Race to the Top Monthly Report - C3

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1 USED Monthly Pat B Report, C3 IIS, North Carolina, May Race to the Top Monthly Report - C3 Application sub-criterion: (C)(3): Using data to improve instruction STATE s goals for this sub-criterion: Develop and implement a statewide Instructional Improvement System (IIS). Provide professional development and communications to prepare the teachers, students, parents and administrators for implementing the IIS. Part B: 1. Is the State on-track to implement the activities and meet the goals and performance measures that are included in its approved scope of work for this sub-criterion? If so, explain why. If not, explain why not. General Progress Yes, the state is on track to implement the activities and meet the goals and performance measures that are included in our approved scope of work. To date, NCDPI has implemented the Student Information System (based on Pearson PowerSchool), the Instructional Improvement System (based on Pearson Schoolnet) to provide curriculum & instruction, classroom & benchmark assessment, and data analysis tools, a collaboration and course management tool (based on Pearson OpenClass), the Educator Evaluation System for both teachers and principals (based on Truenorthlogic Educator Evaluation software), and the Professional Development (PD) System (based on Truenorthlogic Professional Learning Management System software) which currently offers stateprovided professional development opportunities. The NCDPI also began piloting the use of the PD system for the creation and administration of local professional development and began planning for the deployment of the Summative Assessment delivery platform (based on Pearson TestNav). The NCDPI has continued to add high quality, NC standards-aligned instructional resources and classroom and benchmark assessment items on a rolling basis as they are developed or purchased. The NCDPI worked with Pearson recently to integrate OpenClass with the NC Learning Object Repository (LOR), enabling educators to search for resources available in the LOR and to easily add them to their courses that are managed through OpenClass. While there have been some challenges during implementation of the Home Base applications, there have been many accomplishments as well.

2 USED Monthly Pat B Report, C3 IIS, North Carolina, May The NCDPI and vendor teams continue to grow the functionality of Schoolnet, with each new version release meeting more of the requirements North Carolina requested. A recent upgrade brought North Carolina into the 15.4 version, which added expanded search capabilities including North Carolina standard dot notation, new technology enhanced assessment item types, including drag and drop, co-authoring folders which fosters collaborative item authoring, and the ability for students to leave comments after each test item as well as at the end of the assessment, to name just a few new features. The NCDPI continued to roll out and train on OpenClass, Home Base s collaboration and course management tool, which will allow teachers and students to collaborate with one another and for teachers to manage instructional resources and activities. LEAs and charter schools began implementing the system in waves, based on when they expressed interest in using the tool. As of the end of April 2014, NCDPI had trained 77 LEAs on OpenClass. Sixty-seven LEAs are integrated with PowerSchool, and 36 are fully set up and ready to use the system. Most of these LEAs, including both districts and charter schools, are piloting the use of OpenClass in select schools, or in some cases with select teachers within schools. The Educator Evaluation system is fully implemented. The NCDPI has also completed the development of the professional development tools in Home Base, completed pilots and launched the PD system. NCDPI continues to work with the vendor to migrate existing modules and professional development resources to the new tool in Home Base. NCDPI has continued planning for the build of the final tool in Home Base, TestNav, which will allow for delivery of summative assessments. NCDPI expects to have the build for this tool complete by the summer of 2014 and the system will be ready to pilot in the fall of In addition to the progress made with the systems within Home Base, NCDPI also continues to streamline the process for the Home Base Support Center (HBSC) protocols. The support center has continued to make great strides to improve its capacity to support Home Base users in the field. The Support Center staff who specialize in the instructional components were recently trained on the more technical, back end side of OpenClass so that when vendor implementation teams phase out, NC has the capacity to continue to do the work of creating new campuses and integrating them with PowerSchool, to name one example. For weekly updates on the systems and the Home Base Support Center is making, please visit Reset for Sustainability The NCDPI has done work internally to ensure that the organizational structure of the Department is one that can sustain Home Base well past the end of the RttT grant. The NCDPI is in the process of identifying current and future needs, including deliverables, knowledge transfer and human resources needs, and creating and implementing plans that address those needs.

