Support For Implementing South Carolina State Standards


SECC will work with SEAs to strengthen their plans for implementing college- and career-ready standards (CCRS) and assessments by ensuring that they are (a) identifying and providing to districts and schools high-quality resources that are supported by research-based and emerging promising practices; (b) collecting feedback from districts, schools, and teachers to determine the quality, usefulness, and relevance of the resources and supports they are providing; (c) adjusting and refining their implementation plans and resources to address identified needs or concerns; and (d) developing and implementing an assessment community of practice.

Project continued from prior grant: Common Core State Standards Implementation Support for South Carolina

 

This project is in the following state: South Carolina.

This project relates to the following ED Priorities:

  • Implementing college- and career-ready standards and aligned, high-quality assessments for all students
  • Building rigorous instructional pathways that support the successful transition of all students from Secondary education to college without the need for remediation, and careers
  • Identifying, recruiting, developing, and retaining highly effective teachers and leaders
  • Turning around the lowest-performing schools
  • Ensuring the school readiness and success of preschool-age children and their successful transition to kindergarten
  • Identifying and scaling up innovative approaches to teaching and learning that significantly improve student outcomes
  • Using data-based decision-making to improve instructional practices, policies, and student outcomes

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Previous Work Updates

2016

June

SECC participated with staff from the South Carolina Department of Education in the Center on Innovations and Learning’s conference centered around personalized learning. Participants, both researchers and practitioners, engaged in meaningful dialogue and activities in which they shared their relative discoveries and experiences. Ultimately, this convergence is hoped to be a start to something far greater, resulting in the notion of personalized learning experiences being offered to each and every child.

SECC staff will have the focus group report completed and returned to SCDE by the end of June. SECC staff have provided major themes from the focus groups, and this information has aided SCDE staff with planning additional direction to the stakeholders working on changes to the accountability system. The report with be shared with the state board of education and the Education Oversight Committee.

May

SECC shared resources on competency-based credit recovery, personalized learning, employability skills, career pathways, associate versus bachelor degrees, CTE, college and career readiness, with the SC UGP project team leaders.

SECC staff have provided an outline of a working draft of the report to SCDE staff highlighting major themes discovered during the conducting of the accountability focus groups.

April

SECC shared a resource, particularly referencing the comparative values of bachelor and associate degrees, with the SC UGP project team leaders for use in stakeholder meetings during which it will be contemplated how to best reframe the UGP. By sharing this and other relative resources, SECC is positioning the SCDE to be able to make informed adjustments to its UGP that will best suit all students in the state who will be impacted by the policy changes. As one element of this major policy revision, the formerly implemented 7-point grading scale has now been changed to a 10-point scale. Subsequent policy component changes are on the horizon but only at times at which the impact of the changes has been thoroughly contemplated and weighted so as to best serve all impacted students and programs.

SECC staff are working with SCDE to compile the results and data from the focus groups into a final report for SCDE dissemination and use. Key policy decisions may be made based on the data and findings from the focus groups. These include possible revisions to the state report card and the accountability system as a whole.

March

SECC shared grading scale and diploma types resources, particularly ones from North Carolina and Tennessee, as well as a webinar resource about course performance being an early warning indicator for academic success with the SC UGP project team leaders for use in stakeholder meetings during which it will be contemplated how to best reframe the UGP. By sharing these resources, SECC is positioning the SCDE to be able to make informed adjustments to its UGP that will best suit all students in the state who will be impacted by the policy changes.

SECC staff conducted focus groups over the course of five days around the state with SCDE education associates. SECC staff assisted the agency with the development of the focus questions and will follow up with key contacts once the data has been coded and analyzed and the final report is prepared for the deputy superintendent.

