Summary of November State Board of Education Meeting

Wednesday & Thursday, November 3, 4, 2010

The State Board of Education met on Wednesday, November 3, 2010 in committees.  They began with the Globally Competitive Students Committee, 21st Century Professionals Committee, Leadership for Innovation Committee, and finish with the Business/Finance and Advocacy Committee. On Thursday, they met to vote.

CLICK HERE to visit the State Board Web site for access to Executive Summaries and related documents

Wednesday, November 3, 2010

Globally Competitive Students Committee (10:00 AM)

Action and Discussion Agenda

Action

  • GCS 1 Future-Ready OCS: Proposed Change to Mathematics Graduation Requirement The State Board APPROVED the recommendation that students participating in the FR-OCS be allowed to substitute the mathematics course, Applied Mathematics II or the career/technical education course, Personal Finance (7066) for OCS Financial Management. Students in this program must complete three mathematics courses. They are required to complete: OCS Introduction to Mathematics, OCS Algebra I, and OCS Financial Management. DPI recommends students participating in this course of study, be allowed to substitute the mathematics course, Applied Mathematics II or the Career and Technical Education Course, Personal Finance, for OCS Financial Management. The Personal Finance Course aligns very closely with the OCS Course and both were developed using Blooms Taxonomy. The applied Mathematics II course, while not designed for students with disabilities, is helpful in teaching students, practical application. This will assist students in completing their graduation requirements and will also make it easier for school systems to comply with federal requirements of having a highly qualified teacher in every core content class.

Committee Meeting: No further discussion.

  • GCS 2 Textbook Evaluation Policies The State Board APPROVED staff recommendations for changes to amend Textbook Policies GCS-H-000, GCS-H-002 and GCS-H-007. The revisions are primarily to streamline the language. The proposed policy changes are as follows; GCS-H-00 will be changed to require the schedule for the evaluation process to be included in the “Invitation to Submit Textbooks” document, GCS-H-002 will require the procedures for the regional textbook evaluation to be included in the “Invitation to Submit Textbooks” document, and GCS-H-007 is revised as the “Textbook and Evaluation Adoption” policy. A copy of this policy will be available online in the Executive Summary link.

Committee Meeting: Brief overview, no further discussion.

Action on First Reading

  • GCS 3 2010-2011 Invitation to Submit Textbooks for English Language Arts for Evaluation and Adoption in North Carolina The State Board APPROVED the invitation for evaluation and adoption of textbooks. The invitation is for English/Language Arts and includes rules and regulations based on General Statutes, Administrative Code, and State Board Policy that govern the adoption process.

Committee Meeting Board member Tate asked about the efforts to move to more digital books. Staff is expecting digital proposals, but until all students have access to computers it makes it hard to convert to all digital. Staff indicated digital adoptions have occurred with Career and Technical courses, primarily.

Discussion

  • GCS 4 Credit Recovery The State Board reviewed the proposed amended policy Credit recovery has become increasingly difficult due to the expansion of courses and delivery methods. Credit recovery may be for full course recovery or partial recovery courses. Policy changes will be implemented for 2011-2012 school year. The policy has seven new defining and clarifying sections; 1) definition of the term “credit recovery,” refers to a block of instruction less than the entire Standard Course of Study which means  credit recovery delivers a subset of the actual course to address student deficiencies, 2) define “repeating a course for credit” will be used to refer to high school course repeated via any delivery method when the Standard Course of study for the course is being taught for a second time, 3) define “repeating a course of credit” will allow students to receive a grade and take the associated EOC. Students who have already made a Level III of IV may use the score as 25 percent of the final grade or retake the test. If the student retakes the test then the higher of the two scores will be used in calculating the final grade, 4) LEAs shall give a pass/fail for each credit recovery course and this will not impact a student’s GPA, 5) students who wish to modify their GPA may repeat the course for credit and not seek a credit recovery solution, 6) local boards may not limit the number of credit recovery courses taken by a student prior to graduation, 7) the EOC test associated with credit recovery shall be administered upon completion of the credit recovery course and no later than 30 calendar days. There is also a “Credit Recovery” briefing paper and a “Frequently Asked Questions” document. The documents are included in the Executive Summary link at the beginning of the preview.

