At our meeting tomorrow, we
will delve into the details of the draft Every
Student Succeeds Act plan for North Carolina and get your feedback on
several key issues. You should have received the packet materials last week to
assist you in preparing for this meeting. Please come prepared to share your
best thinking.
On a personal note, I am
sorry that the general election results did not return me to office for a new
term as State Superintendent, but I look forward to a smooth transition to our
new State Superintendent.
Thank you for your support
throughout my terms in office and for the work that you have done with us
during that time. I am confident that you will continue to keep teaching and
learning and student well-being at the top of your agendas moving
forward.
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2015-16 NC School Report Cards Released
The 2015-16 North Carolina School Report Cards featuring
state-, district- and school-level information about public school student
performance and attendance, class size, school safety, teacher quality and
classroom technology are now available online.
This year’s report card includes school
indicators provided in previous years’ reports such as school performance
grades (A-F) for both traditional and charter schools and statewide
end-of-grade and end-of-course test results for the five achievement levels.
The latest report cards also include a couple of changes:
* Annual Measurable Objectives (AMOs) are
replaced with Participation Targets, as North Carolina is no longer required to
report AMO proficiency targets for 2015-16 and 2016-17; and
* Wireless Access Points per classroom has been
added to help evaluate digital access for students.
To read more, please click on the appropriate
link under News on NCDPI’s website.
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Update on NC Math 1, 2 and 3 Implementation
This week, your curriculum and instruction leaders and principals
at the middle and high school levels will be receiving instructions on how to
access the “Math Collaboratory” inside Canvas.
This “course” is designed as a collaborative space where NC
Math 1, 2, and 3 teachers can access tasks and collaborate with colleagues
from across the state around teaching and learning using discussion boards.
Please ensure that the details sent to curriculum and instruction leaders
and principals are forwarded to teachers of record in the NC Math 1, NC
Math 2 and NC Math 3 courses only.
As a reminder, your district does not need to purchase Canvas for
access to this professional development since this is NCDPI's instance.
All district math teachers can participate.
If you have any questions, please contact NCDPI K-12 Mathematics Section
Chief Jennifer Curtis
(919.807.3838).
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Multi-Tiered System of Support: Fundamental Beliefs
As the District Multi-Tiered System of Support (MTSS) team
facilitates MTSS implementation, they must examine belief systems in the
district and at individual schools.
Four overarching questions need to be addressed in order
to plan for installation:
- Do all staff believe all subgroups can reach proficiency
with current academic and behavior standards?
-
Do staff believe that Core Instruction (Tier I) in
reading, math and behavior can be effective for the majority of students?
- Do staff understand the purpose of supplemental
instruction (Tier II) is to add to core in order to ensure students achieve
grade-level benchmarks?
- Do staff believe that in addition to receiving core and
supplemental supports, that intensive instruction (Tier III) can ensure
students are growing toward achieving grade-level benchmarks?
How would you answer these questions? How do the existing
beliefs in your system square with these fundamental beliefs?
Thank you for the vital role you play as a member of the MTSS leadership team and for supporting your district team in implementation.
More information on teaming structures in a Multi-Tiered System of Support
is available on the MTSS wiki. If you have additional questions, please contact NCDPI Director of Integrated Academic and Behavior Systems Consultant Amy Jablonski.
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Implementation
Science: Improvement Cycles
Implementation of a new innovation is a complex
process. It is natural that during implementation challenges will arise.
Solving emergent or urgent problems impacting implementation can be facilitated
using an improvement cycle.
The Plan, Do, Study, Act improvement cycle is a
process used to address and potentially remove identified issues associated
with implementing a new innovation.
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Learn more about this from the National Institute for Research Network’s Active Implementation Hub.
Usability Study Highlight
Dare
County used selection criteria to develop their district implementation team.
This team also serves as the problem-solving team.
The
inclusive model of Dare’s team reflects district membership from diverse
organizational stakeholders thus increasing their capacity to address and
resolve barriers to implementation. The district improvement team uses the PDSA
(Plan, Do, Study, Act) improvement cycle as a framework to move implementation
of the NC K-3 Formative Assessment process forward within their district. Data
collected from various organizational professional learning communities (PLCs)
are intentionally considered to make meaningful change using the PDSA cycle.
Dare’s
district improvement team has been able to facilitate meaningful change by
developing achievable outcomes for PLCs within the organization using the PDSA
improvement cycle.
Driver Education
Advisory Committee Meets Tomorrow
The Driver Education
Advisory Committee will meet tomorrow, Nov. 15, from 11 a.m. – 3 p.m., in Room
504, Education Building, Raleigh.
For those who cannot
attend, you may join the meeting via GoToMeetings. You also can dial in using your
phone (toll-free)
646.749.3131. The access code is 200-401-549.
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