February

SECC has shared relative resources with the South Carolina Uniform Grading Policy (UGP) project team leaders such as ones regarding the following for use in stakeholder meetings during which it will be contemplated how to best reframe the UGP: (1) states that made grading scale changes and implemented all at once without a phase-in and used a conversion chart from one scale to the other; (2) legislation samples from other states regarding grading scale changes for states with lottery systems determined by grade point averages (GPAs); (3) states that have multiple pathways to one diploma and those with multiple pathways to multiple diplomas; (4) states that have state-recognized occupational diplomas and the corresponding courses; and (5) names of multiple diplomas used in other states. Through sharing of the above resources, SECC is positioning SCDE to be able to make informed adjustments regarding the UGP that will best suit students in the state.

January

SECC staff had several meetings with the deputy superintendent to develop the scope of work for this project, refine the protocol for the focus groups, determine the best way to engage the focus groups, and to outline the format for the final report. Weekly check-in calls have been scheduled to discuss progress for the project and to share research and resources that will be needed to support the project.

SECC and the SEA planned next steps for meeting with internal and external stakeholders in the policy revision process between October and December. As requested, SECC will attend internal sub-/whole-group and external stakeholder meetings. SECC has also shared relative resources with the South Carolina Uniform Grading Policies (UGP) project team leaders such as ones regarding Carnegie units, competency-based policy, the College & Career Readiness & Success Center (CCRSC) interactive map update, SC UGP subtopics compiled by the CCRSC, increased graduation rates, and next-generation high schools. SECC has compiled and submitted an information request regarding the SC UGP subtopics (legislative mandate for uniform grading, Advanced Placement and International Baccalaureate courses, Carnegie units, computing grade point average, converting grades on transcripts, dual credit courses, end-of-course testing program and credit recovery, grade point conversion chart/scale, honors courses, retaking courses, and withdrawing from courses) for use in stakeholder meetings during which it will be contemplated how to best reframe the UGP to best suit students. SECC continues to share relative resources with SCDE such as how Mississippi, Georgia, and North Carolina are handling awarding Carnegie units, honors and dual enrollment credits, CTE credits, and the like. SECC is positioning SCDE via sharing such resources to be able to make informed adjustments to its UGP that will again best suit students in the state.

2015

December

SECC and SCDE planned next steps for meeting with internal and external stakeholders in the policy revision process between October and December. SECC will attend internal sub- /whole-group and external stakeholder meetings as requested. SECC has also shared relative resources with the SC uniform grading policies project team leaders such as ones regarding Carnegie units, competency-based policy, the CCRSC interactive map update, subtopics compiled by the CCRSC, increased graduation rates, and next-generation high schools. SECC has compiled and submitted an Information Request regarding the subtopics (legislative mandate for uniform grading, Advanced Placement and International Baccalaureate courses, Carnegie units, computing grade point average, converting grades on transcripts, dual credit courses, end-of-course testing program and credit recovery, grade point conversion chart/scale, honors courses, retaking courses, and withdrawing from courses) for use in an early December external stakeholder meeting. SECC continues to share relative resources with SCDE such as one regarding the economic impact of a high school diploma.

November

SECC and SCDE planned next steps for meeting with internal and external stakeholders in the policy revision process between October and December. SECC staff will attend internal sub-/whole-group and external stakeholder meetings as requested. SECC has also shared relative resources with the Uniform Grading Policies Project Team leaders such as ones regarding Carnegie units, competency-based policy, the CCRSC interactive map update, related subtopics compiled by CCRSC, increased graduation rates, and next-generation high schools. SECC is also currently completing an Information Request regarding the SC UGP subtopics for use in an early December external stakeholder meeting.

October

SECC staff met with the SEA’s internal team to allow subgroups to share about their work with the whole group. SECC and the SEA planned next steps for meeting with and including external stakeholders in the policy revision process. SECC may attend other subgroup and whole group meetings if invited as requested. SECC also shared relative resources with the South Carolina Uniform Grading Policies project team leader.

September

SECC continues to assist the SEA’s internal team with the work of its three subgroups, formerly four but two of which have been combined, that are reviewing policy, literature, and practices relative to the statewide uniform grading policy (UGP). Subgroups submitted notes that SECC reviewed to monitor progress and support their work. SECC will attend a whole-group meeting on October 15 at which subgroup work will be shared and plans will be made for including external stakeholders in the policy revision process. SECC may attend other subgroup and whole group meetings if invited or as requested. SECC also shares relative resources with the South Carolina UGP project team leader.

