Evaluate Analyze Apply Understand Remember Marzano’s Dimensions of Thinking Revised Bloom’s Taxonomy Evaluating Integrating Generating Analyzing Applying Organizing Knowing

11. Stakeholder Involvement Writing and Revising Four primary meansfor involvement… Writing Teams and Meetings LEA CollaborativeFeedback IndividualPublic Comment StructuredBusinessFeedback

12. Current Status: • I. SBE Approved • Math, Science, English 10, & Instructional Technology • 2. Under Development • English Language Arts, Social Studies, Second Languages, Guidance, The Arts, Health and Physical Education, and Instructional Toolkits

13. Goal:Institute an accountability model that improves student achievement, increases graduation rates and closes achievement gaps. Indicators Uses Levels 2

14. Proposed Indicators Student Performance Post-SecondaryReadiness Student Growth Graduation Rates Academic Course Rigor

15. Impact of ESEA Reauthorizationhttp://www2.ed.gov/policy/elsec/leg/blueprint/index.html

16. Shown are some possible weighting scenarios we have considered. We’d like both performance index and growth index to have the same weighting. These are preliminary numbers, not final recommendations. High School School Weighting the Indicators? Draft; For discussion purposes only.

19. Examples of Data We Should Report But Not Include in the High-Stakes Accountability Model? • Advanced Placement (# and % of participants and scores) • International Baccalaureate (# and % of participants and scores) • Credentialing Programs (# and % credentials) • Online Courses Taken (# and %) • Higher-Levels Foreign Language Courses Taken (# and %) • Concentrations (# and %) • College courses taken (# and %) • Attendance of teachers and students • Local Options • Additional?

20. How Do We Address Unique School Types? Examples • Alternative Schools • Hospital Schools • VocEd/Career Centers • Special Education Schools • Schools with grade 3 and below How do these schools fit into the system?

21. How Do We Best Measure Post-Secondary Readiness? ACT, SATWorkKeysAccuplacer Compass • If multiple, how to set cut scores, or ranges, for points to award to school? • If one assessment, which one?

22. Synopsis: What’s Different? • Inclusion of LEA Accountability (Longitudinal Growth) • Incorporation of an Index Model • Robust Growth Measures • Inclusion of Post-Secondary Readiness Measure • Increased Academic Course Rigor (Future-Ready Core) • Graduation Rate Instead of Dropout Rate • Revised Reporting • Revised Student Accountability System

23. Academic Growth How to Establish and Utilize Long-Term Growth Standards

25. Measurement of Growth

31. Numerical Comparison of the Four Strategies

33. A Growth Standard Presented in Tabular Form

34. Growth Standard Presented as an Equation(Example) Note: Use T = (Grade – 3) when applying the model