This document provides a summary of the implementation timeline and estimated costs for action steps to improve teacher and principal quality in North Carolina from fiscal years 2021 to 2028. Key actions proposed include increasing the number of well-prepared teachers through programs like Teaching Fellows, expanding residency programs, providing mentoring for new teachers, increasing teacher compensation, and expanding principal preparation programs. The total estimated costs for these actions over the 8 year period ranges from $0 to over $400 million depending on the specific action.
1) The director provides an update on testing for the 2020-2021 school year in North Carolina amid the COVID-19 pandemic. Special edition baseline tests will be administered with local flexibility.
2) Development of annual state tests and field tests has been impacted by COVID-19. Some 2020 tests may be administered in 2020-2021 after revising files. Continuous test development work is ongoing.
3) North Carolina is piloting an innovative multi-year assessment program through a federal grant. Work includes test blueprint development, item development, and professional development modules extending into 2022-2023.
This document outlines North Carolina's Comprehensive Remedial Plan to address the state's failure to provide all students the opportunity to receive a sound basic education as required by the state constitution. It was developed in response to court orders in the Leandro v. State of North Carolina case. The plan identifies actions the state will take between 2021-2028 across seven areas, including improving teacher and principal recruitment and development, increasing school funding, strengthening accountability, and expanding early education. It commits the state to implementing systemic reforms to remedy constitutional violations by 2030. All parties agree the plan outlines necessary steps to fulfill the state's obligation of providing all children access to a sound basic education.
Superintendent Truitt budget letter to state leadersEducationNC
Catherine Truitt, Superintendent of Public Instruction, writes a letter to Gov. Cooper, Speaker Moore, and Senator Berger urging them to pass a state budget. She acknowledges the challenges of the past three years under COVID-19 and expresses hope that a bipartisan budget can be reached to address education needs. Without a budget, many critical programs are at risk such as teacher licensing, financial systems, and technology infrastructure support. Truitt emphasizes the need for budget certainty to help North Carolina's students, educators, and schools during this difficult time.
Budget letter to state leaders from school and district leadersEducationNC
North Carolina's public schools face a staffing crisis as they enter the fourth month of the fiscal year without a state budget. Teachers and other personnel are leaving for higher paying jobs elsewhere due to non-competitive salaries. Principals are taking on multiple roles to address staffing shortages. School leaders urge state leaders to compromise and pass a budget that significantly increases compensation for all school employees, provides additional funding for student mental health support staff, and fully funds recommendations to improve the state's constitutional obligation to education.
This document outlines legislative funding priorities for the North Carolina State Board of Education (SBE) and Department of Public Instruction (DPI) totaling over $417 million. Key areas of focus include:
1) Expanding early grade reading programs, teacher preparation/professional development, and compensation.
2) Increasing support for principal preparation, leadership development, and compensation.
3) Investing in students' social-emotional/mental health needs through initiatives like expanding school mental health services.
4) Other priorities include improving school accountability systems, supporting low-performing schools, strengthening career pathways, and increasing cybersecurity protections.
The document outlines budget requests from the North Carolina State Board of Education and Department of Public Instruction to support COVID-19 transition and recovery strategies. It details over $184 million in funding needs across several priority areas including addressing statewide learning challenges, student mental health and safety, education workforce development, connecting students to post-secondary opportunities, and modernizing school business systems. The requests are aimed at achieving the State Board's strategic plan goals of eliminating opportunity gaps, improving school performance, and increasing educator preparedness by 2025.
The document proposes a uniform articulation agreement between North Carolina community college Associate in Arts in Teacher Preparation (AATP) and Associate in Science in Teacher Preparation (ASTP) programs and educator preparation programs at independent colleges and universities in North Carolina. It establishes policies and regulations to facilitate the transfer of credits for students who graduate from AATP/ASTP programs and enroll in teacher education programs. The agreement aims to increase opportunities for community college transfer students and help address the state's teacher shortage.
Allotted average daily membership (ADM) determines North Carolina public school funding levels. It is based on either projected or actual prior year ADM, whichever is higher. ADM has declined in recent years due to lower birth rates, increased homeschooling and charter schools. The COVID-19 pandemic further reduced ADM in 2020-2021, with over 50,000 fewer students. This led more districts to be funded based on projections rather than actual enrollment figures, creating budget uncertainty for the coming years.
1) The director provides an update on testing for the 2020-2021 school year in North Carolina amid the COVID-19 pandemic. Special edition baseline tests will be administered with local flexibility.
2) Development of annual state tests and field tests has been impacted by COVID-19. Some 2020 tests may be administered in 2020-2021 after revising files. Continuous test development work is ongoing.
3) North Carolina is piloting an innovative multi-year assessment program through a federal grant. Work includes test blueprint development, item development, and professional development modules extending into 2022-2023.
This document outlines North Carolina's Comprehensive Remedial Plan to address the state's failure to provide all students the opportunity to receive a sound basic education as required by the state constitution. It was developed in response to court orders in the Leandro v. State of North Carolina case. The plan identifies actions the state will take between 2021-2028 across seven areas, including improving teacher and principal recruitment and development, increasing school funding, strengthening accountability, and expanding early education. It commits the state to implementing systemic reforms to remedy constitutional violations by 2030. All parties agree the plan outlines necessary steps to fulfill the state's obligation of providing all children access to a sound basic education.
Superintendent Truitt budget letter to state leadersEducationNC
Catherine Truitt, Superintendent of Public Instruction, writes a letter to Gov. Cooper, Speaker Moore, and Senator Berger urging them to pass a state budget. She acknowledges the challenges of the past three years under COVID-19 and expresses hope that a bipartisan budget can be reached to address education needs. Without a budget, many critical programs are at risk such as teacher licensing, financial systems, and technology infrastructure support. Truitt emphasizes the need for budget certainty to help North Carolina's students, educators, and schools during this difficult time.
Budget letter to state leaders from school and district leadersEducationNC
North Carolina's public schools face a staffing crisis as they enter the fourth month of the fiscal year without a state budget. Teachers and other personnel are leaving for higher paying jobs elsewhere due to non-competitive salaries. Principals are taking on multiple roles to address staffing shortages. School leaders urge state leaders to compromise and pass a budget that significantly increases compensation for all school employees, provides additional funding for student mental health support staff, and fully funds recommendations to improve the state's constitutional obligation to education.
This document outlines legislative funding priorities for the North Carolina State Board of Education (SBE) and Department of Public Instruction (DPI) totaling over $417 million. Key areas of focus include:
1) Expanding early grade reading programs, teacher preparation/professional development, and compensation.
2) Increasing support for principal preparation, leadership development, and compensation.
3) Investing in students' social-emotional/mental health needs through initiatives like expanding school mental health services.
4) Other priorities include improving school accountability systems, supporting low-performing schools, strengthening career pathways, and increasing cybersecurity protections.
The document outlines budget requests from the North Carolina State Board of Education and Department of Public Instruction to support COVID-19 transition and recovery strategies. It details over $184 million in funding needs across several priority areas including addressing statewide learning challenges, student mental health and safety, education workforce development, connecting students to post-secondary opportunities, and modernizing school business systems. The requests are aimed at achieving the State Board's strategic plan goals of eliminating opportunity gaps, improving school performance, and increasing educator preparedness by 2025.
The document proposes a uniform articulation agreement between North Carolina community college Associate in Arts in Teacher Preparation (AATP) and Associate in Science in Teacher Preparation (ASTP) programs and educator preparation programs at independent colleges and universities in North Carolina. It establishes policies and regulations to facilitate the transfer of credits for students who graduate from AATP/ASTP programs and enroll in teacher education programs. The agreement aims to increase opportunities for community college transfer students and help address the state's teacher shortage.
Allotted average daily membership (ADM) determines North Carolina public school funding levels. It is based on either projected or actual prior year ADM, whichever is higher. ADM has declined in recent years due to lower birth rates, increased homeschooling and charter schools. The COVID-19 pandemic further reduced ADM in 2020-2021, with over 50,000 fewer students. This led more districts to be funded based on projections rather than actual enrollment figures, creating budget uncertainty for the coming years.
This document provides an overview of the North Carolina State Board of Education's (SBE) fiscal year 2020-2021 budget presentation to the state legislature. It outlines the order of the presentation, the SBE's legislative priorities and 2025 strategic plan, and budget requests to support priorities like early grade reading, teacher preparation and compensation, principal preparation and compensation, and supporting student mental health. Specific funding requests include increases to teacher and principal pay, expanding pre-K access, and providing culturally responsive training for educators. The presentation establishes the SBE's strategic vision and aligns budget requests to priorities around eliminating opportunity gaps, improving school performance, and increasing educator preparedness.
The document outlines North Carolina's proposed budget for public education for fiscal years 2019-20 and 2020-21. It includes:
1) Raising teacher pay to be the highest in the Southeast by investing $210 million in 2019-20 and $390 million in 2020-21 in teacher and administrator compensation.
2) Providing $40 million for safer schools and healthier students by funding nurses, counselors, and school resource officers.
3) Investing $9 million to recruit and retain teachers through programs like Teaching Fellows.
4) Giving $29 million for textbooks, supplies, and digital learning opportunities for students.
Community colleges in North Carolina are well-positioned to help address the teacher shortage by establishing teacher preparation pathways. New Associate in Arts and Associate in Science in Teacher Preparation degrees provide a seamless path from high school to community college to a four-year institution. These degrees aim to recruit more diverse candidates and those from rural areas through affordable tuition and accessibility at the 58 community colleges across the state. Partnerships with high schools and universities will help students progress through the pipeline to become teachers.
The document outlines recommendations for improving the systems of school funding, teacher recruitment and development, principal recruitment and development, and overall education funding in North Carolina. Key recommendations include revising the school funding formula to provide more resources to high-needs students, increasing overall education spending incrementally over 8 years, and determining an adequate level of per-student funding. It also recommends expanding programs like the Teaching Fellows program and principal preparation programs, increasing teacher and principal salaries, and providing more support for new and experienced teachers and principals.
