NORTH CAROLINA ESEA Flexibility Request Globally Competitive Students (GCS 1)

1. NORTH CAROLINA ESEA Flexibility RequestGlobally Competitive Students (GCS 1) Slides 8 and 18 Updated February 20 based on new USED information.

2. ESEAFlexibility • Involvement of staff across divisions • Federal Programs • District and School Transformation • Accountability • Curriculum and Instruction • Educator Recruitment and Development • Exceptional Children • ELL Staff

3. ESEAFlexibility • Involvement of stakeholders • Title I Committee of Practitioners • Superintendents • Educators • Educator Groups (RESAs, NCAE) • Exceptional Children Directors’ Advisory Committee • CCSSO Review Session: Dallas, Texas • January 23, 2012 • Lessons learned from 11 states

4. 4 Principles of ESEA Flexibility College-and-Career-Ready Expectations for All Students () State-Developed Differentiated Recognition, Accountability, and Support (synthesizing feedback) Supporting Effective Instruction and Leadership () Reducing Duplication and Unnecessary Burden ()

5. ESEAFlexibility By demonstrating a state’s plans to address the 4 Principles…. States can receive Flexibility Around Certain Provisions of No Child Left Behind

6. What Flexibility Is Offered?

7. What Flexibility Is Offered?

8. What Flexibility Is Offered?

9. Principle 1College and Career Ready Expectations College and Career Ready Expectations Recognition, Accountability and Support System Supporting Effective Instruction and Leadership Reducing Duplication and Unnecessary Burden • How are we addressing? • Adopted Common Core and Essential Standards • Plan to Transition to New Standards including • Instructional Toolkits • Summer Institutes • Instructional Improvement System • New Summative Assessments • Adoption of ACT

10. Principle 3Supporting Effective Instruction and Leadership College and Career Ready Expectations Recognition, Accountability and Support System Supporting Effective Instruction and Leadership Reducing Duplication and Unnecessary Burden • Adoption of North Carolina Educator Evaluation System • Inclusion of student outcomes in teacher and principal evaluation

11. Principle 4Reducing Duplication and Unnecessary Burden College and Career Ready Expectations Recognition, Accountability and Support System Supporting Effective Instruction and Leadership Reducing Duplication and Unnecessary Burden • Reducing burden associated with administration of the current No Child Left Behind requirements • Reduction of duplication in planning

12. Principle 2Recognition, Accountability and Support System College and Career Ready Expectations Recognition, Accountability and Support System Supporting Effective Instruction and Leadership Reducing Duplication and Unnecessary Burden • Development of State Recognition, Accountability and Support System for All Schools • Resetting Annual Measurable Objectives and ensuring those are a meaningful component of state system • Identifying and Supporting/Intervening in Priority Schools (the lowest achieving and lowest progress Title I schools) • Identifying and Supporting/Intervening in Focus Schools(those Title I schools contributing to the achievement gap) • Identifying and Recognizing Reward Schools(highest achievement and highest progress Title I) • Support of all

13. Principle 2Recognition, Accountability and Support System Annual Measurable Objectives

14. Understanding New AMOs Two important results of this method are Acknowledges that subgroups have different starting points Differentiated targets are ambitious and achievable

15. Understanding New AMOs 100 - 57.6 means 42.4% are not proficient. Decrease by half in equal increments over 6-years means 42.4/2 = 21.2. 21.2point improvement over 6 years 21.2/6 ≈ 3.5 point increase every year

16. Gap Closure Gap Closure over time.

17. Gap Closure Steeper targets mean accountability for closing gaps. The furthest behind must improve at the fastest rate.

18. Annual Measurable Objectives • Feedback from CCSSO Review • Use AMO targets in a meaningful way in state accountability • Report AMO results on the Accountability Dashboard • Total number of school targets • Percent of targets met

19. Priority, Focus, & RewardUSED Definitions Priority Focus Reward • From USED Flexibility Guidance: • From USED Flexibility Guidance: • From USED Flexibility Guidance: • A “focus school” is a Title I school in the State that, based on the most recent data available, is contributing to the achievement gap in the State. • A “reward school” is a Title I school that, based on the most recent data available, is a highest-performing school or a high-progress school. • (Must make AYP for all subgroups and cannot have persistent achievement gaps) • A “priority school” is a Title I or Title I-eligible school that, based on the most recent data available, has been identified as among the lowest-performing schools in the State.

20. Priority, Focus, & RewardMethodology Employed by NCDPI Priority Focus Reward • Determined by • Reading + Math Performance Composite < 50 % in 2010-11 school year and one of the two previous years (2008-09 or 2009-10) • Graduation rate • < 60 % • Determined by • Schools with the largest in-school gaps for 2010-11 school year and one of the two previous years (2008-09 or 2009-10) • Above 3-year state average of 38.7% • Title I schools with a subgroup with proficiency score below 50% for 2010-11 school year and one of the two previous years • Determined by • Poverty rate at or above 50% and gap between highest and lowest performing subgroups below 3-year state average and • Schools made AYP and all subgroups have performance composite above state performance composite and graduation rate, if any, above state graduation rate • or • Schools in the highest 10% performance composite progress and graduation rate progress, if any, for “all students” over a 2-year period.

21. Priority and FocusWhat interventions will be required? Priority Focus • SEA must ensure that interventions are aligned with each of the following “turnaround principles”: • Strong leadership • Effective teachers and improved instruction • Expanded learning time • Strengthened instructional program • Use of data • School safety and discipline • Family and community engagement • LEA/School must implement interventions to address the gap in performance for which they were identified • Interventions must reflect evidence-based best practices aligned to overall school improvement efforts within the Title I school program

22. Statewide System of Recognition, Accountability and Support • Strategic Roundtable • Monitors statewide achievement data • AYP targets • Proficiency and Growth • Agency Roundtable • Identifies needs and ensures cross-division collaboration • Regional Roundtables • Analyzes trends and common needs across regions • Facilitates technical assistance

23. 3 potential levels of support Intensive Support and Intervention Moderate Support and Intervention Independent with General Support