August

SECC continues to assist the SEA’s internal team with the work of its four subgroups that are reviewing policy, literature, and practices relative to the statewide uniform grading policy (UGP). Subgroups submitted notes that SECC reviewed to monitor progress and support their work. SECC is set to attend one subgroup meeting on October 15. SECC may attend other subgroup meetings if invited as requested. SECC also shares relative resources with the SC UGP project team leader.

July

SECC continues to assist the SEA’s internal team with the work of its four subgroups that are reviewing policy, literature, and practices relative to statewide uniform grading. Subgroups of the team will meet monthly either virtually or in-person with input from SECC to vet current policy and make determinations as to what components should remain the same and which ones should be altered to better serve impacted students, budgets, practices, and the like. The goal of the team is to perform applicable tasks for making a recommendation pertaining to the matter to the state board for implementation in all schools possibly in August 2017.

June

SECC facilitated a kickoff meeting of the SEA’s internal team in June to plan for reviewing policy, literature, and practices relative to statewide uniform grading. Internal team members voluntarily joined subgroups in which they will perform applicable tasks as needed for making a recommendation to the state board for implementation in all schools, possibly in August 2017.

2014

October

SECC is continuing the work of the Building Shared Capacity group through seeking the assistance of the deputy superintendent of School Effectiveness. SECC is planning to work with the deputy superintendent to create a virtual space where shared professional development (PD) activities can be posted along with all PD offerings from the Division of School Effectiveness. SECC is also facilitating a working meeting with SCDE education associates for business leaders from across the state. The session will allow the business community the opportunity to provide input on the definition of college and career ready for the new South Carolina math and ELA standards.

September

SECC is continuing to support the work of the SC Building Shared Capacity group and meeting virtually to continue the activities and work on this project.

August

The SECC staff are continuing to plan with the SC-BSC group to complete the model for a statewide professional development plan and calendar. Additional planning to refine the model and the calendar with upcoming science, educator evaluator, and the newly revised English language arts and math standards training options will occur during the fall months.

July

SECC staff are planning a face-to-face meeting although changes in SCDE staff have caused the work in this area to slow down. SECC staff and partners have presented a draft outline of a plan for integration of professional development offerings for SCDE staff as well as the beginnings of a combined calendar to facilitate planning of professional development offerings to schools and districts. A meeting will be scheduled with the deputy superintendent to provide background information and to get support in an effort to have a final draft implementation and integration plan in place for agency staff.

June

During June, SECC staff participated in professional development offerings with South Carolina Department of Education (SCDE) staff concerning the newly revised and adopted science standards. SECC staff continues to work with SCDE staff on the creation of a shared calendar outlining upcoming training for all departments under the division of school effectiveness and division of accountability. The face-to-face meeting is still being planned but will take place in August with a conference call with all members of the team scheduled for July.

May

SECC is continuing to plan with staff at the South Carolina Department of Education for upcoming professional development (PD) sessions to ensure the refinement of the PD model and sharing of the training calendar in support of the revised science standards, the STEM/STEAM Continuum, and to conduct needs sensing around the upcoming review process for math and English language arts standards. A face-to-face meeting is being planned for July.

April

On April 10, SECC staff and Mid-South Regional Resource Center staff held a face-to-face meeting with South Carolina Department of Education (SCDE) associates. The purpose of the meeting was to (a) further refine the professional development (PD) offering calendar, (b) discuss next steps for increased collaborative efforts, (c) use feedback from recent PD for administrators to identify future offerings, (d) update and refine current evaluation tools, and (e) review the SCDE draft of SC Framework and Guide for Professional Development. Additionally, SECC Program Associate Ramona Chauvin attended and met with English/Language Arts (ELA) staff in support of SCDE ELA module development.

