March 2005 SBE Issues Session: Exit Standards

1. March 2005SBE Issues Session: Exit Standards Sarah McManus Marvin Pittman Jackie Colbert Lou Fabrizio Wandra Polk 1

2. Discussion Items • The Framework and Development of Details • Regional Meetings • Online Survey Results • R3 Committee Feedback • Next Steps 2

3. The Framework and Development of Details Sarah McManus 3

4. Current High School Graduation Requirements & Exit Standards • Students must meet the following requirements: • attain passing scores on competency tests adopted by the SBE per GS §115C-174.11 and administered by the LEA; • successfully complete 20 course units in grades 9-12 (22 course units for Occupational Course of Study); • successfully complete one of the following four courses of study: Career Preparation, College Technical Preparation, College/University Preparation, or Occupational Course of Study; and • demonstrate computer proficiency 4

5. The Framework for the New Exit Standards • At the October 2004 State Board of • Education meeting, the board approved the • framework of using performance on the five • required end-of-course (EOC) assessments • and a senior project. 5

6. NCDPI Internal Committee • Division of School Improvement • Division of Instructional Services • Division of Accountability Services • Division of Communications and Information 6

7. Input from Advisory Groups • Exceptional Children Directors and Coordinators • Limited English Proficiency Coordinators • Parents • Teachers • Principals • Superintendents • Test Coordinators 7

8. The Details of the Framework • Special considerations for students enrolled in the Occupational Course of Study • Meeting the senior project requirement (which can include service-based learning or work-based learning experience) • Special considerations for students transferring into North Carolina public schools • Meeting the EOC assessment requirement involving the five required end-of-course assessments • Remediation opportunities and retesting opportunities • A review process 8

9. Special Considerations for Students Enrolled in the Occupational Course of Study • Students following the Occupational Course of Study are required to meet rigorous exit standards as outlined in State Board of Education policy HSP-N-004 (16 NCAC 6D .0503). The NCDPI recommends that the new exit standards will only apply to students following the Career Preparation, College Technical Preparation, or College/University Preparation courses of study. 9

10. Meeting the Senior Project Component • One component of the new high school exit standards • Performance-based component developed, monitored, and scored locally using state adopted rubrics • Can include service-based learning or work-based learning experiences • LEAs may have some flexibility to incorporate senior project requirements already in place 10

11. Special Considerations for Students Transferring into North Carolina Public Schools • Transfer Students and Senior Project Proposal: • All students, including transfers, must complete the senior project. However, special consideration must be given to transfer students arriving in the second semester of the senior year. If a student transfers in the second semester of the senior year, the LEA should adjust the scope of the project based on the time available to the student to complete the project. The senior project can include information or material previously used by the student in another state or private school. 11

12. Meeting the End-of-Course (EOC) Assessments Component The NCDPI explored several approaches. • Pass/Fail • Weighting • Compensatory Model Based on input from advisory committees, the Weighting and Compensatory Model approaches were eliminated. 12

13. Meeting the End-of-Course (EOC) Assessments Component • Proposal 1: Students should be required to pass all five required EOC assessments (Algebra I, Biology, English I, Civics & Economics, and U.S. History). 13

14. Meeting the End-of-Course (EOC) Assessments Component • Proposal 2: Students should be required to pass at least four out of five required EOC assessments (Algebra I, Biology, English I, Civics & Economics, and U.S. History). 14

15. General Overview of the Proposed Retesting and Review Process: • 1. The student takes the regularly scheduled end-of-course assessment. • 2. If a student passes the course and fails the assessment, the student is administered a retest within a reasonable time from the receipt of test results. • 3. If the student does not pass the retest, the student receives focused intervention/remediation (tutorial sessions, extended school day, Saturday school, summer school instruction, etc.). 15

16. Proposed Retesting and Review Process (continued): • 4. The second retest occurs. • 5. If the student does not pass the second retest, documentation of the student's performance in the EOC course is placed on file. • 6. The student's documentation is reviewed by an external review committee to determine if the exit standards have been met. • 7. The principal makes the final decision for meeting the exit standards. 16

17. Retesting Opportunities to Meet the New Standards • Retesting Proposal 1: Consistent with the current retesting opportunities for end-of-grade assessments at grades 3, 5, and 8, students should be given a maximum of two retest opportunities. The second retest opportunity must be preceded by focused intervention/remediation. 17

18. Retesting Opportunities to Meet the New Standards • Retesting Proposal 2: Consistent with the current retesting opportunities for the competency and computer skills assessments, students should be given atleast one retest opportunity per year. Each retest opportunity must be preceded by focused intervention/remediation. 18

19. Exit Standards Review Process • Review Process Proposal 1: On a course-by-course basis, if a student does not meet the passing criteria for the EOC assessment but passes the course, the review of the student’s documentation begins after the second retest. 19

20. Exit Standards Review Process • Review Process Proposal 2: If a student does not pass an EOC assessment but passes the course, interim reviews will take place throughout the student’s high school experience and a final review of documentation related to all the EOC assessments that were not passed occurs in the senior year. 20