Committee Meeting: Extensive discussion was held about the process for developing the policies under consideration. The purpose for the policy is get consistency across the LEAs with credit recovery since many different things are occurring in the field. Members discussed whether credit recovery should be allowed for course failings due to attendance problems. A question was raised about the NC High School Athletic Association’s position on the policy and credit recovery. Members were told they support the proposal. Board members had many questions including why LEAs do not participate in credit recovery. Is there a way to require LEAs to offer credit recovery? The SBE can set their policy to require LEAs to use the program. The difficulty arises with, making course schedules, the need for additional supervisory personnel for the program, and the fiscal impact for providing credit recovery (including the cost of the courses). Board members want to see it in all NC high schools, since it should improve the graduation rate. The graduation rate is an important issue for the success of high schools and their students and is part of NC education goals.

  • GCS 5 Blue Ribbon Task Force Report on Studying Impacts of Raising Compulsory Attendance Age State Board members reviewed the report required by the 2010 Session Law. The task force studied the impact of raising the compulsory attendance age to 17 or 18. Four questions were posed for a response. The report shall be submitted by November 15th to Joint Legislative Commission on Dropout Prevention and Graduation as well as the Joint Legislative Education Oversight Committee. The complete report can be accessed by following the link to the Executive Summary listed above. Key Recommendations: 1) increasing the attendance age can only be successful if supplemental programs are in place targeting at-risk students, 2) a larger more comprehensive study should be conducted within the context of law enforcement and juvenile justice, 3) eight pilot programs should be  conducted, one in each region of the state giving the LEAs the flexibility to develop the pilot based on the unique needs of their student body and, 4) regardless of the whether the age is raised, consistent ongoing teacher training supplemental programs relevant to students and curriculum material are critical. The conclusion in the report states North Carolina needs to improve on successes of the past in providing students with skills and habits to meet and exceed graduation requirements. The system needs to improve by examining current practices and policies, hiring and retaining great teachers and leaders along with working with businesses and other agencies. A copy of the report is available in GCS5 at the link, noted at the beginning of the preview.

Committee Meeting: A Blue Ribbon Task Force was appointed and met two times to respond to the legislative study. The main recommendation was for another task force to be appointed and spend one year studying the overall impact (including fiscal) of this change. Twenty-six states have an age of 18 for attendance, 8 states have 17 years of age, and 24 states have 16 years of age. One issue raised was will increasing the attendance age increase the graduation rate and if you don’t change your practice for at-risk students they will just disrupt learning for everyone. Eight LEAs in Florida had pilots to increase the attendance age. Staff reported these were very successful. There appears to be grass roots support to increase the age. The task force recommended pilots in eight regions of the State. The report is due November 15th. Board member McDevitt said the lack of a clear recommendation to change the age was simply we “kicking the can down the street,” and the SBE needed to either phase-in the compulsory attendance age increase or require it on a date certain. Dr. Atkinson noted the cover letter with the report could indicate the board’s determination to move forward and increase the age for attendance. Dr. Harrison asked if the Blue Ribbon Task Force, could expand the group with people from NCASA, NCSBA, and NCAE, and finish their work in 6 months answering many of the questions left unsettled with the two Fall meetings. Chairman Harrison requested the Task Force review the states with higher age attendance requirements to determine whether raising the attendance age is effective in increasing the graduation rates and if there are any other issues to be addressed with this age change.

  • GCS 6 Senate Bill 66 Arts Education Task Force Recommendations The State Board  reviewed the report from the Arts Education Task Force that was appointed this year to address several issues. The issues considered were as follows; 1) policies to implement arts education in public schools including an art requirement in grades k-5, 2) availability of all four arts disciplines in grades 6-8, with students required to take one arts course in each school year, and 3) the availability of electives in the arts at the high school level. In addition, the Task Force shall look at a high school graduation requirement in the arts and further development of the A+ Schools Program.  Recommendations shall be submitted to JLEOC by December 1, 2010.

Committee Meeting: Dr. Garland discussed the report. They reviewed adding an arts course as a graduation requirement and looked at A+ schools expansion. They studied the information on arts education in elementary and middle schools. They plan to complete their report on December 1 to submit to the legislature. The report includes several recommendations: 1) implement K-5 arts instruction every year, 2) no consensus was reached on requiring an arts course for graduation from high school, 3) broaden the A+ schools program through a phase in approach, 4) expand arts exposure for all students and teachers using community resources. Other recommendations include staff development in the arts for all staff, accountability by creating incentives for schools to include arts education, funding resources should be identified, and arts integration personnel are needed at DPI and for the A+ schools.  Board members were told 75 percent of high school students already take a high school arts course, annually.

  • GCS 7 K-12 Social Studies Essential Standards The State Board discussed Version 2 of the Social Studies standards. The Standards are available for feedback though November 10th. They can be found at http://www.publicschools.org/acre/standards/phase2.