This document provides a summary of the 2019-2020 Consolidated Data Report on school discipline in North Carolina. Some key findings include:
- There were over 152,000 short-term suspensions reported statewide, with the highest rates among Black and Native American students. Over 146,000 suspensions were for unacceptable behaviors like bullying and defiance.
- 405 long-term suspensions were reported, resulting in over 2,000 student removals from their home schools. Rates were highest for Black and Native American students.
- No uses of corporal punishment were reported statewide. Over 182,000 in-school suspensions were assigned to nearly 98,000 students.
- Alternative learning placements decreased, with over 1,
Making Vibrant Connections: Higher Education and the Business CommunityMelissa DeFreest
This document discusses the importance of connections between higher education and the business community. It notes that workforce training programs are most effective when they are aligned with local industry needs, provide valuable credentials, and have meaningful employer engagement. It also states that economic development benefits from colleges focusing on innovation, discovery, sustainable growth, and embracing diversity. Finally, it emphasizes that higher education institutions can support their local communities by embedding engagement and entrepreneurship in their mission, and by partnering with K-12 schools and advocating for public policy issues.
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
EducationNC seeks to expand the educational opportunities for all children in North Carolina, increase their academic attainment, and improve the performance of the state’s public schools. EdNC provides the state with data, research, news, information, and analysis about the major trends, issues, and challenges facing public schools. EdNC is your trusted source of information and the architecture for your participation in a statewide conversation about our schools.
EdNC staff posts nonpartisan news and information online Monday through Friday. We cover breaking news on the weekends and holidays. Columnists and contributors post commentary that may include a point of view. EdNC tries to make it clear to readers the point of view represented. We want you to know the range of perspectives that are influencing the conversation across our state. Through our work, EdNC identifies and invests in the next generation of education leaders.
EdNC was founded by Gerry Hancock and Ferrel Guillory. Mebane Rash serves as the CEO, President, and Editor-in-Chief. The CEO has independent control of all content. Our Board of Directors guides the mission, strategic vision, and financial sustainability of EdNC. EdNC is a 501(c)(3), formerly known as Emerging Tar Heel Leaders, Inc., and our work is supported by foundation grants, corporate contributions, and individual contributions.
You will hear us say that our process is bipartisan. Our Board of Directors includes leaders across the political spectrum. Our contributors include writers and thought leaders across the political spectrum. Our funding comes from sources across the political spectrum. On the other hand, you can count on our news to be nonpartisan. The staff of EdNC are registered as unaffiliated voters.
WestEd Leandro Report: Early Childhood EducationAnalisa Sorrells
Here are the key next steps I see based on the document:
- Work to gain support from key stakeholders like educators, families, policymakers to enact recommended changes to assessment and accountability systems. Buy-in will be important for successful implementation.
- Address potential barriers like cost of expanding assessments, data collection, accountability metrics. Additional funding may be needed.
- Pilot recommended changes on a small scale first before statewide rollout to identify and troubleshoot issues. An iterative process can help refine approaches.
- Provide guidance and professional development for educators on using new or revised assessments formatively to better support student learning. Changes will require adjustment in practices.
- Monitor progress regularly using the expanded accountability metrics and dashboard to ensure
Budgeting as a vehicle for accomplishing priorities sps 2 16 09bWilliam Smith
This strategic planning session discusses budgeting challenges facing Kent City Community Schools, including rising costs for retirement, utilities, and health insurance, as well as potential enrollment declines. The presentation proposes a two-part plan to balance the budget and stabilize enrollment. The budget balancing plan includes improving food services, programming, facility use, transportation, and energy efficiency to recapture revenue. The enrollment stabilization plan adds programs in Spanish, computer science, health science, music, and career-focused course electives to increase student retention and attract new students while minimizing costs. Implementing these initiatives could balance the $622,400 budget cut and stabilize enrollment over three years.
Catherine Truitt has announced new leadership positions at the Department of Public Instruction focused on student, teacher, and parent engagement. Three new advisory positions will provide feedback: Teacher Engagement, Principal Engagement, and Workforce Engagement. Legislative affairs will have two leaders representing the department. There are also four new deputy superintendent positions covering innovation, student advancement, equity, and agency schools. The executive director of Leandro and director of communication will have dual reporting roles. New offices for early learning, professional development, and IT are also planned.
North Carolina budget analysis from NC Justice CenterEducationNC
The budget agreement provides some increased funding for education in North Carolina but does not fully address the needs outlined in the Leandro Comprehensive Remedial Plan. It provides teacher and other staff salary increases averaging 5% over two years, supplements for low-wealth districts, and additional funding for students with disabilities and instructional support staff. However, it falls short of the Leandro plan's calls for greater investments in targeted allotments, early childhood education, principal and teacher recruitment programs, and overall K-12 funding. While the budget makes initial investments, long-term recurring funding is still needed to ensure all students receive a sound basic education as required by the state constitution.
10 31-18 forest ncboe letter & exhbits - redacted resumesEducationNC
The document is a letter from the Wayne County Board of Education to the North Carolina State Board of Education expressing concerns about the selection of Carver Heights Elementary School in Wayne County to be transferred to the Innovative School District for the 2019-2020 school year. The letter argues that the selection process was flawed and did not follow the statutory requirements. Specifically, it claims that the process lacked transparency, did not properly evaluate the factors contributing to the school's performance, did not engage the required stakeholders, and resulted in the State Board's authority to select being usurped as only one school was recommended. The letter requests that the State Board address these issues and ensure the process is carried out with integrity and in accordance with statutes and policies.
This report summarizes the findings of a 3-year evaluation of Advanced Teaching Roles pilot programs in North Carolina. Survey and interview data showed that the programs improved classroom instruction and provided recognition and support for high-quality teachers. While the programs increased teacher retention and support for beginning teachers, their impact on schoolwide student performance was mixed. The report recommends scaling the programs by providing recurring funding, planning support, and technical assistance to ensure local needs are met and lessons from pilots are applied. Educators expressed overall support for expanding the programs to recognize teachers and improve students' experiences.
Ready to Launch: New York City’s Implementation Plan for Free, High-Quality, ...Luis Taveras EMBA, MS
The City of New York is moving aggressively to implement a truly universal pre - kindergarten
system in New York City that provides every 4 - year - old with high - quality, full - day
pre - K. These efforts have been guided by the deep expertise of city agencies, best
practices from our community-based organizations, and decades of academic research
that has proven high-quality pre - K is among the most effective ways to reduce economic
inequality.
- Traditional public school enrollment in North Carolina fell by nearly 2.5% from fall 2019 to fall 2020, while charter school enrollment increased by 9%. Home school enrollment also increased.
- Enrollment losses were largest in kindergarten and smaller in other elementary and middle school grades.
- Enrollment decreases were widespread across the state but some districts and schools experienced particularly large declines and may face future funding challenges due to loss of students.
- Different student subgroups showed varying enrollment changes, with white students more likely to leave public schools while Hispanic students had fewer entries and Black students transitioned more to virtual schools.
The document discusses challenges and opportunities around adequate school funding for Sitka's schools. It outlines Sitka School Board goals which include maintaining and improving programs, promoting community engagement, and redefining programs and funding allocations. It also discusses federal mandates from laws like IDEA and NCLB, and ensuring funding meets these mandates while allowing for local control over educational priorities. The outlook for this year's funding is described as providing some relief but not meeting adequacy standards, and advocacy is needed at local, state, and federal levels to secure sustained and adequate education funding.
The document summarizes results from the December 2019 Restart Annual Report. It shows that of the 107 Restart schools in Cohorts 1 and 2 that submitted reports:
- 21 schools (20%) were above expectations, achieving academic gain and meeting growth targets.
- 65 schools (60%) were meeting expectations, meeting one of seven academic gain scenarios.
- 21 schools (20%) were below expectations, not meeting growth targets or seeing achievement decreases.
The report analyzes school performance on five academic gain components and flexibility outcomes. It provides observations and implications to help underperforming schools, such as focusing on subgroup growth and data-driven interventions. Support recommendations include feedback sessions, professional learning, and connecting Restart
The budget presentation document shared with the Franklin (MA) School Committee and the community at the meeting Feb 25, 2020. What isn't spelled out here is that the 'level service' number shown is roughly $200K more than the Total Expected Revenue for Franklin. And that would assume the Schools get all the increase, the Town side (police, fire, DPW, etc.) get nothing or in other words, a math problem with serious discussions to come in the next several months.
The proposed FY 2020 school budget for the Franklin Public Schools as presented by Superintendent Sara Ahern at the School Committee meeting Jan 22, 2019.
This document provides an overview of the North Carolina State Board of Education's (SBE) fiscal year 2020-2021 budget presentation to the state legislature. It outlines the order of the presentation, the SBE's legislative priorities and 2025 strategic plan, and budget requests to support priorities like early grade reading, teacher preparation and compensation, principal preparation and compensation, and supporting student mental health. Specific funding requests include increases to teacher and principal pay, expanding pre-K access, and providing culturally responsive training for educators. The presentation establishes the SBE's strategic vision and aligns budget requests to priorities around eliminating opportunity gaps, improving school performance, and increasing educator preparedness.
The document outlines North Carolina's proposed budget for public education for fiscal years 2019-20 and 2020-21. It includes:
1) Raising teacher pay to be the highest in the Southeast by investing $210 million in 2019-20 and $390 million in 2020-21 in teacher and administrator compensation.
2) Providing $40 million for safer schools and healthier students by funding nurses, counselors, and school resource officers.
3) Investing $9 million to recruit and retain teachers through programs like Teaching Fellows.
4) Giving $29 million for textbooks, supplies, and digital learning opportunities for students.
Community colleges in North Carolina are well-positioned to help address the teacher shortage by establishing teacher preparation pathways. New Associate in Arts and Associate in Science in Teacher Preparation degrees provide a seamless path from high school to community college to a four-year institution. These degrees aim to recruit more diverse candidates and those from rural areas through affordable tuition and accessibility at the 58 community colleges across the state. Partnerships with high schools and universities will help students progress through the pipeline to become teachers.