March

During March, SECC staff continued to work with the South Carolina Department of Education (SCDE) by codelivering professional development sessions throughout South Carolina. SECC staff planned with the SCDE Friday Morning Meeting Group through the analysis of evaluation data and by assisting with plans for the next round of sessions. A face-to-face meeting is scheduled in April with the goal of completing the template for professional development sessions, the mapping of cyclical activities, and upcoming professional development sessions in an attempt to get the group to identify areas where collaboration should occur. Additionally during March, SECC staff provided a report to SCDE of the results of the survey conducted across the state with educators who reacted to previous professional development opportunities they had attended as well as gave feedback to the kinds of training that is still needed.

February

During February 2014, SECC staff continued to support the South Carolina Department of Education (SCDE) with planning and delivery of professional development (PD) surrounding college- and career-ready standards to principals. SECC is planning a face-to-face meeting with partners Mid-South RRC and SCDE Building Shared Capacity members in April to create a final draft of the PD outline and template along with a discussion of summer offerings for principals. Evaluation of training and the creation of a feedback loop will be one of the primary foci for the meeting in April. SECC staff continues to analyze the data from a recent PD survey. Those results will be shared with SCDE staff soon.

January

Staff from SECC continue to support the SCDE through the Building Shared Capacity Collaborative (BSCC) and is planning the next face-to- face meeting for April 2014. The SCDE is undergoing changes in personnel in both the Division of School Effectiveness and the Division of Accountability that has affected membership on the BSCC; however, SECC staff and Mid-South Regional Resource Center staff are continuing to support and assist SCDE staff with regional training for administrators on various topics related to College and Career Ready Standards. Additionally, SECC staff and Mid-South Regional Resource Center staff continue to assist SCDE through the Friday Morning Meeting Group as well as through the BSCC with refining evaluation efforts, the integrated Professional Development (PD) model, and the outline of the complete listing of PD offerings by SCDE. Finally, SECC, through an online survey, started gathering data from stakeholders in schools and districts who attend Common Core State Standards PD to find out how the PD was received and to determine additional PD needs.

2013

December

During December 2013, SECC and Mid-South Regional Resource Center staff met with SCDE staff to draft the outline of the South Carolina Integrated Professional Development Model. Additionally, work also consisted of highlighting concurrent training offerings by the agency among the departments represented on the building shared capacity work group. Finally, the group planned next meeting dates and times along with topics to continue refining the professional development model.

November

During November 2013, SECC program associates participated in the larger building shared capacity meeting to gain additional insight and ideas to support South Carolina. Staff from SECC met with Mid-South RRC and SCDE staff to begin planning and developing the outline for the professional development template. The creation of a unified professional development calendar will be shared among the divisions in the department as well as with SECC and Mid-South RCC. SECC and Mid-South RCC staff traveled to regional trainings with SCDE staff providing feedback and suggestions to the state education agency on the current professional development model to include an evaluation component.

October

During October 2013, SECC program associates held planning calls with SCDE staff to discuss the face-to-face meeting with SECC and Mid-South Regional Resource Center (MSRRC). Staff from SECC, MSRRC, and SCDE met to continue planning the outline of the template for professional development (PD) in the state. Staff from SECC facilitated discussions on the need to incorporate minutes from the Friday Morning Meeting Group into communications with the BSC trainings sponsored by SCDE as well as facilitate the creation of a listing all PD offerings in a central location.

September

During September 2013, SECC staff planned with the Mid-South Regional Resource Center (Mid-South RRC) for the upcoming face-to-face meeting scheduled for October 17–18 with South Carolina Department of Education (SCDE) staff. Several calls took place in September to discuss plans for the meeting regarding how SECC and Mid-South RRC can support the development of an integrated professional development model through both groups. SECC and Mid-South RRC will attend and co-present with SCDE in the next round of regional trainings for principals and instructional leaders in the schools.