3 USED Monthly Pat B Report, C3 IIS, North Carolina, May a) Functionality Home Base is still on track to have all systems implemented by the end of the school year. b1) Student Information System (PowerSchool) Although PowerSchool is not an RttT-funded deliverable, some of the requirements of the Instructional Improvement System (IIS) contract, such as the attendance, grade book and parent and student portals, are satisfied by the PowerSchool component and the integration between PowerSchool and Schoolnet. The PowerSchool for Schoolnet requirements that have been delivered are functioning as intended. b2) Instructional Improvement System (Schoolnet) The Instructional Improvement System is made up of essentially three main parts: curriculum and instruction tools, assessment tools, and reporting tools. The majority of the required functions are in operation and available to all LEAs, while a few of the system requirements are still under development. For example, there is still development underway to provide the ability for educators to rate instructional content and enter reviews and comments as part of the vetting process. Currently educators can recommend a resource, with a running count of the times users have recommended the resource showing on the resource, but the ability to rate a material and enter reviews and comments as a part of the vetting process is forthcoming. There is also development work occurring to allow parents to identify activities and resources aligned with content standards that their child has not yet mastered. The requirements that the vendor is still developing were clearly stated as such in the initial contract, and overall progress is on track. The performance issues that users experienced early in the school year have improved. The state made considerable progress and has seen marked improvement in performance and availability across the state, as indicated from both performance monitoring reports and communications directly with LEAs. b3) Educator Evaluation for teachers and principals (Truenorthlogic EE) The Home Base Educator Evaluation System is functioning as intended and is being used by all LEAs to complete teacher and principal evaluations. NCDPI has listened to input from LEAs and had made a number of changes in the system throughout the year to make the system more efficient and user-friendly. b4) Professional Development (Truenorthlogic PLMS) The Professional Development (PD) System has rolled out and provides a platform for professional development content for educators and integrates seamlessly with the Educator Evaluation System. The PD system will include all

4 USED Monthly Pat B Report, C3 IIS, North Carolina, May state-sponsored PD courses. Upcoming work on the PD system includes the use of this tool for local professional development which will enable LEAs to create and manage district/charter-level instructor led and self-paced courses in a common catalog. It will also enable districts and charter schools that opt in to utilize expanded functionality to manage both State and local-pd content, tracking, reporting, etc. b5) Collaboration and Course Management System (OpenClass) The Home Base collaboration and course management system (OpenClass) is continuing to roll out to LEAs in waves. OpenClass has now been integrated with the NC LOR so that teachers and students may use curriculum and instructional resources that are stored in the LOR. b6) Summative Assessment delivery platform (TestNav) NCDPI has continued to plan for the build and rollout of the Summative Assessment delivery platform, which is the final tool in Home Base. NCDPI expects to pilot this tool to deliver some of the NC final exams in the fall of b7) Identity Access Management System (IAMS) The IAMS service has gone live and currently integrates with 5 cloud-based applications that are commonly used in the LEAs. The state continues discussions with Cloud team regarding integration of the Identity Access Management System with Home Base applications and is holding weekly technical meetings to identify technical integration options. Ensuring High-Quality, Useful Content in Home Base Curriculum and instructional resources were made available to teachers and students from the first day of the IIS rollout, and the work to enhance the content continues (see General Progress subsection above). Materials from the North Carolina Department of Cultural Resources are now available in the IIS. A new collection of 2,100 cultural resources from PK-12 has been added to the IIS bank of materials. It includes photos, blue prints, lesson and research guides, online activities and exhibits, field trip planners, articles and multimedia produced by the North Carolina's 27 historic sites, seven museums of history and two museums of art in addition to contributions from the N.C. Arts Council, N.C. Symphony, State Archives, State Library and state offices of archaeology and historic preservation. In addition to state-provided resources, districts, schools, and teachers have uploaded or created many of their own. As of May 14, 2014, there are over 5,500 instructional resources that have been added by districts or schools.

5 USED Monthly Pat B Report, C3 IIS, North Carolina, May The teachers who will be a part of the Governor s Teachers Network will also contribute North Carolina teacher-created instructional materials that will be shared across the state through the IIS platform. b) Stakeholder Guidance and Engagement NCDPI continues to communicate with LEAs and charters to discuss and demonstrate portions of the system. d1) LEA Engagement NCDPI continued communication and stakeholder engagement efforts to assist districts and charter schools with the transition to Home Base and to continue gathering input regarding educator needs and preferences related to Home Base functionality and content; this communication and stakeholder engagement took the form of face-to-face meetings, trainings, webinars, weekly newsletter updates, providing a website that remains up to date with current issues and resolutions, updates, calendars and other materials, and weekly status updates posted on the website for each system within Home Base. The NCDPI also takes into account the needs expressed by the LEAs and works with the works with the vendor(s) to take actions to meet those needs. For example, the IIS is not natively configured to allow users to have the ability to review and approve instructional materials without also having the role of Curriculum Manager. We heard from many small LEAs that they had select teachers responsible for this work in their schools. They did not need to provide those teachers with the ability to schedule lessons for all teachers, create or edit curricula and curricular units, and map courses to curriculum. They simply wanted a select group of lead teachers or department heads to create materials and share and the school level and to review the materials submitted to the school materials banks. North Carolina added new roles by parsing out the specific functionality needed and creating the new roles that addressed LEA needs. d2) Stakeholder Meetings NCDPI continues to hold meetings with the Home Base Stakeholder Advisory Committee. This group meets approximately quarterly to discuss Home Base. Members include staff from LEAs, education agencies, and the Office of State Budget and Management (OSBM). d3) Working with partner sites The NCDPI is finalizing plans to expand the work of the partner sites. The partner site coordinators will be connecting with power users of the opt-in components of Home Base at the district, school and teacher levels to learn and share best practices with both these early adopters and with districts that are not currently using the opt-in components. The objective of this activity is to discover and understand potential obstacles to broader adoption and to share lessons learned. More information about the upcoming work of the partner sites group is attached as Appendix A.