The document outlines recommendations for improving the systems of school funding, teacher recruitment and development, principal recruitment and development, and overall education funding in North Carolina. Key recommendations include revising the school funding formula to provide more resources to high-needs students, increasing overall education spending incrementally over 8 years, and determining an adequate level of per-student funding. It also recommends expanding programs like the Teaching Fellows program and principal preparation programs, increasing teacher and principal salaries, and providing more support for new and experienced teachers and principals.
This document provides a summary of the 2019-2020 Consolidated Data Report on school discipline in North Carolina. Some key findings include:
- There were over 152,000 short-term suspensions reported statewide, with the highest rates among Black and Native American students. Over 146,000 suspensions were for unacceptable behaviors like bullying and defiance.
- 405 long-term suspensions were reported, resulting in over 2,000 student removals from their home schools. Rates were highest for Black and Native American students.
- No uses of corporal punishment were reported statewide. Over 182,000 in-school suspensions were assigned to nearly 98,000 students.
- Alternative learning placements decreased, with over 1,
Making Vibrant Connections: Higher Education and the Business CommunityMelissa DeFreest
This document discusses the importance of connections between higher education and the business community. It notes that workforce training programs are most effective when they are aligned with local industry needs, provide valuable credentials, and have meaningful employer engagement. It also states that economic development benefits from colleges focusing on innovation, discovery, sustainable growth, and embracing diversity. Finally, it emphasizes that higher education institutions can support their local communities by embedding engagement and entrepreneurship in their mission, and by partnering with K-12 schools and advocating for public policy issues.
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
EducationNC seeks to expand the educational opportunities for all children in North Carolina, increase their academic attainment, and improve the performance of the state’s public schools. EdNC provides the state with data, research, news, information, and analysis about the major trends, issues, and challenges facing public schools. EdNC is your trusted source of information and the architecture for your participation in a statewide conversation about our schools.
EdNC staff posts nonpartisan news and information online Monday through Friday. We cover breaking news on the weekends and holidays. Columnists and contributors post commentary that may include a point of view. EdNC tries to make it clear to readers the point of view represented. We want you to know the range of perspectives that are influencing the conversation across our state. Through our work, EdNC identifies and invests in the next generation of education leaders.
EdNC was founded by Gerry Hancock and Ferrel Guillory. Mebane Rash serves as the CEO, President, and Editor-in-Chief. The CEO has independent control of all content. Our Board of Directors guides the mission, strategic vision, and financial sustainability of EdNC. EdNC is a 501(c)(3), formerly known as Emerging Tar Heel Leaders, Inc., and our work is supported by foundation grants, corporate contributions, and individual contributions.
You will hear us say that our process is bipartisan. Our Board of Directors includes leaders across the political spectrum. Our contributors include writers and thought leaders across the political spectrum. Our funding comes from sources across the political spectrum. On the other hand, you can count on our news to be nonpartisan. The staff of EdNC are registered as unaffiliated voters.
WestEd Leandro Report: Early Childhood EducationAnalisa Sorrells
Here are the key next steps I see based on the document:
- Work to gain support from key stakeholders like educators, families, policymakers to enact recommended changes to assessment and accountability systems. Buy-in will be important for successful implementation.
- Address potential barriers like cost of expanding assessments, data collection, accountability metrics. Additional funding may be needed.
- Pilot recommended changes on a small scale first before statewide rollout to identify and troubleshoot issues. An iterative process can help refine approaches.
- Provide guidance and professional development for educators on using new or revised assessments formatively to better support student learning. Changes will require adjustment in practices.
- Monitor progress regularly using the expanded accountability metrics and dashboard to ensure
Budgeting as a vehicle for accomplishing priorities sps 2 16 09bWilliam Smith
This strategic planning session discusses budgeting challenges facing Kent City Community Schools, including rising costs for retirement, utilities, and health insurance, as well as potential enrollment declines. The presentation proposes a two-part plan to balance the budget and stabilize enrollment. The budget balancing plan includes improving food services, programming, facility use, transportation, and energy efficiency to recapture revenue. The enrollment stabilization plan adds programs in Spanish, computer science, health science, music, and career-focused course electives to increase student retention and attract new students while minimizing costs. Implementing these initiatives could balance the $622,400 budget cut and stabilize enrollment over three years.
Catherine Truitt has announced new leadership positions at the Department of Public Instruction focused on student, teacher, and parent engagement. Three new advisory positions will provide feedback: Teacher Engagement, Principal Engagement, and Workforce Engagement. Legislative affairs will have two leaders representing the department. There are also four new deputy superintendent positions covering innovation, student advancement, equity, and agency schools. The executive director of Leandro and director of communication will have dual reporting roles. New offices for early learning, professional development, and IT are also planned.
North Carolina budget analysis from NC Justice CenterEducationNC
The budget agreement provides some increased funding for education in North Carolina but does not fully address the needs outlined in the Leandro Comprehensive Remedial Plan. It provides teacher and other staff salary increases averaging 5% over two years, supplements for low-wealth districts, and additional funding for students with disabilities and instructional support staff. However, it falls short of the Leandro plan's calls for greater investments in targeted allotments, early childhood education, principal and teacher recruitment programs, and overall K-12 funding. While the budget makes initial investments, long-term recurring funding is still needed to ensure all students receive a sound basic education as required by the state constitution.
10 31-18 forest ncboe letter & exhbits - redacted resumesEducationNC
The document is a letter from the Wayne County Board of Education to the North Carolina State Board of Education expressing concerns about the selection of Carver Heights Elementary School in Wayne County to be transferred to the Innovative School District for the 2019-2020 school year. The letter argues that the selection process was flawed and did not follow the statutory requirements. Specifically, it claims that the process lacked transparency, did not properly evaluate the factors contributing to the school's performance, did not engage the required stakeholders, and resulted in the State Board's authority to select being usurped as only one school was recommended. The letter requests that the State Board address these issues and ensure the process is carried out with integrity and in accordance with statutes and policies.
This report summarizes the findings of a 3-year evaluation of Advanced Teaching Roles pilot programs in North Carolina. Survey and interview data showed that the programs improved classroom instruction and provided recognition and support for high-quality teachers. While the programs increased teacher retention and support for beginning teachers, their impact on schoolwide student performance was mixed. The report recommends scaling the programs by providing recurring funding, planning support, and technical assistance to ensure local needs are met and lessons from pilots are applied. Educators expressed overall support for expanding the programs to recognize teachers and improve students' experiences.
Ready to Launch: New York City’s Implementation Plan for Free, High-Quality, ...Luis Taveras EMBA, MS
The City of New York is moving aggressively to implement a truly universal pre - kindergarten
system in New York City that provides every 4 - year - old with high - quality, full - day
pre - K. These efforts have been guided by the deep expertise of city agencies, best
practices from our community-based organizations, and decades of academic research
that has proven high-quality pre - K is among the most effective ways to reduce economic
inequality.
- Traditional public school enrollment in North Carolina fell by nearly 2.5% from fall 2019 to fall 2020, while charter school enrollment increased by 9%. Home school enrollment also increased.
- Enrollment losses were largest in kindergarten and smaller in other elementary and middle school grades.
- Enrollment decreases were widespread across the state but some districts and schools experienced particularly large declines and may face future funding challenges due to loss of students.
- Different student subgroups showed varying enrollment changes, with white students more likely to leave public schools while Hispanic students had fewer entries and Black students transitioned more to virtual schools.
The document discusses challenges and opportunities around adequate school funding for Sitka's schools. It outlines Sitka School Board goals which include maintaining and improving programs, promoting community engagement, and redefining programs and funding allocations. It also discusses federal mandates from laws like IDEA and NCLB, and ensuring funding meets these mandates while allowing for local control over educational priorities. The outlook for this year's funding is described as providing some relief but not meeting adequacy standards, and advocacy is needed at local, state, and federal levels to secure sustained and adequate education funding.
The document summarizes results from the December 2019 Restart Annual Report. It shows that of the 107 Restart schools in Cohorts 1 and 2 that submitted reports:
- 21 schools (20%) were above expectations, achieving academic gain and meeting growth targets.
- 65 schools (60%) were meeting expectations, meeting one of seven academic gain scenarios.
- 21 schools (20%) were below expectations, not meeting growth targets or seeing achievement decreases.
The report analyzes school performance on five academic gain components and flexibility outcomes. It provides observations and implications to help underperforming schools, such as focusing on subgroup growth and data-driven interventions. Support recommendations include feedback sessions, professional learning, and connecting Restart
The budget presentation document shared with the Franklin (MA) School Committee and the community at the meeting Feb 25, 2020. What isn't spelled out here is that the 'level service' number shown is roughly $200K more than the Total Expected Revenue for Franklin. And that would assume the Schools get all the increase, the Town side (police, fire, DPW, etc.) get nothing or in other words, a math problem with serious discussions to come in the next several months.
The proposed FY 2020 school budget for the Franklin Public Schools as presented by Superintendent Sara Ahern at the School Committee meeting Jan 22, 2019.
This document summarizes an accomplishment report from the Schools Division of Tabuk City that details a proposed in-service training (INSET) on radio broadcasting instruction (RBI). The 5-day training will be held from July 27-31, 2020 at the Las Vegas Hotel and will equip 35 teachers and school staff with the skills needed to produce RBI lessons, including script writing, teaching via radio, and recording audio lessons. The objectives are to prepare participants to write scripts for aired lessons, teach using radio, record RBI lessons, and produce content for broadcasting. The training will include presentations, scriptwriting workshops, demonstrations of teaching on radio, and voice recordings. Upon completion, participants will have produced scripts and recorded lessons
This document discusses TeachNC, a statewide teacher recruitment initiative in North Carolina. It provides an overview of TeachNC's goals, focus areas, and performance in its first full year. Key highlights include:
- TeachNC aims to increase educator preparedness and improve perceptions of teaching.
- In its first year, TeachNC exceeded recruitment goals and saw high website traffic and user engagement.
- Lessons learned emphasized the importance of individual support for candidates and consolidating recruitment resources.