Committee Meeting: Staff presented an overview of the latest Social Studies curriculum draft. The National Council of Social Studies states: Social Studies is the “integrated study of the social sciences and humanities to promote civic competence.” Over the past eighteen months staff and others have prepared this latest draft for the curriculum. A draft released earlier this year had major changes and was met with very negative responses from the community including the legislature. Literacy standards are embedded in the social studies program as well as character education, NAEP standards, and financial components. Extensive feedback was received before completion of this latest version. The instruction will begin in K-3 with establishing the foundation for Social Studies, 4th grade will be a study of North Carolina, 5th grade US History, 6th grade World Geography, History and Culture, Beginnings of society through the first Global Age, 7th grade Modern Civilization, Global Convergence through the present, 8th grade is NC and US History, 9th, 10th, 11th and 12th grade will have two US History courses (Part 1 and 2), Civics and Economics, and World History. The plan is to require four History courses for graduation (presently there are only 3 courses required). The intent is to include new electives related to History: Psychology, Sociology, 21st Century Geography, The Cold War, Turning Points in American History, 20th Century Civil Liberties, Civil Rights, World Humanities Seminar, and American Humanities Seminar. As part of the accountability for the new curriculum they plan to use an essay test rather than the standard multiple choice. They are recommending a “documents-based” exam to test the student’s knowledge of early founding documents (Federalist Papers). They could have these exams ready as soon as 2012, and they would use teachers from other districts to grade the papers. This would address the concern about the multiple choice bubble tests that do not require critical thinking. Input is still being received on this draft through November 10th.

21st Century Professionals Committee (1:00 PM)

Action and Discussion Agenda

Action

  • TCP 1 Revision of Board Policy to Reflect Changes in the Beginning Teacher Support Program The State Board APPROVED changes to the Board policy regarding the Beginning Teacher Support Program. Each LEA develops a program/plan for beginning teachers, which is approved by the local board, reviewed, and monitored. There are a series of changes to Policy TCP-A-004, including, but not limited to, the five-year formal review and an annual review process as recommended by the mentor task force. Other changes in the policy address changing the word Individual Growth Plan to the Professional Development Plan. Other changes include working conditions for beginning teachers, local board plan approval, annual peer review and information on the five–year formal reporting requirements. A copy of the policy is available at the Executive Summary link at the beginning of this preview.

Committee Meeting: The policy will provide needed changes and support for beginning teachers. Board members requested information on the number of teachers who complete three years of teaching, but fail to get their Professional 2 license.

Discussion

  • TCP 2 Recommendations from the Advisory Board on Requests for Exception from Teacher Licensing Requirements The State Board is requested to approve the actions related to each request. The panel recommendations are presented to the SBE in closed session.

Leadership For Innovation Committee Meeting (1:30 PM)

Action and Discussion Agenda

Action

  • LFI 1 Final Decision in Contested Case
    • North Carolina Marine Sciences High School, Inc. (Cape Lookout) 10 EDC 1104 The State Board issued a final agency decision in the contested case. The State Board decided to non-renew the charter for Cape Lookout. The administrative law judge recommended renewing the charter for Cape Lookout through June 30, 2012. The respondent has filed exceptions. This is a closed session item.

Board Meeting: Move to amend the ALJ findings and reject their decision and reaffirm the SBE decision to close Cape Lookout due to excessive dropouts.

New Business

  • Technical Readiness for Online Assessment:
  • NCVPS/LEO Director’s Report: Brian Setser presented on NCVPS and mobile learning. Mobile lessons for online courses was tested this fall. The SAT prep lesson was piloted. There is also a list through NCVPS of mobile course options.

Business/Finance and Advocacy Committee Meeting (2:10 PM)