6 USED Monthly Pat B Report, C3 IIS, North Carolina, May c) Communications NCDPI continues issuing newsletterss to numerous listservs, including the Biweekly Updates listserv on whichh there are people who have self-subscribed. The biweekly also goes out to technical directors, principals, teachers, superintendents and more. Staff continues to keep the Home Base website fresh with timely and pertinentt information. The Home Base communications team has also begun work on a good news video series of 3-5 minute shorts that will highlight teachers and their use of Home Base in the classroom. These videos are a part of a larger campaign to share the Home Base and Race to the Top success storiess across the state. d) Training and Professional Development Professional developmen nt for Home Base has been available in every region on an ongoing basiss and supports state, district, and charter staff of varying roles. Those LEAs that opt in will receive additional training on the systems within Home Base. There have already been 27 LEAs that have received Schoolnet certification training, based on the expressed commitment to opt in to Home Base. Planning for upcoming sessions of that training is currently underway. Training documents have continued to be created and made available to LEAs. Those materials can be found in the IIS (Schoolnet) as resources under the subject, Home Base Training. Training materials can also be found on the Home Base website at There continue to be webinars held for targeted needs based on responsess the state receives from the districtss and charterr schools. For example, the state held a 2-part webinar series on roles and permissions in Schoolnet. In order for an educator to have

7 USED Monthly Pat B Report, C3 IIS, North Carolina, May access to the tools he or she needs, and to only those tools needed for a particular role, the roles and permissions must be correctly set. An archived recording of the recent webinars can be found at The NCDPI also identified the need for additional staffing to create more documentation for end users, such as user guides, additional training materials, and process documents. Two new positions were created to address this need and the hiring process has begun. e) Support Center The Home Base Support Center has continued to help users in the field receive answers to their questions and resolutions for their issues. f) Opting In The formal opt in process was shared with Superintendents. The NCDPI created a simple web form that allows Superintendents or their designees to opt in, and NCDPI set a deadline of July 15, 2014 for opting into Home Base. As of May 20, forty-one districts and seven charter schools have already formally opted in to use Home Base, and many others have expressed their intent to opt in. 2. Does the State have evidence indicating the quality of implementation for this subcriterion? What is/has the State doing/done as a result of this information? a) Quality of Implementation Implementation work will include continued training and support opportunities for state, district, and charter staff, as referenced in the training and professional development sections of this report. In addition, partnerships with the LEAs will benefit both those volunteer districts and the state in the implementation process. In order to analyze the success of the implementation, the state has requested and will collect data on system performance, usage, and issues. i. System performance NCDPI and Pearson continue to run and monitor system performance monitoring reports using a tool called Keynote to report the average system response time and the system up-time or availability. These reports include metrics as defined in the service level agreement (SLA), and they offer a relatively easy way to ensure that the Schoolnet application performs within the parameters defined in the SLA. This tool may also be used to conduct real-time performance monitoring to identify the sources of performance issues at the time in which they are occurring. Schoolnet has been performing well consistently throughout 2014, though after upgrading to version 15.4 on the weekend of May 10, the NCDPI and Pearson teams have needed to apply some bug fixes to improve performance. The reports of the performance issues related to the 15.4 upgrade were not widespread and were resolved by May18 The NCDPI and vendor teams also continue their work