- Next steps include transitioning TeachNC to be located and funded at the North Carolina Department of Public Instruction after the startup period ends in November 2021.
The document provides a summary of the second quarter monitoring, evaluation, and adjustment report for Tariji Elementary School. It includes tables showing the school's physical and financial accomplishments against targets. Analysis found that most activities were completed or on track, though some improvements were needed. Issues noted for the next quarter included rehabilitating kindergarten and canteen rooms, and providing a reading nook. Timelines and resolutions are proposed.
This document provides guidance on developing a School Improvement Plan (SIP). It explains that a SIP is a formal, structured approach to managing school resources to achieve optimal performance. A SIP committee of 7-10 individuals oversees the process. Key steps in developing a SIP include conducting a self-evaluation, identifying priorities, preparing draft and final plans through consultation, implementation, monitoring and evaluation on an annual basis. The SIP should be aligned with national priorities and the school's annual self-evaluation.
The document summarizes a town hall meeting on strategic planning and finance at Florida International University. It provides an overview and discusses short-term milestones like updating the 2010-2015 strategic plan and preparing a SACS accreditation report. Looking ahead, it outlines developing a new 2015-2020 strategic plan and addressing budget and financial sustainability issues in light of new state performance funding models. Progress on goals from the previous strategic plan is reviewed, with most targets either met or exceeded. Ensuring ongoing student success and institutional improvement within new budget constraints is emphasized.
This document provides an orientation for Administrative Officer II (AO II) positions on their key responsibilities, deliverables, and procedures. It discusses:
- The objectives of deploying additional AO II positions to address workload distribution and allow teachers to focus on teaching.
- An outline of the discussion topics including the AO II's job description, deployment procedures, clustering of schools, and performance assessment.
- The allocation of new AO II positions by region and division for fiscal year 2021.
- The AO II's key result areas of personnel administration, property custodianship, general administration support, and financial management.
- Next steps like monitoring deployed positions, accomplishment reporting, and personnel records management.
The presentation document scheduled for discussion at the Franklin (MA) School Committee meeting on Mar 27, 2018. This is for the school budget for Fiscal Year 2019 (FY19)
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan involves 13 sessions to be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions led by the School Head, Master Teachers, and Grade Leaders. Evaluations will be conducted to track teacher and student performance. The LAC plan aims to improve teaching quality and learning outcomes through various professional development activities and community engagement.
The document is a preliminary draft budget request from the State Board of Education that includes 53 items totaling over $330 million in recurring funds requested and nearly $100 million in non-recurring funds. The largest recurring funding requests include increasing teacher and principal pay, exceptional children funding, and school nutrition funding. The budget also seeks funding for personal protective equipment, social-emotional learning, mental health support staff, and cybersecurity training.
The document presents the Franklin Public Schools' Superintendent's recommended FY19 budget. Key points include:
- The budget addresses district improvement goals around social-emotional learning, personalized learning, collaborative culture, and community engagement.
- The level service budget for FY19 is $64.1 million, a 6.5% increase over FY18. Critical needs include staff and programs for counseling, STEM/humanities coordination, and special education.
- The recommended budget totals $64.4 million, closing a $956,000 gap. The budget will be discussed and voted on over the next two months to prepare for the new fiscal year.
The document provides an update on the North Carolina legislative session and the State Board of Education's priorities for the upcoming short session. It notes that the longest legislative session in state history recently concluded. It then summarizes key education bills from the past year and highlights from the state budget, including increased K-12 funding and partial funding for initiatives in the Comprehensive Remedial Plan. Next, it outlines the board's agenda, including updating policies and identifying gaps in SB 105. Priority budget requests include expanding school mental health support and education workforce positions. Finally, it discusses potential short session legislative items focused on teacher assistants, principal licensure, and flexibility for support staff funding.
The document provides an overview of the Utah System of Technical Colleges' (UTech) proposed FY 2020 budget. It outlines five funding priorities: 1) employee compensation increases, 2) $7 million for employer-driven program expansion and student support, 3) $3 million for equipment funds, 4) $650,000 for Custom Fit program, and 5) $250,000 for additional data analyst and software engineer positions for the system office. The budget request aims to increase program offerings, student support, and system analytics capabilities to further align technical education with employer needs and economic growth in Utah.
Joint School Board and Board of Supervisors Budget Work SessionFairfax County
The document summarizes Fairfax County Public Schools' budget outlook for fiscal year 2015. It notes that FCPS faces a projected budget deficit of $98.3 million for FY2015 due to factors such as increasing enrollment, rising benefit costs, and recurring revenues not keeping pace with growing expenses. Prior actions to address shortfalls have included eliminating over 1,450 positions and reducing compensation and programs. Looking forward, FCPS will need a shared approach combining reductions and revenue increases with multi-year planning to address ongoing cost drivers in a sustainable manner.
The document outlines REIL's strategic funding transition plan to implement a performance-based compensation system. It discusses increasing revenues available through the Classroom Site Fund and a sample district's opportunity to maintain teacher pay-outs while allocating increased funds to performance pay. REIL will provide performance stipends and salary augmentation on a gradual decreasing scale of grant funding and increasing scale of district funding to ensure sustainability.
2019 legislative presentation for sbe fall work session 10.31.2018EducationNC
This document outlines budget proposals and legislative priorities for North Carolina's Department of Public Instruction (DPI) and State Board of Education (SBE) for 2019. Key items include:
- A proposed $190 million expansion budget for K-12 public schools, including funding to increase salaries, hire more school support staff, support low-performing schools, and provide professional development.
- Non-appropriation legislative requests focused on accountability, school performance measures, and flexibility for innovative school districts.
- Budget priorities aligned with SBE goals like excellent educators, educational equity, and using data to inform decisions and allocate resources effectively.
This document discusses bidding procedures, performance bonds, developing school budgets, and long-term financial planning. It outlines why districts bid projects, expenditure limits, types of bids, how performance bonds work, key factors in budgeting, the two types of budgets (operations/maintenance and capital improvement plans), and tools for budget development like templates, personnel indices, building condition surveys, and five-year plans. It also covers budget timelines, future cost factors to consider, and contingency options if a budget is defeated.
Similar to Leandro comprehensive remedial plan appendix (20)
The document outlines North Carolina's STEM Plan for 2035. It summarizes recent progress in STEM education since the 2010 North Carolina STEM Education Strategic Plan. STEM occupations are projected to grow faster than non-STEM occupations due to demand for computer-related jobs and data-driven fields. However, Black and Hispanic workers remain underrepresented in STEM jobs and degree programs compared to their overall shares of the workforce and degrees earned. The document calls for transforming STEM education over the next decade through strategies like reinvesting in programs, supporting educators, redesigning schools, and increasing community support."
Hispanic student experiences with transferEducationNC
Steve Turner, dean of humanities and social sciences at Guilford Technical Community College, explores how participating in high-impact practices like study abroad and service learning impacted Hispanic students' transfer success.
The Department of Public Instruction oversees North Carolina's public education system from pre-K through 12th grade. Its goals are to eliminate opportunity gaps by 2027, improve school performance by 2027, and increase educator preparedness by 2027. It administers $15.6 billion in state and federal funds and supports over 1.5 million students and 117,000 teachers across North Carolina. The Governor's recommended budget increases funding for the Department of Public Instruction by 18.2% to focus on teacher compensation increases, baseline education investments ordered by the court, and other priorities to strengthen the state's public education system.
This document outlines North Carolina Superintendent Catherine Truitt's Operation Polaris 2.0 plan which focuses on improving the state's education system in several key areas: human capital/educator quality, accountability and testing, student support services, literacy, and district/school support. It discusses initiatives related to teacher pathways/development, school performance grading, student meals/safety/broadband access, literacy specialist hiring, and providing coaching/support to schools/districts particularly low-performing ones. The plan creates new state offices and partnerships to coordinate research, resources, and regional support teams to improve outcomes for all students.
February Superintendent SBE Report 1.12.23_347984yturdpaadaely1a0jhvpvg0k.pdfEducationNC
The document outlines North Carolina's Operation Polaris 2.0 plan to provide district and regional support with an equity focus on low-performing schools. It describes establishing regional support teams to provide academic, operational, and transformation support. This includes guiding school improvement, monitoring plans, and offering coaching for comprehensive and targeted support schools, with $12 million invested in the highest level of support. It also details programs like the Assistant Principal Accelerator and North Carolina Instructional Leadership Academy to build leadership capacity.
This document provides a summary of Educator Preparation Program (EPP) performance reporting for the February 2023 State Board of Education meeting. It notes that EPPs are required to submit annual performance reports and report cards are made available publicly. The document outlines data available on the NCDPI website, including enrollment numbers, license exam pass rates, and employer satisfaction surveys. It highlights some notable trends in the data, such as a 42% decline in new enrollments between 2021-2022. The document also examines admissions data more closely, finding declines in enrollment across most license groups and traditional routes seeing half as many new enrollments as alternate routes. It projects the impact of lower 2022 enrollment on future school year employment.
This annual report summarizes data on the state of the teaching profession in North Carolina for the 2021-2022 school year. It finds that the teacher attrition rate was 7.78%, down slightly from the prior year. Mobility rates also decreased slightly. Beginning teachers and TFA/VIF contract teachers had the highest attrition rates. Personal reasons remained the leading cause of teacher departures. Vacancy rates increased from the prior year, with the most vacancies in core K-5 subjects and exceptional children. The report provides historical data on attrition and mobility trends and analyzes results by region, experience level, and subject area.
CS K12 Legislative Brief House Ed January 2023.pdfEducationNC
North Carolina has been a leader in technology and education with institutions like Research Triangle Park and world-class universities. The state has taken steps to expand computer science education through initiatives like funding for teacher professional development and standards development. However, there is still work to be done as only around half of North Carolina schools currently offer computer science courses and just over half of students have access. Recent state actions like a grant providing coding education through Minecraft aim to further increase access to computer science across the state.
This document outlines legislative and policy priorities for 2023 from the North Carolina Association of School Administrators (NCASA). Key priorities include: providing compensation increases for all school employees, with a focus on critical shortage areas; expanding funding for student mental health support personnel; enhancing school safety support; ensuring adequate funding for high-need student populations and facilities needs; and reforming the state's school accountability system.