Action and Discussion Agenda

Action

  • TCS 1 2011-2013 Biennial Budget Expansion Request The State Board APPROVED the expansion budget needs as listed. The expansion budget requests for 2011-2013 are due to OSBM on November 12, 2010. There is a list of nine expansion items: 1) $304,774,366-LEA Adjustment/Discretionary Reduction, 2) $19,722,637-Ready Set Go-Fund all 8th graders to take EXPLORE assessment, 10th graders to take PLAN, and 11th graders to take ACT. Also funding for “Boot Camp,” and alternate assessments, 3) $477,267-Restore Governor’s School funding, 4) $247,650-Web Services-fund the public schools website, 5) $173,421 Internal Audit-add two internal auditors, 6) $995,300 Learn and Earn High Schools, 7) $41,156-Technology Services Time Tracking, 8) $589,210 Update Wiring in education building, 9) $20,000,000-Healthy Student’s Initiative by supporting school lunch programs. The expansion items total $347,021,007. In calculating the 5, 10 and 15 percent cuts to public schools the amounts were included in the documents. The amount for 5 percent is $418,512,811, 10 percent is $837,025,621 and 15 percent is $1,255,538,432 and these figures do not include the $304 million of the discretionary cut. The cuts to DPI for the percentages are as follows: $2,164,334, $4,328,668, and $6,493,002. A complete copy of these documents is in the Executive Summary link.

Committee Meeting: Philip Price reviewed the budget issues for board members. School districts have a recurring $304 million annual reversion required. In 2010, the LEAs returned 3,200 teaching positions as well as principals, assistant principals, and instructional support personnel to meet this annual cut. Staff has taken the $304 million and added the requested 5 percent reduction for a total of $700 million equaling a 9 percent reduction. There was no recommendation on specifically where the cuts can be made for the upcoming budget session. If you remove all teachers from possible cuts more than 50 percent of the state public school fund is spent on teachers and this would only leave 50 percent of the budget for major cuts. Personnel will definitely be impacted to reach meet the potential cuts requested of 5, 10, and 15 percent. The State deficit could be as high as $3.6 billion next school year. The deficit includes the federal stimulus funds no longer available to the states, State taxes that expire, and over $400 million in non-recurring cuts placed back in the public school budget for 2010-2011, such as textbooks. At DPI every 5 percent cut will require cutting 25 jobs. All state agency cuts are due by Friday, November 5 to the state budget office. Questions were raised about the expansion items included in this item. The expansion items are listed above and the main question dealt with the “Boot Camp” funding and the name change of the program.

Board Meeting: Expansion items must be made in priority order by mid-November. The Board voted to approve the list as presented by staff without further discussion.

  • TCS 2 Revisions to Benefits and Employment Policy Manual 2010-11 for Public School Employees The State Board APPROVED 17 revisions to policy TCP-D-003. Changes are being made to the following sections: 1.1.9– Define “bona fide volunteer” 1.1.12 Clarify definition of immediate family for FMLA, 3.1.3 Coordinate FMLA changes for vacation leave, 4.1.2 Clarify when FMLA emergency leave applies for sick leave, 4.1.8 +10 Leave reinstatement change (63 months), 4.2.1 Extended Sick Leave-track license name (media coordinator), 4.3.2 Clarify exhaust available leave under voluntary shared leave, 4.3.4 Non-family donation of sick leave under voluntary shared leave, 4.3.7 Voluntary Shared Leave-Unused Leave returned to donors,  5.1.1 Personal Leave-Track license name (media coordinator), 5.1.2 Track changes in statute under personal leave, 8.1.2-28 Track FMLA Regulations & NDAA, 14.1.2 -5 Track Changes in Statute for Probationary Teachers, 14.2.3-11 Add Media Specialist & use Career Status, 15.1.1 Track Changes to Statute School Calendar, 16.1 Legislation eliminated these provisions for retired teacher employment, 16.2.1-5 Track legislation & update data & numbering for employment of retirees. A copy of these changes is available in the Executive Summary link in the opening paragraph under Section TCS 2.

Committee Meeting: Federal law, federal regulations, and state law changes have resulted in the necessary changes listed above. No further discussion.

Action on First Reading

  • TCS 3 Schools Selected from Applications for Reading Diagnostic Initiative The State Board APPROVED the list of schools that volunteered and were then chosen to participate in the Reading Diagnostic Program. There are 183 schools participating in Governor Perdues’ Reading Diagnostic Program. There were 27 pilot schools last year and 156 schools were added at the beginning of this year (73 Reading First Schools and 83 invited schools). Invitations were sent to superintendents and others to become part of the initiative. DPI received 368 applications and there is space for 200 more schools to join the program. The new schools will train in November /December and begin the first benchmark assessments in mid-January. A list of the schools is included in the Executive Summary with the link provided in the opening paragraph, Section TCS 3.