8 USED Monthly Pat B Report, C3 IIS, North Carolina, May iii. Issues to improve overall performance of Home Base and increase the number of concurrent users supported. ii. Usage The state is also running reports that monitor usage of the IIS. The reports include information such as current enrollment system-wide, the number of successful logins, failed logins, assessments created, assessments administered, lesson plans created, and the number of resources at the state level. NCDPI is in the early stages of that data collection and is also working with evaluation team to determine what data to capture to further explore stakeholder use and satisfaction with the tool. As of May 15, LEAs and charter schools have developed and delivered 521,792 classroom assessments using the IIS (Schoolnet). 417,492 of these classroom assessments (80%) were delivered online. LEAs and charter schools have developed and delivered 911,001 benchmark assessments using Schoolnet. 569,019 of these benchmark assessments (62.5%) were delivered online. The state has requested and received reports on the issues reported for the IIS and Educator Evaluation System components of Home Base. Those reports come from multiple sources, including the Home Base Support Center, direct contact from LEAs, and from the vendors when issues have been escalated to tier 2 and tier 3 support. The project team meets regularly to discuss, analyze, prioritize, and troubleshoot the main issues reported. 3. What obstacles and/or risks could impact the State s ability to meet its goals and performance measures related to this sub-criterion? Risk Single Sign-On Pearson s single sign-on (SSO) solution, which allows users to access both Schoolnet for benchmarking and classroom assessment and Truenorthlogic for educator evaluation has, at times, failed to grant users access to the applications. Access to Schoolnet is currently unavailable during PowerSchool maintenance windows. Strategy to Mitigate The NCDPI project staff members are working with the Cloud Identity Access Management team toward a long-term SSO solution. The current projection is to test and implement that functionality in the school year.

9 USED Monthly Pat B Report, C3 IIS, North Carolina, May Risk Performance NCDPI continues to monitor performance issues. Late in 2013, there were issues related to long page loads and time outs, particularly as usage increased. The IIS has seen marked improvement, but the project team continues to monitor and make improvements until the system performance and availability comply with our Service Level Agreement. Data Validation Data validation processes have been delayed to ensure that data move accurately from the local LEA instance of PowerSchool, to the PowerSchool Operational Data Store (ODS), and into Schoolnet. Lack of a Combined Training Site The Training environments for PowerSchool and Schoolnet are not integrated in the way they are in the Home Base production environment. The vast majority of functionality is still available in each application, but the integrated functionality between the two applications is not available in the Training environment. For example the ability to demonstrate how students can take an assessment in Schoolnet and post the grade to the PowerSchool gradebook is not available in the Training environment but is available in Production. Adoption and Sustainability Plans Because Home Base has many components that are not required, NC must create a suite of tools that provide a combination of high quality resources and superior value compared to the tools available in the open market. Many LEAs and Strategy to Mitigate Performance improvements have been consistently evident for the last several months. System monitoring and corrective action continues. The NCDPI and Pearson continue to make infrastructure and configuration improvements and system code changes to improve IIS system performance. End-users will continue to see incremental improvements over the next few months Data validation and quality assurance testing are underway. NCDPI has requested additional Pearson resources to address the data validation testing, and Pearson has committed to provide the resources to get the data validation testing completed. The migration of the Schoolnet environments to the new data center in Iowa City, Iowa was delayed due to focused efforts on improving performance. The move is scheduled to take place in the summer. In the new data center, Pearson will build an integrated training environment that will mimic the Production environment. Support documents and trainings have been developed to support users in understanding how the actual site functions. Created an integrated suite of tools that provide curriculum and instructional tools, classroom and benchmark assessment tools, and professional development tools that offer high degrees of functionality and integration. Created a cost-sharing model designed

10 USED Monthly Pat B Report, C3 IIS, North Carolina, May Risk schools have expressed that the potential of Home Base is powerful, but they are cautious about replacing extant tools or expanding to Home Base. Communications NCDPI must maintain complete transparency with LEAs and charters and must frequently and accurately communicate status and issues regarding the Home Base Suite of applications. NCDPI must set accurate expectations for user communities in the use and capabilities of the Home Base suite of applications and must accurately communication costs in time for LEAs and charters to plan for Home Base adoption. Strategy to Mitigate to bring significant cost-savings to districts and create a sustainable costsharing model ($4 per student). Developed a training plan to ensure users to have sufficient training for implementation. Continue to gather user feedback to ensure tools meets educator needs. Conducting LEA and charter outreach, including tracking current dispositions toward opt-in. New weekly Project Status updates on Home Base website (see communications section above for details) Carefully designing key message Widely distributing biweekly updates Engaging in speaking engagements and meetings across the state to talk about Home Base Evaluation: Based on the responses to the previous question, evaluate the State s performance and progress to date for this sub-criterion (choose one) Red (1) Orange (2) Yellow (3) Green (4) 1 1 Red substantially off-track and/or has significant quality concerns; urgent and decisive action is required; Orange off-track and/or there are quality concerns; many aspects require significant attention; Yellow generally on-track and of high or good quality; only a few aspects require additional attention; Green on-track with high quality.

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