21. Special Considerations for Students Transferring into North Carolina Public Schools • Transfer Students and EOC Proposal:If a student transfers into a North Carolina public high school and the principal awards the student credit for a course associated with one of the five required end-of-course assessments, the student would not need to meet the EOC assessment requirement for that course. 21

22. Input and Media Sessions Jackie Colbert Marvin Pittman 22

23. Input Sessions • Six sites: approximately 400 participants; 64 LEAs represented • Gaston County • Jackson County • Guilford County • Wake County • Bertie County • Cumberland County 23

24. Summary of Comments • Schools currently using senior projects are very positive about the benefits but wonder how State standards will impact what is already in place in LEAs. 24

25. Participants were concerned that senior projects would become an unfunded mandate. • Some schools/LEAs are concerned about recruiting and retaining highly-qualified teachers and the impact this would have on exit standards. 25

26. A number of questions were raised and comments shared about exit standards: • Will there be funding for this? • Will there be intervention plans for students who fail? • How does this fit Leandro? • What is the time line for senior projects? • How will the current stress and demands on AP students be addressed with the addition of another requirement? 26

27. Questions/Comments (continued) • How will this affect the dropout rate? • What considerations will be given limited English proficient students and students with disabilities? • Can writing be added as one of the required tests? • Can students begin the senior project prior to the senior year? 27

28. Questions/Comments (continued) • Are elementary and middle school students being adequately prepared for high school? • How do we ensure consistency in senior projects across the state? • It is important to have parental involvement if the projects are to be successful. • Separate the senior project from English IV. 28

29. Questions/Comments (continued) • Ensure that students in all school systems have the opportunity to succeed. • Include an appeals process. 29

30. Media Representation • Approximately 20 media representatives attended the media briefing and/or input sessions. • Newspapers, television stations and one radio station were represented. 30

31. High School Exit Standards Online Survey Results Wandra Polk 31

32. Online Survey • December 7, 2004 – January 24, 2005 • 2,209 Respondents 32

33. Survey Results: By Respondent • Parents/Guardians/Community Members • Teachers/Instructional Staff • School Administrators • Central Office/NCDPI • Superintendents 33

34. High School Exit Standards Survey Part I: Meeting the End-of-Course (EOC) Assessments and Senior Project Components: Proposal 1:Students should be required to pass all five required EOC assessments (Algebra I, Biology, English I, Civics & Economics, and U.S. History) and the senior project. The senior project will be developed, monitored, and scored at the local level using rubrics developed or endorsed by the NCDPI. Proposal 2:Students should be required to pass at least four out of five required EOC assessments (Algebra I, Biology, English I, Civics & Economics, and U.S. History) and the senior project. The senior project will be developed, monitored, and scored at the local level using rubrics developed or endorsed by the NCDPI. 34

35. High School Exit Standards Survey EOC Assessments and Senior Project Results: 35

36. High School Exit Standards Proposals Survey Part II: Retesting and Review Process for students who do not pass the first administration of the EOC assessment.| Retesting Proposal 1: Consistent with the current retesting opportunities for end-of-grade assessments at grades 3, 5, and 8, students should be given a maximum of two retest opportunities. The second retest opportunity must be preceded by focused intervention/remediation. Retesting Proposal 2: Consistent with the current retesting opportunities for the competency and computer skills assessments, students should be given at least one retest opportunity per year. Each retest opportunity must be preceded by focused intervention/remediation. 36

37. High School Exit Standards Survey Retesting Proposal Results: 37

38. High School Exit Standards Proposals Survey Review Process: Review Process Proposal 1: On a course-by-course basis, if a student does not meet the passing criteria for the EOC assessment but passes the course, the review of the student’s documentation begins after the second retest. Review Process Proposal 2: If a student does not pass an EOC assessment but passes the course, interim reviews will take place throughout the student’s high school experience and a final review of documentation related to all the EOC assessments that were not passed occurs in the senior year. 38

39. High School Exit Standards Survey Review Process Results: 39

40. Next Steps • Lou Fabrizio 40

41. Next Steps • Implementing these new exit standards • would require changes to State Board of • Education policy HSP-N-004 (16 NCAC 6D • .0503) regarding state graduation • requirements and GS §115C-174.11 (b) regarding • the use of competency tests must be amended. 41

42. Next Steps • SBE/DPI meets with legislative leadership on proposed exit standards • Use legislative report on exit exams as vehicle • Return to SBE with implementation plan; particularly for the Senior Project 42

43. Next Steps • G.S. §115C-12(9b) called for exit exam(s) General Assembly suspended development pending report on compliance with NCLB • SB 1115, SL 2002-126: Exit Exam “The Board shall not adopt any revisions prior to reporting them…to the [Joint Legislative Education Oversight Committee (JLEOC)].” 43

44. Next Steps • Report on Exit Exam must include US Department of Education approval of using Algebra I, and English I and grade 10 Writing, for AYP determinations at the high school level. 44

45. Questions? 45