Committee Meeting: Staff reviewed the history of the schools who are in the program (information listed above). A new updated list was provided to Board member with a total of 238 schools to be added (38 more). There are more than 1500 elementary schools statewide who can participate in the program. They showed where the schools are in the counties and staff hopes to return next month with more schools depending on funding availability. Fifteen districts do not have any schools in the program. Some of these counties include: Wilkes, Davidson, Randolph, Jones, Johnston, Pender, and Buncombe. Chairman Harrison indicated most, if not all, of the LEAs already have programs they are using or have recently purchased technology and software.  Therefore they do not want to switch at this time. Chairman Harrison has sent word they have one year to show the value of their program before they will have to add schools from their LEA to the new reading diagnostic initiative.

Discussion

  • TCS 4 Reappointment or Replacement of Compliance Commission Members, Appointment of a New Chairperson, and Amendments to Policy TCS-B-00 The State Board discussed the recommendations for reappointments and for new members of the Compliance Commission as well as the amendments to policy TCS-B-00. David Jenkins, Martin County, reappointment, Cindy Goodman, Scotland County for reappointment, Heidi Von Dohlen, Buncombe County for reappointment, Wanda Bunch Business Representative for reappointment, replace Max Walser with Kelly Lynn Blain, Person County teacher, and Stewart Hobbs Jr. Stokes Superintendent as Chairman. Policy changes include; 1) Removing authority for Commission to deny appeals of schools that want a field testing exemption for a specific school year, 2) Commission shall meet annually and notification of meetings for State Board is no longer required, 3) Eliminate the absence rule which notes three consecutive absences shall constitute resignation of commission member.

Committee Meeting: Staff presented the names of the individuals listed above for the Compliance Commission and the change to the policy. There are four more names needed and the Board plans to approve all the commission members at their December meeting.

  • TCS 5 DHHS Transition Plan for Organizational Structure and Student Instructional Services at the Residential Schools The State Board reviewed the plans and provide recommendations for the final plan to be approved in December. Effective June 30, 2011, DPI will have responsibility for the total services, staff, programming and facilities at the three NC residential schools. The plan envisions four staff members to serve as the central office for the three schools and to oversee all activities at the schools. The plan must be submitted to several legislative committee of the General Assembly by December 1, 2010. The plan addresses a series of requirements set in Session Law 2010-31. The executive summary contains organizational charts and other documents detailing the plan to be considered by the State Board. This item will be on Action in December.

Committee Meeting: Staff began discussing the work to meet the state law requiring DPI to assume responsibility for the three residential schools in NC. They reviewed the process and all their work with DHHS previously and up to this point. Board members will need to approve the final plans in December. Staff discussed two different plans with respect to the schools. Plan 1 would leave the three schools to serve students as they currently do and then appoint a Human Rights Commission to deal with all grievances. Plan 2 would consolidate the three schools and locate all the students as space permits at the Governor Morehead School in Raleigh. The other two schools would be used as resource centers for the students and many of the students at those schools would likely stay in their districts and attend their local school and use the resource center as needed. Organization charts were shared with the Board. Board members discussed the recommendation to consolidate the school at the Governor Morehead School, while Wilson is the newest and largest school and Morganton was recently renovated. Staff indicated it was merely proximity to DPI. Ms. Watson discussed the academic issues with these schools and shared data on reading and math scores for students at the various schools. As an example some of the test scores in the residential schools compared with the scores of similar students in public schools were as much as 20 to 40 percentage points lower in the residential schools. The goal is to improve the scores by 10 percentage points next year. Dr. Ashley and the Transformation group has been asked to evaluate the schools because the scores are so low. The schools will be treated as low-performing schools. There are fifteen hospital schools who will continue to be supervised by DHHS, but DPI is coordinating on the academic aspects of the hospital facilities (i.e.  O’Berry, Whitaker, etc.). In addition, the organization charts are not changing except that each school will have a principal. The director has too many responsibilities running the residential facility to handle academics, and so the principal is needed to manage the student’s instructional program. The Board will also need to provide direction on Plan 1 or 2 with staff soon.

Update on Contracts

Contracts over $25,000 – 25 contracts

Contracts under $25,000 – 15 contracts

Thursday, November 4, 2010

State Board of Education Meeting, (9:30 AM) Dr. William Harrison, Chairman

Call to Order

Pledge of Allegiance: Mr. Reginald Kenan

Approval of Minutes

Special Recognition-Presidential Awards for Excellence in Mathematics and Science Teaching

  • 2009 Awardee in 7-12 Science
    • Ms. Judith Jones, Chapel Hill/Carboro Schools
  • 2009 Awardee in 7-12 Mathematics
    • Ms. Maria Hernandez, Math, NC School of Science in Mathematics
  • 2010 Finalists in K-6 Mathematics
    • Ms. Amanda Northrup, Haywood County Schools
    • Ms. Rebecca Pearce, Guilford County Schools
    • Ms. Penelope Shockley, Chapel Hill/Carboro
  • 2010 Finalists in K-6 Science
    • Ms. Zebetta King, Wake County Schools
    • Ms. Amanda McLean, Caldwell County Schools