FTE STATE BOARD SLIDE DECK (1)_3448851rr0iszrpy5ecvm1plgvnywf.pdfEducationNC
The document summarizes North Carolina's requirements to report public school student full-time equivalency (FTE) data disaggregated by enrollment in courses offered through different programs. It discusses the law requiring the Department of Public Instruction to submit an annual report on the number of students and FTE by each public school unit and grade from the prior year. The report must break down enrollment by courses offered directly by the public school unit versus through dual enrollment, joint programs, North Carolina Virtual Public School, higher education institutions, and nonpublic schools. The FTE is calculated using each student's total instructional minutes divided by 300. The annual report includes a summary tab with aggregate FTE data and a detail tab with student-level data dis
Government Affairs January 2023 SBE Budget Presentation (DRAFT)_3448671rr0isz...EducationNC
The document outlines budget priorities for the 2023 long legislative session. It includes 11 sections that detail funding requests across various initiatives, including digital teaching and learning, school connectivity, district operations, educator preparation, early learning, charter schools, financial services, learning recovery, and other support areas. Specific line item requests include funding for cybersecurity services, literacy programs, educator licensure replacement, career pathways, and more. The overall document provides budget details to support K-12 education priorities for the upcoming legislative session.
SBE Strategic Plan Discussion - January 2023_3445821rr0iszrpy5ecvm1plgvnywf.pdfEducationNC
The document summarizes feedback from a November meeting of the North Carolina State Board of Education's Strategic Planning Committee regarding the Board's strategic goals, objectives, and components. It outlines next steps for a working group from the North Carolina Department of Public Instruction to further define metrics and data for tracking progress toward the goals. The working group will provide a draft update in February on recommendations for refining objectives and metrics based on available data, identifying relevant data elements, and ensuring the goals can be appropriately disaggregated and disseminated. The goals aim to eliminate opportunity gaps, improve performance, and increase educator preparedness by 2025.
This document summarizes a study conducted by the Education Policy Initiative at Carolina (EPIC) at UNC-Chapel Hill using funding from the Institute for Education Sciences. The study analyzes the impacts of the COVID-19 pandemic and summer extension programs on student outcomes in North Carolina. It finds that during the 2020-21 school year, students had more absences, lower grades, higher failure rates, and were more likely to be retained compared to pre-pandemic levels. Students who enrolled in summer 2021 programs had lower test scores and more failed courses pre-pandemic. However, these students were less likely to repeat failed courses than non-enrollees. The next steps are to examine 2021-22 outcomes and
Pathways -- Statutory and other changes for Pilot Program - January 2023 Draf...EducationNC
The document discusses the need to revise North Carolina's teacher licensure system through a pilot program. It outlines that statutory changes are required to authorize such a pilot program and exempt participating districts from certain existing licensure requirements. The State Board of Education has asked its Professional Educator Preparation and Standards Commission to recommend rules and policy changes to allow piloting of a new licensure framework. Legislative authorization establishing the pilot's parameters and exemptions is necessary to implement changes without violating current statutes.
States NOF Ex. A - Affidavit of Anca Grozav.pdfEducationNC
This 5-page document appears to be part of a court filing related to a case from 1995 in North Carolina. It includes standard header information across the pages such as the case number, filing identification number, and filing date. The document provides no other contextual details in the content of the pages submitted for summarization.
This document summarizes a report filed in the North Carolina Business Court regarding the remand of a school funding case by the North Carolina Supreme Court. The parties propose a schedule for the trial court to recalculate the amount of funds to be transferred for K-12 education in light of the state's 2022 budget and ensure continued constitutional compliance, as directed by the Supreme Court. The State Controller opposed the proposed schedule due to needing additional procedures for accurately handling any transferred money.
The Chief Justice of the North Carolina Supreme Court issued an order assigning a new judge, Judge James F. Ammons Jr., to preside over the case of Hoke County Board of Education et al v. State of North Carolina and the State Board of Education. This order replaces the previous assignment of Judge Michael L. Robinson, who stated in a letter that he could no longer preside over the case due to his responsibilities as a North Carolina Business Court judge. The new assignment is to address the order of remand from the North Carolina Supreme Court and attend to any other necessary matters until further notice.
Letter from Judge Robinson to Chief Justice Newby-2.pdfEducationNC
This is a case document from the North Carolina Business Court. It provides the case number 1995CVS1158 and refers to electronic court filing number 61, which was filed on December 29, 2022 at 2:37pm. The document relates to a legal matter before the North Carolina Business Court but does not provide any substantive details about the nature of the case or the parties involved.
The Joint Legislative Education Oversight Committee met on November 29, 2022 and:
1) Heard a presentation on the 2021-22 Excellent Public Schools Act from the NC Department of Public Instruction.
2) Received a summative evaluation of the Schools That Lead Networked Improvement Communities program and a reaction from Schools That Lead leaders.
3) Heard updates on the NC Promise Tuition Plan from the UNC System Chief Financial Officer and the Chancellor of Fayetteville State University.
The document proposes a new pathway model for teacher licensure in North Carolina consisting of 4 licenses - Apprentice Teacher (License I), Teacher in Residency Skill Development (License II), Adult Leadership (License III), and Classroom Excellence (License IV). It outlines proposed requirements, supports, and salaries for each license. Key discussion points include using micro-credentials to demonstrate competencies, defining evaluation measures, and ensuring supports are tailored to teachers' development levels.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Azure Interview Questions and Answers PDF By ScholarHat
Leandro comprehensive remedial plan appendix
1. 1
Appendix: Implementation Timeline and Estimated Costs, Fiscal Year 2021-2028
Key:
[Blank] No action planned for this fiscal year.
[$ Amount] Additional funding required above Fiscal Year 2020 funding levels.
N/A There are no costs associated with this action step.
$0 This action step is achievable within existing funds.
TBD Cost estimates for this action step will be determined on the basis of a study, analysis, or pilot implementation.
I. A Well Prepared, High Quality, and Supported Teacher in Every Classroom
A. Increase the pipeline of diverse, well-prepared teachers who enter through high-retention pathways and meet the needs of the State’s public
schools.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Funding to support the work of
the Professional Educator
Preparation and Standards
Commission (I.A.ii.1.)
$200,000 $200,000 $200,000 $200,000 $200,000 $200,000 $200,000 $0 $200,000
Develop a plan for
implementing a licensure and
compensation reform model
designed offer early, inclusive,
clear pathways into the
profession, reward excellence
and advancement, and
encourage retention. (I.A.ii.2.)
$50,000 $50,000 $0
Analysis of resources and
structures necessary for the
State's EPPs to increase their
production (I.A.ii.3.)
$25,000 $25,000 $0
2. 2
Provide personnel and
programmatic support for
TeachNC, an initiative that
seeks to provide accurate and
compelling information about
the teaching profession.
(I.A.ii.4.)
$500,000 $500,000 $500,000 $500,000 $500,000 $500,000 $500,000 $0 $500,000
Targeted funding and
structures necessary to increase
the number of teachers and
instructional support personnel
graduating by 10 percent
annually (I.A.iii.1.)
TBD TBD TBD TBD TBD TBD TBD TBD
Targeted funding and
structures to increase teachers
and instructional support
personnel of color graduating
by 5 percent annually (I.A.iii.2.)
TBD TBD TBD TBD TBD TBD TBD TBD
Plan and fund a statewide
system/entity to coordinate
teacher recruitment and
support (I.A.iii.3.)
$25,000 TBD TBD TBD TBD TBD $25,000 $0
Support for the expansion of
student recruitment programs
(I.A.ii.5.)
$300,000 $300,000 $300,000 $300,000 $300,000 $300,000 $300,000 $0 $300,000
B. Increase the pipeline of diverse, well-prepared teachers by expanding the North Carolina Teaching Fellows program.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Increase funding to recruit and
support up to 1,500 Teaching
Fellows annually. (I.B.iii.1.)
$1,000,000 $4,700,000 $11,300,000 $19,900,000 $29,900,000 $37,000,000 $41,100,000 $0 $41,100,000
3. 3
C. Support high quality teacher residency programs in high need rural and urban districts through a State matching grant program that leverages
ESSA Title II funding.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Provide support for high
quality teacher preparation
residency programs in high
need rural and urban districts
(I.C.ii.1.)
$5,000,000 $10,000,000 $15,000,000 $20,000,000 $25,000,000 $30,000,000 $0 $30,000,000
D. Provide support for high quality teacher recruitment and development programs.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Increase access to high quality
teacher recruitment and
development programs, such as
TAs to Teachers, Troops to
Teachers, and Pathway to
Practice. (I.D.ii.1.)
N/A N/A N/A TBD TBD TBD TBD TBD TBD
E. Provide support for Grow-Your-Own and 2+2 programs that help recruit and prepare teachers in high need communities.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Expand Partnership TEACH
and similarly successful,
research-based Grow-Your-
Own and 2+2 programs in all
regions of the State. (I.E.ii.1.)
$2,200,000 $2,200,000 $3,000,000 $4,500,000 $6,000,000 $6,000,000 $6,000,000 $0 $6,000,000
4. 4
F. Significantly increase the racial and ethnic diversity of North Carolina’s qualified and well-prepared teacher workforce and ensure all teachers
employ culturally responsive practices.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Develop a plan of actions by the
State will take to increase the
racial and ethnic diversity of
qualified and well-prepared
teachers through the work of
the DRIVE Task Force.
(I.F.ii.1.)
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Implement the plan of actions
recommended by Governor
Cooper’s DRIVE Task Force.
(I.F.iii.1.)
TBD TBD TBD TBD TBD TBD TBD TBD $0 $0
Establish the Office of Equity
Affairs at NCDPI to direct the
recruitment and retention of a
diverse educator workforce.
(I.F.iii.2.)
$400,000 $400,000 $400,000 $400,000 $400,000 $400,000 $400,000 $0 $400,000
Monitor, review, coordinate,
and implement programs and
efforts to increase teacher
diversity. (I.F.iii.2.)