August

SECC program associate Kathleen Theodore met with staff at the South Carolina Department of Education (SCDE) on August 15. During the meeting, plans were made to identify how SECC can support South Carolina’s development of Common Core State Standards (CCSS) English/language arts modules. SCDE staff continue to review the survey prepared by SECC, which will be given to district staff to gain information about future CCSS training needs.

July

During July, SECC program associates along with staff at the South Carolina Department of Education adjusted the date for the next face-to-face meeting from August 9 to August 15. During the meeting, plans will be made to identify how SECC can support South Carolina’s development of Common Core State Standards (CCSS) English/language arts modules. Additionally, the survey, which SECC provided to the department earlier, will be finalized and put online for identified schools and districts to give feedback to the department regarding how CCSS professional development for districts has been received and what additional professional development needs districts have as they implement the CCSS and prepare for the aligned assessments. Also, during July, SECC staff held a series of phone conversations as well as webinars with Mid-South RRC and department staff to discuss the face-to-face meeting, staffing changes at the department, and to prepare timelines for additional technical assistance in support of CCSS implementation. A plan for the CCSS bridge year support to school districts was discussed. Also, an outline of the integrated professional development model was discussed and will be finalized in the next few months.

June

During June 2013, SECC program associates finalized and submitted a draft of a survey South Carolina will review and eventually use to assess how Common Core State Standards (CCSS) professional development for districts has been received and what additional professional development needs districts have as they implement the CCSS. Face-to-face meetings are scheduled for SECC staff to meet with South Carolina Department of Education staff July 18 and 19 and again on August 9.

May

During May 2013, SECC program associates provided input on the Geometry Domain concepts development documents South Carolina is using to enhance implementation of the Common Core State Standards (CCSS) for mathematics. SECC also provided sample evaluations for South Carolina staff to consider using in the upcoming CCSS professional development summer sessions. SECC program associates are preparing a draft of a survey SCDE might consider using to assess how CCSS professional development for districts has been received and to ascertain additional professional development needs districts might have as they implement CCSS. Face-to-face meetings are scheduled for SECC staff to meet with SCDE staff in July and August around these aforementioned topics.

April

During April, SECC program associates met with members of the larger Building Shared Capacity group to share progress with the South Carolina Department of Education and the development of an integrated professional development model for the Common Core State Standards (CCSS). SECC staff completed an Information Request for the Office of Teacher Effectiveness titled, “Definitions of High-Need Districts in States’ Mathematics and Science Partnerships” that was also shared with other SECC states. Additionally, SECC staff completed feedback to the department on their Geometry concept development documents to support schools and districts implementing CCSS.

March

During March 2013, SECC program associates met with South Carolina Department of Education staff from the Office of Teacher Accountability, Office of Federal and State Accountability, Office of School Transformation, and the Office of Exceptional Children to identify ways in which SECC can further support South Carolina’s efforts to implement Common Core State Standards (CCSS) for mathematics and English/language arts in their schools and districts. The meeting was held at SCDE. Representatives from the Mid-South Regional Resource Center also attended the meeting as partners in the Building Shared Collaborative (BSC) work moving forward in South Carolina. The creation of an integrated professional development (PD) system combining members from each office to provide PD on CCSS to districts and schools to increase the academic achievement of all students is the goal of the collaborative.

February

During February 2013, SECC program associates finalized plans to travel to South Carolina in March to meet with department staff charged with assisting South Carolina school districts in their efforts to implement the Common Core State Standards (CCSS) for English/language arts and mathematics. SECC continues to support SCDE CCSS implementation for mathematics with videos; and videos to support English/language arts (ELA) CCSS implementation will be live soon on the SECC website.

January

In January 2013, SECC program associates and South Carolina Department of Education (SCDE) staff collaborated to identify areas of need for the SCDE Common Core State Standards (CCSS) implementation for mathematics and English/language arts (ELA). Plans are underway for a face-to-face work session to occur in March 2013. Prior to that meeting, conference calls will be conducted to plan the work. SECC continues to support SCDE CCSS implementation for mathematics with videos, and videos to support ELA CCSS implementation will be live soon.