Key Initiatives Reports and Discussion

Early Childhood Education Study (More At Four) – John Pruitt presented the results of the external evaluation of More at Four Program. Ten years of research in program is not complete. Seventy-five percent of the children being served in More at Four are below the poverty level. The majority of students in More at Four have never been served in any early childhood care setting. The latest study tracked the learning gains of students who started in More at Four through the third grade. Past evaluations have shown high quality pre-kindergarten and having highly qualified teachers in the classroom children show greater gains in knowledge. Learning growth is above average in literacy, language, math and social skills. Longitudinal studies have shown that the program has produced accelerated learning into Kindergarten. The question is “Do these effects persist years after they enter school?” The legislature wanted to find the impact of More at Four children in 3rd grade Reading and Math EOG (four years after the students were left the program). The evaluation indicated children had achieved statistically significant scores compared to similar economically disadvantaged children who were not served in More at Four. The data clearly shows the third grade test scores gap between poor children in the More at Four program and middle class children had significantly been closed by as much as 37 percentage points in Reading (2006-2007), 24 percent Reading (2007-2008) and 31 percent in Math (2006-2008). How do we maximize our investment in pre-K? Strengthen the public Pre-k program for our most vulnerable children. Efforts to align curriculum standards for K-3 and More at Four are critical going forward. The next step is to further evaluate learning growth and this report will be released in early 2011. Random assessment of students may be done in the future, but it has not been done nationally. This would be a significant study. Board members are concerned the charts and data are not clear and needs to be simplified for the legislature and other outside groups. Reading assessment changed and so they were separated, but Math was combined. Questions arose regarding the waiting list and who is eligible to apply for slots in the program. There is a rigorous methodology for admitting children, but there are still waiting lists for the program. Many children are not being served. Funding for the More at Four has been cut $10 million in recent years as well as major cuts to the Smart Start program. The results of the study need to be communicated clearly to members of the public to show the lasting gains for students who enter the More at Four program.

Career College Ready Set Go/Race to the Top Update – Mr. Adam Levinson said the Race to the Top website is being used in the LEAs. He presented an overview of the Race to the Top work. There are many aspects of the effort and they include: ACRE, District Transformation, Education Technology Cloud, and Professional Development Plan. There are two key deadlines: by November 8 each LEA and charter school will submit a detailed scope of work plan and the state scope of work will need to be submitted by November 22 to USED (US Education Department). Communication (website) is critical piece of work and needs to include everyone in education across the State. Twenty-three sessions were recently held to discuss completing the LEA plans across the State.  A presentation will be given to Joint Legislative Education Oversight next week. RTT is a four-year plan with possible modifications in the process as it goes along. Significant contracts will need to be completed to stay on schedule.  The Education Cloud Technology Initiative was presented by Peter Asmar. Key pieces of this project include: equity of access to systems, data tools, having a common platform, and the cost savings associated with shared technology. All LEAs are connected and so there are shared services, and the Cloud will be an opt-in to participate with the technology and software, which will ultimately save substantial funds. The Cloud creates capacity for the LEAs to access technology and programs without significant cost. IT Management, is an example of one program and LEAs can pick and choose different services (opt in process). LEAs only pay for the services they decide to use. Lt. Governor Dalton wants to see access for K-20 so more can be shared, with greater cost savings and efficiency. K-20 synergy is critical to saving funds and linking data. Funding could be provided through the State General Fund to add more software options. Lynn Johnson presented on the Professional Development Initiative. She will employ a system that helps teachers apply the new skills needed and deliver this assistance in a blended approach. The focus is to use the two-year work effort on common core and essential standards, including using the toolkits (NC FALCON) to train teachers and administrators. Formative and Summative Assessments are critical. There is a need to keep changing if it is not working and data will be the driving force for decision-making. Team teach, talk, and make changes. This will be a mindset shift and it must be systemic. Identify distinguished leaders, master principals to participate in regional (4) learning sessions. Staff is now focused on ramping up to hire people to get the work done over the next four years and when four years are gone the contracts for the work are over.