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0
G. Provide high-quality comprehensive mentoring and induction support for novice teachers in their first three years of teaching to increase both
their effectiveness and their retention.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Provide comprehensive
induction services through the
NC New Teacher Support
Program to beginning teachers
in low performing, high poverty
schools. (I.G.ii.1.)
$2,200,000 $5,000,000 $16,100,000 $27,200,000 $38,300,000 $49,500,000 $61,700,000 $0 $61,700,000
5. 5
H. Implement differentiated staffing models that include advanced teaching roles and additional compensation to retain and extend the reach of
high performing teachers.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimate
d Costs
(R)
Create a permanent advanced
teaching roles program that
provides start-up funds to
districts in FY21, class size
waivers and other flexibility, and
enables participating districts to
study the effectiveness of
aligned compensation models.
(I.H.ii.1.)
$0 $0 $0
Provide grants to additional
districts to implement an
advanced teaching roles
initiative. (I.H.iii.1.)
$3,000,000 $5,800,000 $7,800,000 $9,300,000 $10,500,000 $11,300,000 $7,600,000 $0 $7,600,000
I. Develop a system to ensure that all North Carolina teachers have the opportunities they need for continued professional learning to improve
and update their knowledge and practices.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimate
d Costs
(R)
Implement Learning Forward’s
Standards for Professional
Learning. (I.I.ii.1.)
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Increase capacity for schools
and districts to provide
personalized, job-embedded,
collaborative professional
learning opportunities and to
build the capacity to implement,
support, improve, and evaluate
these activities. (I.I.iii.1.)
Implementation timeline and cost estimates are included in the Finance and Resources section.
6. 6
J. Increase teacher compensation and enable low wealth districts to offer salaries and other compensation to make them competitive with more
advantaged districts.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Conduct a North Carolina-
specific wage comparability
study to determine competitive
pay for educators in comparison
to professions that require
similar education and
credentials. (I.J.ii.1.)
$200,000 $200,000 $0
In accordance with the study
described above, increase
salaries for teachers and
instructional support staff by 5
percent in FY 2021 and
incrementally after that based
on study findings. (I.J.ii.2.)
Implementation timeline and cost estimates are included in the Finance and Resources section.
K. Low wealth districts and high poverty schools will provide incentives for the recruitment and retention of qualified teachers.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Provide funds for the cost of
National Board certification for
up to 1,000 teachers annually
with priority to educators in
high needs and low performing
schools. (I.K.ii.1.)
$1,900,000 $1,900,000 $1,900,000 $1,900,000 $1,900,000 $1,900,000 $1,900,000 $0 $1,900,000
Establish a district-level grant
program focused on the
implementation of multi-year
recruitment bonuses and other
compensation options for
certified teachers who commit
to teach in a low wealth or high
needs district or school for
multiple years. (I.K.ii.2.)
$3,000,000 $6,000,000 $9,000,000 $12,000,000 $12,000,000 $12,000,000 $12,000,000 $0 $12,000,000
7. 7
II. A Well Prepared, High Quality, and Supported Principal in Every School
A. Update the State’s school administrator preparation and principal licensure requirements to align program approval standards with effectiveness
practices.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Update the State’s school
administrator preparation
standards and principal licensure
requirements to align with the
National Education Leadership
Preparation (NELP) standards.
(II.A.ii.1.)
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Complete expansion of the
Transforming Principal
Preparation Program (TP3) to
three additional postsecondary
institutions. (II.A.ii.2.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
B. Continue to expand access to high quality principal preparation programs to all North Carolina school districts.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Every North Carolina school
district will have a partnership
with at least one school
administrator preparation
program that meets the NELP
standards and provides full-time,
year-long internships. (II.B.ii.1.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
The North Carolina Principal
Fellows Program will prepare
300 new principals annually.
(II.B.iii.1.)
$8,700,000 $9,700,000 $14,700,000 $14,700,000 $14,700,000 $14,700,000 $14,700,000 $0 $14,700,000
8. 8
The North Carolina Principal
Fellows Program and North
Carolina school administrator
preparation programs will recruit
and prepare candidates that
better match the diversity of the
State’s student population.
(II.B.iii.2.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
C. Expand professional learning opportunities for current principals and assistant principals.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Develop a plan for the creation
of a School Leadership Academy
to provide initial and ongoing
support to the State’s district and
school leaders. (II.C.ii.1.)
$0 $0 $0
In accordance with the plan,
provide resources and support
for the implementation of the
School Leadership Academy.
(II.C.iii.1.)
TBD TBD TBD TBD TBD TBD TBD TBD
Increase capacity for districts to
expand professional learning
opportunities for district and
school administrators. (II.C.ii.2.)
Implementation timeline and cost estimates are included in the Finance and Resources section.
D. Revise the principal and assistant principal salary structures and improve working conditions to make positions in high need schools and
districts more attractive to well-qualified educators.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Incrementally increase principal
and assistant principal pay
consistent with teacher salary
increases. (II.D.ii.1.)
Implementation timeline and cost estimates are included in the Finance and Resources section.
9. 9
Develop a plan for a state grant
program to implement and
evaluate the effectiveness of
incentive programs to encourage
well-qualified school leaders to
work in high need schools.
(II.D.ii.2.)
$0 $0 $0
Implement state grant program
(described above) to implement
and evaluate the effectiveness of
incentive programs to encourage
well-qualified school leaders to
work in high need schools.
(II.D.iii.1.)
TBD TBD TBD TBD TBD TBD TBD TBD
Provide district leaders and
principals with more autonomy
to allocate resources, including
autonomy to make decisions on
funding and personnel
assignments. (II.D.ii.3.)
N/A N/A N/A N/A N/A N/A N/A $0 $0
10. 10
III.Finance System that Provides Adequate, Equitable, and Efficient Resources
A. Increase Local Education Agency (LEA) budgetary flexibility by lifting restrictions on a number of critical allotments through the ABC transfer
system.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Allow transfers to or from
most allotment categories
(III.A.ii.1.)
N/A N/A N/A N/A N/A N/A N/A $0 $0
B. Revise the state’s school funding formula so that current and additional funding is distributed to students with the greatest need.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Remove children with
disabilities funding cap and
increase supplemental
funding to provide funding
for students with disabilities
equivalent to 2.3 times the
cost of an average student.
(III.B.ii.1.)
$40,000,000 $70,000,000 $168,400,000 $266,700,000 $365,100,000 $463,500,000 $561,800,000 $0 $561,800,000
Revise children with
disabilities formula to
differentiate per-student
funding based on level of
required student support
(III.B.iii.1.)
N/A N/A N/A N/A N/A $0 $0
11. 11
Combine the DSSF and at-
risk allotments and increase
funding such that the
combined allotment
provides an equivalent
supplemental weight of 0.4
on behalf of all
economically-disadvantaged
students. (III.B.ii.2.)
$35,000,000 $70,000,000 $288,600,000 $507,200,000 $725,800,000 $944,300,000 $1,162,900,000 $0 $1,162,900,000
Increase low wealth funding
to provide eligible counties
supplemental funding equal
to 110% of the statewide
local revenue per student.
(III.B.ii.3.)
$20,000,000 $40,000,000 $68,500,000 $97,100,000 $125,600,000 $154,100,000 $182,700,000 $0 $182,700,000
Eliminate the limited
English proficiency funding
cap, simplify formula, and
increase funding to provide
per-student support
equivalent to a weight of
0.5. (III.B.ii.4.)
$10,000,000 $20,000,000 $60,200,000 $100,500,000 $140,700,000 $181,000,000 $221,000,000 $0 $221,000,000
Fund a study to determine
how to phase-in a weighted
student funding formula
that retains position
allotments. (III.B.iv.1.)
$500,000 $0 $500,000
C. Increase the investment in overall spending for public education incrementally over the next eight years to provide a sound basic education.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Complete the final two
years of funding of the
enhancement teacher
allotment. (III.c.ii.1.)
$75,200,000 $139,700,000 $139,700,000 $139,700,000 $139,700,000 $139,700,000 $139,700,000 $139,700,000 $0 $139,700,000
12. 12
Increase professional
development funding to
provide districts with
adequate funding for
professional development
and mentoring. (III.C.iii.1.)
$10,000,000 $20,000,000 $47,200,000 $74,400,000 $101,600,000 $128,900,000 $156,100,000 $0 $156,100,000
Simplify teacher assistant
formula and increase
funding until funding will
provide approximately one
teacher assistant for every
27 K-3 students. (III.C.iii.2.)
$20,000,000 $30,000,000 $67,500,000 $105,100,000 $142,600,000 $180,100,000 $217,700,000 $0 $217,700,000
Increase funding for non-
instructional support to
reverse budget cuts that
have hampered districts'
abilities to provide all
students with a sound basic
education. (III.C.iv.1.)
$16,100,000 $32,200,000 $48,300,000 $64,400,000 $80,500,000 $0 $80,500,000
Increase funding for
classroom supplies until
combined funding for
supplies and textbooks
equals $150 per student.
(III.C.iv.2.)
$12,200,000 $24,500,000 $36,700,000 $49,000,000 $61,200,000 $0 $61,200,000
Increase funding for
textbooks until combined
funding for supplies and
textbooks equals $150 per
student. (III.C.iv.3.)
$12,600,000 $25,300,000 $37,900,000 $50,600,000 $63,200,000 $0 $63,240,687
Increase allotted assistant
principal months of
employment to provide one
month of employment for
every 80 students.
(III.C.iv.4.)
$6,200,000 $12,400,000 $18,600,000 $24,800,000 $31,000,000 $0 $31,000,000
13. 13
Increase funding for central
office staff to ensure
sufficient funding to
implement the reforms
necessary to provide all
students with a sound basic
education. (III.C.iv.5.)
$11,700,000 $23,500,000 $35,200,000 $47,000,000 $58,700,000 $0 $58,700,000
Issue a $2 billion bond to
support school capital
needs. (III.C.iv.6.)
N/A TBD TBD TBD TBD TBD TBD TBD TBD
D. Scale up flexible funding for SISP to meet the academic, physical, and mental health needs of students and to ensure that schools are safe and
supportive learning environments.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Provide funding for SISP to
meet national guidelines.
(III.D.ii.1.)
$40,000,000 $80,000,000 $212,600,000 $345,300,000 $477,900,000 $610,600,000 $743,200,000 $0 $743,200,000
E. Increase educator compensation to make it competitive with educator compensation in other states in the region and with other career options
that require similar levels of preparation, certification, and levels of experience.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Conduct a North Carolina-
specific wage comparability
study to determine
competitive pay for
educators. (III.E.ii.1.)
Implementation timeline and cost estimates are included in the Teacher section.
Increase salaries for teachers
and instructional support
staff by 5 percent in FY
2022 and incrementally after
that based on study
findings. (III.E.ii.2.)
$232,200,000 $354,100,000 TBD TBD TBD TBD TBD TBD TBD
14. 14
Increase principal and
assistant principal pay
consistent with teacher
salary increases. (III.E.ii.3.)
$19,000,000 $29,700,000 TBD TBD TBD TBD TBD TBD TBD
F. Modify the school finance system to ensure future stability in funding for public education, including predictable, anticipated funding levels that
acknowledge external cost factors.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Establish mechanism for
continually updating state
funding amounts.
(III.F.ii.1.)
N/A N/A N/A N/A N/A N/A N/A
Simplify position allotments
by combining the
enhancement teacher and
classroom teacher
allotments. (III.F.ii.2.)
N/A N/A N/A N/A N/A N/A N/A
Revise charter school
funding so that funding is
directly appropriated to
each charter school.
(III.F.ii.3.)
N/A N/A N/A N/A N/A N/A N/A
Combine all dollar
allotments that are
distributed on a per-ADM
basis into a single allotment.
(III.F.ii.4.)
N/A N/A N/A N/A N/A N/A N/A
15. 15
IV. An Assessment and Accountability System that Reliably Assesses Multiple Measures of Student Performance
A. Establish a more instructionally-focused and student-centered assessment system.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Expand the use of NC Check-Ins
in grades 3-8 to additional school
districts and schools. (IV.A.ii.1.)
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Better align the Kindergarten
Entry Assessment (KEA) with
birth through third grade and
rename the KEA the Early
Learning Inventory. (IV.A.ii.2.)
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0
B. Clarify alignment between the assessment system and the State’s theory of action.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Launch the Innovative
Assessment Demonstration pilot
approved by the US Department
of Education beginning in 16
districts and charters to improve
and personalize formative
assessment and to evaluate the
feasibility of utilizing through-
grade results to provide
summative assessment results.
(IV.B.ii.1.)
$0 $0 $0 $0 $0 $0 $0 $0
16. 16
C. Improve coherence among curriculum, instruction, and assessment.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Evaluate the curricular materials
selected by school districts and
report on the degree of
alignment with State-adopted
content standards. (IV.C.ii.1.)
$0 $0 $0 $0 $0 $0 $0 $0
D. Amend the current accountability system to include measures of progress toward providing all students with access to a sound basic education.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Adopt a coherent and singular
definition of proficiency, aligning
grade level expectations and
college- and career-ready
expectations. (IV.D.ii.1.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
Revise the NC General Statutes
and the State’s Every Student
Succeeds Act (ESSA) plan to
adjust the weighting between
student proficiency and student
growth in the State's School
Performance Grades. (IV.D.iii.1.)
$0 $0 $0 $0 $0 $0 $0 $0
Include in the State’s
accountability system additional
measures of progress toward
meeting the Leandro tenets.
(IV.D.iii.2.)
$0 $0 $0 $0 $0 $0 $0 $0
Implement a system for
evaluating instructional quality,
rigor, and equity at the school-
level to provide feedback and
support to schools and districts.
(IV.D.iii.3.)
$0 $0 $0 $0 $0 $0 $0 $0
17. 17
E. Use the data provided in the North Carolina Dashboard and School Report Cards to identify appropriate evidence-based interventions and
supports.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Develop and implement a plan
for including on annual school
report cards school-level
information on the
race/ethnicity, socioeconomic
status, and other demographic
information on all students, staff,
students identified for
exceptional children services,
students participating in
advanced learning opportunities.
(IV.E.ii.1.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
Provide training and support on
the use of data from the NC
Dashboard, the accountability
system, and school and district
data to guide planning, budget,
instructional decisions, and
improvement efforts. (IV.E.ii.2.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
Amend the NC Dashboard to
provide data on State, district,
and school performance and
growth on a comprehensive set
of measures that indicate
progress toward meeting the
Leandro requirements and is
inclusive of the reporting
requirements under ESSA.
(IV.E.ii.3.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
18. 18
V. An Assistance and Turnaround Function that Provides Necessary Support to Low-Performing Schools and Districts
A. Develop the State’s capacity to fully support the improvement of its lowest performing schools and districts.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Implement the NC State Board
of Education's regional support
model to support the
improvement of low performing
and high poverty
schools.(V.A.ii.1.)
$0 $0 $0 $0
Develop the NC State Board of
Education’s District and
Regional Support model to
provide direct and
comprehensive assistance for the
improvement of low performing
and high poverty schools and
districts (V.A.ii.2.)
$0
Implement the NC State Board
of Education’s District and
Regional Support model to
provide direct and
comprehensive assistance for the
improvement of low performing
and high poverty schools and
districts (V.A.iii.1.)
$10,000,000 $19,000,000 $19,000,000 $19,000,000 $19,000,000 $19,000,000 $19,000,000 $0 $19,000,000
B. Provide statewide and/or regional support to help schools and districts select high quality standards-aligned, culturally-responsive core
curriculum resources and to prepare teachers to use those resources effectively.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Review, update, and strengthen
the state-level process for
reviewing and adopting core
curriculum resources (V.B.ii.1)
N/A TBD TBD TBD TBD TBD TBD TBD TBD
19. 19
C. Provide resources, opportunities, and supports for low performing and high poverty schools to address out of school barriers to learning using a
community schools or other evidence-based approach.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Provide resources and support to
high poverty schools to adopt a
community schools or other
evidence-based model to address
out of school barriers (V.C.ii.1)
$1,500,000 $6,000,000 $44,866,904 $58,763,733 $58,763,733 $65,513,621 $65,513,621 $0 $65,513,621
Develop a plan to maximize the
use of the federal CEP funding
and provide state funding to
ensure all schools and districts
can offer free meals to all
students. (V.C.ii.2.)
$0 $0 $0
Provide funding to cover the
reduced-price lunch co-pays for
all students who qualify for
reduced-price meals so that those
students would receive free
lunches. (V.C.iii.1.)
$3,900,000 $3,900,000 $3,900,000 $3,900,000 $3,900,000 $3,900,000 $0 $3,900,000
Implement plan to maximize the
use of the federal CEP funding
and provide state funding to
ensure all schools and districts
can offer free meals to all
students. (V.C.iv.1.)
TBD TBD TBD TBD TBD TBD TBD
D. Extend the supports already available to schools to help them further implement a Multi-Tiered System of Support (MTSS) framework, a school
improvement plan, and NC Check-In approaches.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Provide support to schools and
districts to implement evidence-
based approaches to instructional
improvement (V.D.ii.1)
$0 $0 $0 $0 $0 $0 $0 $0 $0
20. 20
VI. A System of Early Education that Provides Access to High-Quality Prekindergarten and Other Early Childhood Learning Opportunities
A. Expand the NC Pre-K program to make high-quality, full year services available to all eligible four-year-old children and enroll at least 75 percent of
eligible four-year-old children in each county.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Expand NC Pre-K through
incremental rate and slot
increases. (VI.A.ii.1.)
$26,500,000 $45,400,000 $120,500,000 $195,600,000 $270,800,000 $345,900,000 $421,000,000 $0 $421,000,000
Increase state-level staffing.
(VI.A.iv.1.)
$300,000 $300,000 $300,000 $300,000 $300,000 $0 $300,000
Implement policy for teacher
licensure and pay. (VI.A.vi.1.)
N/A N/A $0 $0
Implement strategies to
ensure equity of access.
(VI.A.iii.1.)
$0 $0 $0 $0 $0 $0 $0 $0
Continue an ongoing annual
evaluation. (VI.A.ii.2.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
Conduct a feasibility study
for new funding model.
(VI.A.iii.2.)
$0 $0 $0 $0 $0 $0 $0 $0
Conduct a transportation
study. (VI.A.iii.3.)
$0 $0 $0 $0 $0 $0 $0 $0
Provide transportation for all
NC Pre-K enrollees.
(VI.A.v.1.)
$16,100,000 $32,300,000 $48,400,000 $64,600,000 $0 $64,600,000
21. 21
B. Increase high-quality early learning opportunities for children from birth.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Implement a feasibility study
for a state model for early
learning programs for eligible
children birth through age
three. (VI.B.ii.1.)
$0 $0 $0 $0
Conduct a pilot of the state
model for early learning
programs for eligible children
birth through age three.
(VI.B.v.1.)
$24,300,000 $20,000,000 $43,900,000 $40,000,000 $75,200,000 $0 $75,200,000
Conduct an evaluation of the
pilot. (VI.B.v.2.)
$250,000 $250,000 $250,000 $250,000 $250,000 $1,250,000 $0
Implement a child care
subsidy study. (VI.B.ii.2.)
$0 $0 $0 $0
Implement child care subsidy
improvements and increase
funding. (VI.B.iv.1.)
$10,000,000 $10,000,000 TBD TBD TBD TBD TBD TBD TBD
Implement a pilot of Family
Connects universal home
visiting model (VI.B.iii.1.)
$0 $0 $0 $0
Expand the Family Connects
universal home visiting
model (VI.B.v.3.)
$26,200,000 $52,400,000 $78,700,000 $78,700,000 $78,700,000 $0 $78,700,000
22. 22
C. Expand and improve access to individualized early intervention services and support to families with eligible children birth to age three and include
at-risk children in North Carolina’s definition of eligibility for the Part C Individuals with Disabilities Education Act (NC Infant Toddler Program).
Action Steps
Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Provide funding for staffing,
interpreter services, a
centralized provider network
system, professional
development, and addressing
salary inequities. (VI.C.ii.1.)
$7,700,000 $10,000,000 $15,000,000 $20,000,000 $20,000,000 $20,000,000 $20,000,000 $0 $20,000,000
Conduct a cost study for
expanding eligibility.
(VI.C.ii.2.)
$150,000 $150,000 $0
Conduct infrastructure
readiness assessment for
expanding eligibility.
(VI.C.ii.3.)
$100,000 $100,000 $0
Solicit stakeholder feedback
for expanding enrollment.
(VI.C.iii.1.)
$0 $0 $0 $0 $0 $0 $0 $0
Work with the US DOE to
change eligibility criteria.
(VI.C.iii.2.)
$0 $0 $0 $0 $0 $0 $0 $0
Provide professional
development. (VI.C.ii.4.)
$250,000 $250,000 $250,000 $300,000 $350,000 $400,000 $450,000 $0 $450,000
Scale up early intervention
services for children birth to
age three who meet
expanded eligibility criteria
estimating an additional
10,000 children per year.
(VI.C.iv.1.)
$54,200,000 $108,300,000 $162,500,000 $216,700,000 $0 $216,700,000
23. 23
D. Incrementally scale up the Smart Start program to increase quality, access, and support for all children birth to age five and families, especially those
in under resourced communities.
Action Steps
Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Incrementally increase
funding annually. (VI.D.ii.1.)
$20,000,000 $20,000,000 $122,400,000 $224,800,000 $327,200,000 $429,600,000 $532,000,000 $0 $532,000,000
Revise Smart Start's county
needs formula. (VI.D.ii.2.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
Recommend readjustments
to local planning and funding
requirements. (VI.D.ii.3.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
Continue an ongoing annual
evaluation. (VI.D.ii.4.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
E. Increase the volume and quality of the early childhood educator pipeline.
Action Steps
Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Expand participation
statewide in Child Care
WAGE$ salary supplements.
(VI.E.ii.1.)
$10,000,000 $26,000,000 $27,500,000 $29,000,000 $30,500,000 $32,000,000 $33,500,000 $0 $33,500,000
Promote the NC Model
Salary Scale for Early
Education Teachers.
(VI.E.ii.2.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
Develop state plan for
progress on teacher
education, salary and
benefits. (VI.E.ii.3.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
Develop plan for an early
childhood teacher
preparation program that
provides community college
tuition. (VI.E.iii.1.)
$0 $0 $0 $0 $0 $0 $0 $0
24. 24
Implement recruitment
strategies and professional
development. (VI.E.ii.4.)
$500,000 $1,250,000 $2,800,000 $4,300,000 $5,800,000 $7,300,000 $8,800,000 $0 $8,800,000
F. Ensure quality transitions and alignment from early childhood programs to K-3 classrooms and strengthen elementary schools’ readiness to support
children to achieve early grade success.
Action Steps
Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Implement a Pre-K to K
Transitions pilot program.
(VI.F.ii.1.)
$0 $0 $0 $0 $0
Incrementally scale up the
Pre-K to K Transitions
program to all districts.
(VI.F.v.1.)
$5,000,000 $5,000,000 $5,000,000 $5,000,000 $5,000,000 $0 $5,000,000
Establish requirements for
Pre-K to K transition plan
for each child. (VI.F.v.2.)
$0 $0 $0 $0 $0 $0 $0
Provide support for local
professional development on
Pre-K to K transition
planning. (VI.F.v.3.)
TBD TBD TBD TBD TBD TBD TBD
Provide technical assistance
for local collaborative family
engagement plans for birth
through third grade.
(VI.F.v.4.)
$320,000 $320,000 $320,000 $320,000 $320,000 $0 $320,000
Align the NC Early Learning
Inventory within birth
through third grade learning
standards. (VI.F.ii.2.)
N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
Develop implementation
fidelity measure for the NC
Early Learning Inventory and
evaluate effectiveness.
(VI.F.iii.1.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
25. 25
Replace the Kindergarten
diagnostic with extended
version of NC Early
Learning Inventory.
(VI.F.iv.1.)
$0 $0 $0 $0 $0 $0 $0 $0
Provide support for
professional development in
implementing the NC Early
Learning Inventory as
intended. (VI.F.iii.2.)
$0 $0 $0 $0 $0 $0 $0 $0 $0
Review the NC Early
Learning Inventory and Read
to Achieve
legislation/policies to
establish an aligned formative
and summative assessment
continuum. (VI.F.iv.2.)
$0 $0 $0 $0 $0 $0 $0 $0
Establish an Early Childhood
Education Expert Advisory
Team to identify target
districts/schools for multi-
tiered support. (VI.F.iv.3.)
TBD TBD TBD TBD TBD TBD TBD
Implement targeted
professional development
plans for each identified
district/school. (VI.F.iv.4.)
Implementation timeline and cost estimates are included in the Finance and Resources section.
Incrementally increase
funding for teacher
assistants. (VI.F.iii.3.)
Implementation timeline and cost estimates are included in the Finance and Resources section.
Require that prekindergarten
and kindergarten classrooms
have full-time teacher
assistants. (VI.F.iv.5.)
N/A N/A N/A N/A N/A N/A N/A N/A
Incrementally increase
funding for school
counselors, nurses, social
workers and psychologists.
(VI.F.iii.4.)
Implementation timeline and cost estimates are included in the Finance and Resources section
26. 26
G. Facilitate reliable access to high-quality data supporting early childhood education.
Action Steps
Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Implement a real-time early
childhood workforce data
system. (VI.G.ii.1.)
$1,200,000 $500,000 $500,000 $500,000 $500,000 $500,000 $500,000 $1,200,000 $500,000
Expand and improve the NC
Early Childhood Integrated
Data System and connect to
the NC Longitudinal Data
System (VI.G.ii.2.)
$0 $0 $500,000 $500,000 $500,000 $500,000 $500,000 $0 $500,000
Provide technical assistance
to build local capacity to use
quality early childhood data.
(VI.G.ii.3.)
$0 $0 $150,000 $150,000 $150,000 $150,000 $150,000 $0 $150,000
Implement a real-time data
collection and sharing
process to identify children
eligible for early childhood
programs. (VI.G.iii.1.)
$500,000 $250,000 $250,000 $250,000 $250,000 $500,000 $250,000
27. 27
VII. Alignment of High School to Postsecondary and Career Expectations for All Students
A. Strengthen alignment between career pathways and workforce demands.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Develop an updated and
consistent definition of Career
and College Readiness
(VII.A.ii.1)
$0 $0 $0 $0 $0 $0 $0 $0 $0
Develop model career
pathways that align high
school Career Technical
Education (CTE) courses with
workforce demands
(VII.A.ii.2)
$0 $0 $0 $0 $0 $0 $0 $0 $0
Provide funding for an
independent alignment study
of all NC dual credit courses
and basic graduation
requirements (VII.A.ii.3)
$50,000 $50,000 $0
Develop State Board of
Education policy and guidance
for a course review and
approval process for all dual
enrollment courses
(VII.A.iii.1)
N/A N/A N/A N/A N/A N/A N/A N/A
Ensure students graduate
prepared for college-level
coursework at the NC
Community Colleges through
the Career and College Ready
Graduate program (VII.A.ii.4)
$546,500 $546,500 $546,500 $546,500 $546,500 $546,500 $546,500 $0 $546,500
28. 28
B. Ensure all high school students have the option to complete high school courses leading to college credit, an associate degree, or a career-ready
credential.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Provide funds to examine
barriers and supports
impacting all students' ability
to complete dual enrollment
courses (VII.B.iv.1)
$50,000 $50,000 $0
Expand funds to remove
barriers to economically
disadvantaged students'
participation in dual
enrollment courses (VII.B.v.1)
TBD TBD TBD TBD TBD TBD TBD
Revise the funding approach
for NCVPS to remove barriers
that prevent students in low-
wealth districts from
participating (VII.B.iii.1)
$1,500,000 $3,000,000 $6,700,000 $10,000,000 $13,300,000 $16,700,000 $20,000,000 $0 $20,000,000
Expand funds for credentials
and certifications for Career
and Technical Education
students (VII.B.iii.2)
$6,500,000 $6,500,000 $9,000,000 $11,300,000 $13,500,000 $15,800,000 $18,000,000 $0 $18,000,000
Adopt the necessary policies
to allow school calendar
flexibility (VII.B.iii.3)
N/A N/A N/A N/A N/A N/A N/A N/A N/A
Provide recurring funding for
Cooperative Innovative High
Schools approved to open
from 2018-2021 (VII.B.ii.1)
$1,880,000 $1,880,000 $1,880,000 $1,880,000 $1,880,000 $1,880,000 $1,880,000 $0 $1,880,000
Provide recurring funding for
up to 3 additional Cooperative
Innovative High Schools
annually (VII.B.iv.2)
TBD TBD TBD TBD TBD TBD TBD TBD
29. 29
C. Strengthen college and career advising for high school students.
Action Steps Year 1
FY2021
Year 2
FY2022
Year 3
FY2023
Year 4
FY2024
Year 5
FY2025
Year 6
FY2026
Year 7
FY2027
Year 8
FY2028
Total
Estimated
Costs
(NR)
Total
Estimated
Costs
(R)
Provide support to the NC
Community College System
(NCCCS) Career Coaches
program (VII.C.ii.1)
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Provide matching funds to the
College Advising Corps to
expand the placement of
college advisers (VII.C.iii.1)
$2,600,000 $3,000,000 $3,000,000 $3,000,000 $3,000,000 $3,000,000 $3,000,000 $0 $3,000,000
Provide funds for a Career
and Postsecondary Planning
Director at NCDPI and
Career Development
Coordinators in grades 6-12
across state (VII.C.iii.2)
$100,000 $10,000,000 $29,300,000 $48,700,000 $68,000,000 $87,000,000 $106,600,000 $0 $106,600,000