Performance Navigator Update – Mike Martin updated the members. Two things are the primary focus for 2010-2011, modifying what we measure and modifying the targets. The key will be measuring the Race to the Top targets. Some of these targets include the four-year cohort graduation rate, NAEP scores, percent of students scoring on AP exams, participation rates in AP courses, percent of graduates going on to post secondary education, ACT measure, and percent of freshman in one remedial course. Some of the new targets include the following: percent of students excelling on math and reading EOG/EOC (raise targets), low-performing schools, educator evaluation data. Raise the Grade 4 Math target 2.0 points up to 85 for 2010-2011. Grade 4 Reading is increased from 71.6 percent to 74.6 percent for 2010-2011. All the key targets are being increased for this school year. How do we measure low performing schools success?  The plan is to move from using the number of low performing schools to using the number of schools with performance composites below 60. It is important to measure of all of our efforts. Subsequently, the teacher evaluation data will be used to measure the validity and use of the tool with respect to student test scores and growth. The plan is to determine the degree to which the tool is being used effectively in evaluating teachers. Does the teacher evaluation instrument data link with student growth. One board member reminded staff not to leave teachers out who don’t administer EOCs or EOGs in their teaching. These teachers have no student test score data to use in validating their evaluation.

Information Agenda

Globally Competitive Students

  • GCS 8 Diagnostic Assessment Review for the 2009-2010 Reading and Math Pilots The State Board will receive information on the 13 schools involved in the Math pilots. The Math assessments used were Assessing Math concepts with Math Perspectives (K-1). The pilot schools were trained in the late Fall 2009 and teachers began benchmarking students with the mid-year assessments. End-of Year assessments were given in May. UNC Chapel Hill evaluated the reading pilot schools and a doctoral candidate evaluated the Math pilot schools. The reports are included in the Executive Summary, which is provided in the link at the beginning of this preview.

Board Meeting: Carolyn Guthrie presented on the pilots (2nd year) on how this program is critical to dropout prevention.  Reading (K,1, and 4) train the trainer to get pilots started. The pilots are centered around technology and how it helps to do these assessments. Formative assessments (used ongoing) are they better with technology?  Overall, the formative assessments got better throughout the school year. Devices prompt you to take action. Math teachers used the data to design math instruction like they do for reading. The data helped them do small centers and math groups. The children were not where they needed to be in the instructional program. It was apparent from using the diagnostic assessments that they need more interventions and diagnosis. Immediate results with technology are important to assist the teacher in understanding where the student is in understanding Math, but it is also important for the teacher to know what to do next. Teacher Academy is helping with this issue. At this time the diagnostic devices are being used with struggling students and they have not had time to work with any of the other students. Assessments are very objective and factual and it guides instruction. Concerns were raised about the time needed to do instruction for struggling children, by themselves in the classroom (no assistants). Time management is an issue. The technology is an issue when it didn’t work either the hardware or the software. Teachers are technology illiterate and they need help troubleshoot technical problems. They are asking for continued support from consultants. The Principal is also critical for the success of this program in providing support to teachers in scheduling and understanding the assessments. A question was raised regarding the fiscal note for expanding the program to all elementary schools across the state. The diagnostic tools including, training, technology-hardware, and software, is $25 million for K-3 statewide.   

  • GCS 9 American Diploma Project (SDP) Algebra II Results for Spring 2010 and Consortium Participation Discussion for 2011 The State Board is requested to provide guidance on the continued involvement of North Carolina in this initiative. Nine of the Consortium states participated in the Algebra II exam, including North Carolina. The test was administered to more than 40,000 students, nationally. A summary of NC’s Spring 2010 participation and 2011 plans will be reviewed. NC’s average scaled score in 2009 was 1,055 and in 2010, 1,058. This score indicates students are still in need of preparation of Algebra II. The overall Consortium score in 2009 was 1,032 and in 2010 1,024. NC had only 14-16 percent of students prepared and 4-5 percent well prepared, while the remaining 81-82 percent are still in need of preparation.

Board Meeting: Dr. Fabrizio said we can’t compare NC data except with Arkansas and Hawaii. NC had the highest mean score and the highest percentages of students prepared in the Consortium. This was the third year for NC and the question is should we continue, with such a weak comparison. Dr. Harrison said NC should continue for another year and expend the $100,000 to participate.

State Board of Career and Technical Education

  • GCS 10 Project Management Credential-New NC Career and Technical Education (CTE) and Southern Regional Education Board (SREB) Initiative The State Board is requested to consider development of this credential in 2010-2011, pilot test 2011-2012, field test 2012-2013, Standard Course of Study 2012-2013, CTE Technical Attainment 2013-2014. North Carolina is a member of a 12-state Consortium in which each state will develop and exchange a series of four courses in an emerging career-focused field. The NC Series is Project Management (180 countries-Western Carolina and NC State and Community Colleges within specific courses). This will be offered through specific courses in NC. Students can earn the certified Associates Degree in Project Management and Microsoft Project software certificate. This will help the students in their post secondary education and careers.

Board Meeting: Rebecca Payne presented the various programs being developed by some of the other states. Develop a product, cost benefit plan, prototype and work within the course. Work with the schools and train them in project management.

21st Century Professionals

  • TCP 3 2010 Teacher Working Conditions Survey The TWC was conducted in March/April 2010. Further information about the findings from the survey was presented

Board Meeting: Carolyn McKinney attended each of the regional school board training sessions where she learned many local board members do not know about the Teacher Working Conditions Website or http://ncteachingconditions..org

Eric Hirsch reported working conditions do have an impact on student achievement. There is a clear correlation between working conditions and student achievement. Two findings (5th version) from the TWC show teacher leadership is important as well as facility resources. Managing student conduct and community support confirm this link and this is seen even in the highest performing schools. In the lowest performing schools only half agree that parents helping at the school impacts student success. Managing student conduct correlates very well with student success. Leadership support also correlates with student success in the best schools. There are specific questions where there are major differences in the answers to questions between the struggling and successful schools. In the latest review of the TWC it was learned that managing student conduct was the most important issue and significant issue in judging student achievement in the school. Working conditions showed higher achievement in the high schools than middle and elementary schools. Students are achieving at higher levels where student conduct is good and teachers feel safe, and safe school policies are in place. Check out the website for more information.

Consent Agenda

Globally Competitive Students

  • GCS 11 Title III AMAO Status Report for 2009-2010 The State Board APPROVED by consent a Summary Report of the LEAs receiving Title III funds to meet as series of AMAO (Annual Measurable Objectives) targets. The three objectives include: 1) percent of students who demonstrate progress in at least one of the subtests on the required state identified English Language proficiency test, 2) annual increase in the percentage of students identified as limited English proficient who attain proficiency on required state tests, 3) percent of student in the LEP subgroup meeting its AYP targets. LEAs that do not meet AMAO targets two years in a row will be required to develop a detailed improvement plan as required by NCLB. Twelve districts including most, if not all, of the largest urban districts have missed the AMAOs four consecutive years or more. Wake, Charlotte, Guilford, Forsyth, Durham, Buncombe, and Cumberland are part of the list of the LEAs who have missed targets four consecutive years. If the Title III subgrantee (LEAs) fail to meet AMAO targets four consecutive years, the State Board of Education shall require all Title III groups to modify the curriculum, program, or method of instruction. The complete list of LEAs who missed two, three and four consecutive years can be found in the Executive Summary link at the beginning of this preview.

Board Meeting: No Discussion.

Business/Finance and Advocacy

  • TCS 6 LEA-Wide Calendar Waiver Requests The State Board of Education APPROVED calendar waivers for 21 LEAs listed in the Executive Summary by consent. The majority of the Districts are from the western part of the state. The LEAs must meet the criteria of being closed two or more hours, eight or more days of school, in four of the last ten years. The law was modified slightly last year to assist several LEAs who had partial days due to snow. All of these LEAs are recommended for approval by consent.

Board Meeting: No Discussion.

Board Meeting and Committee Chair Reports

Action and Discussion Agenda

Superintendent’s Report

  • Dr. June Atkinson highlighted the graduation achievement award luncheon. Award presented to DPI from First Century Skills, to recognize work on NC FALCON.

Chairman’s Remarks

  • Dr. Bill Harrison, Chairman read the Resolution on Hurst versus Hammocks Beach Corporation was read by the Chairman. In 1950, Dr. Sharpe deeded 810 acres of coastal property in Onslow County NC, known as “The Hammocks” to the nonprofit Hammocks Beach Corporation in trust for recreational and educational purposes for the use and benefit of the members of the NC Teachers Association. A jury has found that it is impossible to use the trust property and land for the purposes specified and is removing Hammocks Beach Corporation as trustee and appointing the NC State Board of Education as substitute trustee. The SBE voted to approve the Resolution and thereby accepting trusteeship of the property.
  • On another matter a letter has been sent regarding a GED plus recommendation from Hilda Pinnix Ragland whereby16-18 year-olds must take career skill course and SBE should endorse.

Adjourn

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

%d bloggers like this: