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Comprehensive Plan for Reading Achievement and RtA Data Correction Window

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Comprehensive Plan for Reading Achievement and RtA Data Correction Window

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Please see the attached, Comprehensive Plan for Reading Achievement & RTA Open Data Correction Window, from Dr. David Stegall, deputy superintendent of innovation, and Dr. Tara Galloway, director of K-3 literacy.

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Comprehensive Plan for Reading Achievement & RTA Open Data Correction Window

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Please see that attached, Read to Achieve Alternative Assessments, from Dr. David Stegall, deputy superintendent of innovation, and Dr. Tammy Howard, director of accountability services.

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With the return back to school, LEAs may be experiencing additional unemployment claims due to temporary layoffs of groups of employees such as cafeteria workers or bus drivers.

Employers can file unemployment claims for multiple employees under one group number.    To do this go to https://des.nc.gov/

~ Click on the COVID-19 Information (Blue Box)

Scroll Down Under More Information

~ Click on Information & FAQs for Employers

Scroll Down Under Attached Claims

~ Click More Information about Filing Claims

This will take you to Employers:   Filing An Attached Claim on Behalf of Your Employees

I suggest you review the information presented in the example.   These guidelines will be helpful if you are filing a group of unemployment claims for multiple employees.   You can submit information for each employee in a multiple group and will receive one group number once you enter all of the required employment information.

Please contact Eileen Townsend at eileen.townsend@dpi.nc.gov or 919-810-8099 if you have additional questions.

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SBE Policy TRAN-006: “instruction as needed to ensure that passengers are familiar with location and operation of emergency exits for the vehicle on which they are riding for any specific trip”

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North Carolina Public Schools Bus Evacuation

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Learning Progressions

The Learning Progressions document is organized by grade-level to bring further clarity to the skills and expectations measured by the North Carolina English Language Arts Standard Course of Study (NCSCOS). Different from the Vertical Progression that shows how the standards build towards Career and College Readiness, each learning progression focuses on a singular standard and shows how the skills within the standard build towards mastery and extension.

Scaffolding

The Supporting Learners: Scaffolding by Strand document is organized by strand to bring attention to the potential barriers or “roadblocks” that students may face in the strands of reading, writing, speaking and listening, and language within the North Carolina English Language Arts Standard Course of Study (NCSCOS).  Educators may use this resource to determine possible scaffolding strategies that can be used to help students succeed with grade-level texts and aligned ELA instruction.

**The NCDPI ELA Team strongly encourages educators to view the PD session recordings prior to using the resources above.  Watch the recordings and access these resources.

SEL in ELA

In November 2019, North Carolina joined the Collaborating States Initiative (CSI) through the Collaborative for Academic, Social and Emotional Learning (CASEL) and formed a CASEL Collaborating States Initiative team, also referred to as the North Carolina Social Emotional Learning (SEL) Implementation Team. As a result of this collaborative work, the North Carolina SEL Implementation Team began leveraging existing connections between the North Carolina Standard Course of Study (NC SCoS) and CASEL Core Social Emotional Competencies. This document was adapted from the insights, work, and experience of the CASEL Collaborating States Initiative team in Massachusetts, with contributions from staff at the Massachusetts Department of Elementary and Secondary Education, and expanded by the North Carolina Department of Public Instruction’s K-12 Standards, Curriculum and Instruction Division for use with the NC SCoS.The ELA resource maps the CASEL Core Social Emotional Competencies with the ELA Instructional Practices. The ELA Instructional Practices emerged from the 2017 standards and are inherent to aligned ELA instruction and support standards-based, text-centered teaching and learning.Start exploring this new resource!

For questions, please contact Dr. Kristi Day (kristi.day@dpi.nc.gov)

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Learning Progressions

The Learning Progressions document is organized by grade-level to bring further clarity to the skills and expectations measured by the North Carolina English Language Arts Standard Course of Study (NCSCOS). Different from the Vertical Progression that shows how the standards build towards Career and College Readiness, each learning progression focuses on a singular standard and shows how the skills within the standard build towards mastery and extension.

Scaffolding

The Supporting Learners: Scaffolding by Strand document is organized by strand to bring attention to the potential barriers or “roadblocks” that students may face in the strands of reading, writing, speaking and listening, and language within the North Carolina English Language Arts Standard Course of Study (NCSCOS).  Educators may use this resource to determine possible scaffolding strategies that can be used to help students succeed with grade-level texts and aligned ELA instruction.

**The NCDPI ELA Team strongly encourages educators to view the PD session recordings prior to using the resources above.  Watch the recordings and access these resources.

SEL in ELA

In November 2019, North Carolina joined the Collaborating States Initiative (CSI) through the Collaborative for Academic, Social and Emotional Learning (CASEL) and formed a CASEL Collaborating States Initiative team, also referred to as the North Carolina Social Emotional Learning (SEL) Implementation Team. As a result of this collaborative work, the North Carolina SEL Implementation Team began leveraging existing connections between the North Carolina Standard Course of Study (NC SCoS) and CASEL Core Social Emotional Competencies. This document was adapted from the insights, work, and experience of the CASEL Collaborating States Initiative team in Massachusetts, with contributions from staff at the Massachusetts Department of Elementary and Secondary Education, and expanded by the North Carolina Department of Public Instruction’s K-12 Standards, Curriculum and Instruction Division for use with the NC SCoS.The ELA resource maps the CASEL Core Social Emotional Competencies with the ELA Instructional Practices. The ELA Instructional Practices emerged from the 2017 standards and are inherent to aligned ELA instruction and support standards-based, text-centered teaching and learning.Start exploring this new resource!

For questions, please contact Dr. Kristi Day (kristi.day@dpi.nc.gov)

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2020-21 English Learner Identification (TEST-011 additions)

Due to the continuation of circumstances created by the COVID-19 pandemic resulting in more than one school opening option, an addition to the State Board of Education Policy, TEST-011, Identification of English Learners Participation in the Statewide Testing Program, Eligibility for Testing Accommodations and Exit Criteria was approved by the State Board of Education on August 6, 2020.

The requirement that “Initial assessment of both the W-APT and the WIDA Screener is required within thirty (30) calendar days of enrollment” as stated in TEST-011 is amended as follows for the 2020-21 school year only.

For schools operating as prescribed in Plan B, the W-APT and the WIDA Screener is required within forty-five (45) calendar days of enrollment.

Public school units operating under Plan C for the 2020–21 school year (virtual instruction) are also required to complete an initial assessment using either the WIDA Remote Screener or Family/Caregiver Interview within forty-five (45) calendar days of enrollment.

All students who qualify as English Learners (ELs) under the WIDA Remote Screener or Family/Caregiver Interview must be screened using the W-APT or WIDA Screener within forty-five (45) calendar days of schools returning to Plan B or Plan A.

Resources:

The North Carolina Department of Public Instruction ESL/Title III Team has created and is sharing the NCDPI Guidance for Provisional English Learner Identification During Periods of Blended and Remote Instruction. This resource is designed to aid public school units in understanding which screening options are available for each school reopening plan.

The Division of Accountability Services has created and will soon post the North Carolina State Specific Guidance for WIDA Remote Screener. This document will be accessed herewhen posted. This resource will address specific administration details and considerations as they pertain to the WIDA Remote Screener.

A joint prerecorded webinar from Accountability Services and the ESL/Title III team will also be posted and shared during the week of August 17, 2020.

To help answer your questions about the WIDA Remote Screener, as well as other questions that may come up during blended and remote instruction, the ESL/Title III Team will host ESL/Title III Office Hours every Wednesday from 8:30 - 9:30 am. PSUs can also submit questions to the NCDPI ESL/Title III team about the WIDA Remote Screener and other topics using the ESL/Title III Questions from the Field form.

See the ESL/Title III document: NC EL Provisional Identification Guidance August 2020.pdf

If you have any questions or concerns, please contact Dr. Kristi Day at kristi.day@dpi.nc.gov.

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NC EL Provisional Identification Guidance August 2020

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2020-21 English Learner Identification (TEST-011 additions)

Due to the continuation of circumstances created by the COVID-19 pandemic resulting in more than one school opening option, an addition to the State Board of Education Policy, TEST-011, Identification of English Learners Participation in the Statewide Testing Program, Eligibility for Testing Accommodations and Exit Criteria was approved by the State Board of Education on August 6, 2020.

The requirement that “Initial assessment of both the W-APT and the WIDA Screener is required within thirty (30) calendar days of enrollment” as stated in TEST-011 is amended as follows for the 2020-21 school year only.

For schools operating as prescribed in Plan B, the W-APT and the WIDA Screener is required within forty-five (45) calendar days of enrollment.

Public school units operating under Plan C for the 2020–21 school year (virtual instruction) are also required to complete an initial assessment using either the WIDA Remote Screener or Family/Caregiver Interview within forty-five (45) calendar days of enrollment.

All students who qualify as English Learners (ELs) under the WIDA Remote Screener or Family/Caregiver Interview must be screened using the W-APT or WIDA Screener within forty-five (45) calendar days of schools returning to Plan B or Plan A.

Resources:

The North Carolina Department of Public Instruction ESL/Title III Team has created and is sharing the NCDPI Guidance for Provisional English Learner Identification During Periods of Blended and Remote Instruction. This resource is designed to aid public school units in understanding which screening options are available for each school reopening plan.

The Division of Accountability Services has created and will soon post the North Carolina State Specific Guidance for WIDA Remote Screener. This document will be accessed herewhen posted. This resource will address specific administration details and considerations as they pertain to the WIDA Remote Screener.

A joint prerecorded webinar from Accountability Services and the ESL/Title III team will also be posted and shared during the week of August 17, 2020.

To help answer your questions about the WIDA Remote Screener, as well as other questions that may come up during blended and remote instruction, the ESL/Title III Team will host ESL/Title III Office Hours every Wednesday from 8:30 - 9:30 am. PSUs can also submit questions to the NCDPI ESL/Title III team about the WIDA Remote Screener and other topics using the ESL/Title III Questions from the Field form.

See the ESL/Title III document: NC EL Provisional Identification Guidance August 2020.pdf

If you have any questions or concerns, please contact Dr. Kristi Day at kristi.day@dpi.nc.gov.

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NC EL Provisional Identification Guidance August 2020

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Link to EPA sanitizer recalls for Methanol contamination. Some of these were available in national chains.

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[7-2-2020] FDA is warning consumers and health care providers that the agency has seen a sharp increase in hand sanitizer products that are labeled to contain ethanol (also known as ethyl alcohol) but that have tested positive for methanol contamination. Methanol, or wood alcohol, is a substance that can be toxic when absorbed through the skin or ingested and can be life-threatening when ingested.

The agency is aware of adults and children ingesting hand sanitizer products contaminated with methanol that has led to recent adverse events including blindness, hospitalizations and death.

Methanol is not an acceptable ingredient for hand sanitizers and must not be used due to its toxic effects. FDA's investigation of methanol in certain hand sanitizers is ongoing. The agency will provide additional information as it becomes available.

Consumers who have been exposed to hand sanitizer containing methanol and are experiencing symptoms should seek immediate treatment for potential reversal of toxic effects of methanol poisoning. Substantial methanol exposure can result in nausea, vomiting, headache, blurred vision, permanent blindness, seizures, coma, permanent damage to the nervous system or death. Although all persons using these products on their hands are at risk for methanol poisoning, young children who accidently ingest these products and adolescents and adults who drink these products as an alcohol (ethanol) substitute, are most at risk.

FDA reminds consumers to wash their hands often with soap and water for at least 20 seconds, especially after going to the bathroom; before eating; and after coughing, sneezing, or blowing one's nose. If soap and water are not readily available, the Centers for Disease Control and Prevention (CDC) recommend consumers use an alcohol-based hand sanitizer that contains at least 60 percent ethanol (also referred to as ethyl alcohol).

FDA remains vigilant and will continue to take action when quality issues arise with hand sanitizers. The agency is especially concerned with:

The dangers of drinking any hand sanitizer under any conditions. While hand sanitizers with possible methanol contamination are more life-threatening than those that are not contaminated, FDA urges consumers not to drink any of these products.

Certain hand sanitizers that may not contain a sufficient amount of ethyl alcohol or isopropyl alcohol.

Hand sanitizers that are sold or offered for sale with false and misleading, unproven claims that they can prevent the spread of viruses such as COVID-19, including claims that they can provide prolonged protection (e.g., for up to 24-hours).

Products that are fraudulently marketed as "FDA-approved" since there are no hand sanitizers approved by FDA.

Products packaged to appear as drinks, candy or liquor bottles, as well as products marketed as drinks or cocktails because their appearance could result in accidental ingestion or encourage ingestion. Children are particularly at risk with these products since ingesting only a small amount of hand sanitizer may be lethal in a young child.

Products labeled with harmful or poisonous ingredients, such as methanol.

FDA is aware of reports of adverse events associated with hand sanitizer products. FDA encourages health care professionals, consumers and patients to report adverse events or quality problems experienced with the use of hand sanitizers to FDA's MedWatch Adverse Event Reporting program (please provide the agency with as much information as possible to identify the product):

Complete and submit the report online; or

Download and complete the form, then submit it via fax at 1-800-FDA-0178.

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FDA Updates on Hand Sanitzers with Methanol

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7-2-2020] FDA is warning consumers and health care providers that the agency has seen a sharp increase in hand sanitizer products that are labeled to contain ethanol (also known as ethyl alcohol) but that have tested positive for methanol contamination.

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Please note the following updates to the Lighting Our Way Forward-Guidebook.  The Summary of Document Revisions is located on pages 3-4 of the Guidebook for your continued reference.

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Recording & Materials Available

Over 500 ELA educators from across the state joined the NCDPI ELA Team for a brief professional learning opportunity today to discuss guidance for planning ELA instructional content priorities for the 20-21 school year.  The major work of this ELA Leaders’ session focused on the priorities in English Language Arts (ELA) that should be the focus of instruction for educators in the 2020–21 academic year. This document provides guidance for the field about content priorities by leveraging the structure and emphases of the North Carolina Standard Course of Study (NCSCOS) for ELA. It is intended to help educators find new efficiencies in curriculum that are critical for the unique challenges that have resulted from school closures and anticipated disruptions in the year ahead, keeping at the forefront principles of equitable instruction that support all students. The recording and slide deck from this meeting are now available on the ELA Leaders' webpage on the ELA Google Site.  The Priority Instructional Content document is also available on this webpage as well as the Remote Learning webpage.

For questions, please contact Dr. Kristi Day at kristi.day@dpi.nc.gov.

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Recording & Materials Available

Over 500 ELA educators from across the state joined the NCDPI ELA Team for a brief professional learning opportunity today to discuss guidance for planning ELA instructional content priorities for the 20-21 school year.  The major work of this ELA Leaders’ session focused on the priorities in English Language Arts (ELA) that should be the focus of instruction for educators in the 2020–21 academic year. This document provides guidance for the field about content priorities by leveraging the structure and emphases of the North Carolina Standard Course of Study (NCSCOS) for ELA. It is intended to help educators find new efficiencies in curriculum that are critical for the unique challenges that have resulted from school closures and anticipated disruptions in the year ahead, keeping at the forefront principles of equitable instruction that support all students. The recording and slide deck from this meeting are now available on the ELA Leaders' webpage on the ELA Google Site.  The Priority Instructional Content document is also available on this webpage as well as the Remote Learning webpage.

For questions, please contact Dr. Kristi Day at kristi.day@dpi.nc.gov.

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Guidance provided to LEAs on 7.15.2020

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Safe Routes to School Planning Considerations Document

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Safe Routes to School Planning Considerations Document

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Updates to Lighting our Way Forward Guidance Document

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Updates to Lighting our Way Forward Guidance Document

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https://docs.google.com/document/d/1T6mRggIV2Pbp6gAYL2qCe_8xDC2UsxU1Q0CfOFWQwjE/edit?usp=sharing

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New Resource - NC's Guidance on Adapting AIG Programming to Remote Learning

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New Resource - NC's Guidance on Adapting AIG Programming to Remote Learning

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This document provides strategies and considerations to guide your work as you develop your Reopening Plans to ensure the needs of AIG learners are met, whether instruction happens in schools or via remote learning.
RECENT WEBINAR:

Adapting AIG Programming to Remote Learning from June 26, 2020:

View the Webinar: Adapting AIG Programming to Remote Learning

Password: JiirFTs7

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New Resource - NC's Guidance on Adapting AIG Programming to Remote Learning

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New Resource - NC's Guidance on Adapting AIG Programming to Remote Learning

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This document provides strategies and considerations to guide your work as you develop your Reopening Plans to ensure the needs of AIG learners are met, whether instruction happens in schools or via remote learning.
RECENT WEBINAR:

Adapting AIG Programming to Remote Learning from June 26, 2020:

View the Webinar: Adapting AIG Programming to Remote Learning

Password: JiirFTs7

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New Resource - NC's Guidance on Adapting AIG Programming to Remote Learning

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New Resource - NC's Guidance on Adapting AIG Programming to Remote Learning

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This document provides strategies and considerations to guide your work as you develop your Reopening Plans to ensure the needs of AIG learners are met, whether instruction happens in schools or via remote learning.
RECENT WEBINAR:

Adapting AIG Programming to Remote Learning from June 26, 2020:

View the Webinar: Adapting AIG Programming to Remote Learning

Password: JiirFTs7

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New Resource - NC's Guidance on Adapting AIG Programming to Remote Learning

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New Resource - NC's Guidance on Adapting AIG Programming to Remote Learning

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This document provides strategies and considerations to guide your work as you develop your Reopening Plans to ensure the needs of AIG learners are met, whether instruction happens in schools or via remote learning.
RECENT WEBINAR:

Adapting AIG Programming to Remote Learning from June 26, 2020:

View the Webinar: Adapting AIG Programming to Remote Learning

Password: JiirFTs7

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MTSS & PBIS Coordinator Newsletter

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MTSS Implementers,

This is the belief statement of the Integrated Academic and Behavior Systems (IABS) Division. It is our goal to support the implementation of effective and efficient systems that lead to total school improvement. By implementing the MTSS framework and the systems within, students, staff and communities will experience positive outcomes. All of these systems working together will ensure that Each and Every, ..... ALL students will receive and be embraced by a sound basic education. This is our goal, This is our work, This is our purpose and This is our heart as we support and advocate for ALL.

Sincerely,

Angel Goodwine Batts

IABS Interim Director

2020-2021 MTSS Regional Coordinator Meetings: Save the Dates

Your IABS Division has been working to build our framework for regional coordinator support for the 2020-2021 school year. We are excited to share our regional coordinator meeting dates below. Please note that at this time we are planning for meetings to be held virtually until we are able to hold face to face meetings per state guidance. We will continue to update you on the times and locations as we are able to do so. Please add these dates on your calendar as you are able.
MTSS Regional Coordinator Meeting Dates.2020-2021 (PDF)

If you have any questions regarding our 2020-2021 MTSS Regional Coordinator meetings, please contact Sara Newman at Sara.Newman@dpi.nc.gov.

Over the next year, the team will be conducting a validation study to ensure the highest quality product to support MTSS implementation. We will be asking for volunteers to participate in various components of the validation study. If you are interested in volunteering, email alisha.schiltz@dpi.nc.gov or susan.laney@dpi.nc.gov to express your interest.

Six LEAs, including 1 charter school, are participating in the first cohort of the statewide rollout of Check & Connect in secondary schools. These LEAs will be utilizing this evidenced based intervention to enhance their established intervention matrices. We will open up the application process for Cohort 2 in October. If you have secondary schools who are ready to strengthen their intervention matrices, please plan to submit the Readiness Tool & Application when it becomes available. If you are unsure about readiness but are interested in Check & Connect, please explore the North Carolina Check & Connect Implementation Planning Hub and reach out to your Regional IABS Consultant for more information.

SEL & Mental Wellness
NCDPI SEL & Crisis Response Practice Guide Site
The work around social and emotional learning and overall mental wellness in the IABS Division and across the agency continues to grow exponentially, as do the needs across the state. Our division wants to remind districts and schools that the infrastructure you have built for your MTSS is the same structure utilized to build solid core social and emotional supports that promote overall mental wellness in your schools. The increased needs due to COVID-19 does, of course, impact the need for stronger core supports, including content aligned supports. We continue to recommend the following resources:

Core Social Emotional Practices Course:

Social and Emotional Learning (SEL) for Educators: Registration extended to August 1st & another offering will be available this fall.

CASEL Resources:

Please see current and updated resource sites linked below.

Connect With Us!

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MTSS Implementers, This is the belief statement of the Integrated Academic and Behavior Systems (IABS) Division. It is our goal to support the implementation of effective and efficient systems that lead to total school improvement. By implementing the MTSS framework and the systems within, students, staff and communities will experience positive outcomes.

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Summer Basic Program Information sheets should be submitted reflecting Face to Face programming (w/Virtual component) later in the summer (July/early August) as Phase 1, 2 and 3 allow.

As in past years, organizations should plan as they normally do for summer program/activities with amendments or cancellation of your Face to Face Summer Program occurring in late June or July. In order for 21stCCLC funding to be used in the upcoming summer, Face to Face student participation must occur in some capacity.  However, due to social distancing requirements or to comply with staggered attendance to meet CDC guidelines, a virtual component may also be included to compliment the face to face component.

Funds can be saved and used as carryover in the Fall of 2020 or Summer of 2021 for enhanced programming, if a summer program is not able to be held during Summer of 2020.

Meal/Food deliveries is not an allowable expense with 21stCCLC funds. If 21st CCLC staff engage in those services, then alternate funds will have to be used for those resources and payroll.  Snacks as allowed by 21st CCLC guidelines can be provided during the Summer Program only when it is held for the time duration identified in your original grant application or in an approved programmatic amendment like your organization has in the past.

Field trips cannot be approved at this time based upon current and projected phase timelines.

Summer Payroll expenses should be reflective of past summer payrolls. As more information becomes available, we will provide you with an update.

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The period of availability for remaining PRC 115 funds has been extended.  The new final encumbrance date is September 30, 2021 with a final liquidation date of December 31, 2021.   As a reminder, these are funds that were allocated to schools with the Targeted School Improvement (TSI) designation.  80% of these funds were liquidated in December 2019 but districts were allowed to carryover 20% of the initial allotment.  Please submit carryover budgets for PRC 115 no later than July 31, 2020.  If you have any questions, please contact Dr. Melissa Nixon at melissa.nixon@dpi.nc.gov.

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ESSER Equitable Services Update:

Yesterday, the U.S. Department of Education announced new rules regarding the determination of ESSER equitable share funds under the CARES Act.  These new rules may affect the way a district chooses to perform the proportionate share calculation and implement services to the participating private schools. We are reviewing this development and will provide guidance very soon to enable districts to make the best decisions regarding serving their students and schools with the funds authorized by the CARES Act.

Meanwhile, we encourage district administrators to review The U.S. Department of Education’s announcement and the new rules, which are included here:

Dear State Ombudsmen,

The U.S. Department of Education has sent to the Federal Register for publication an Interim Final Rule (IFR) to codify its interpretation of the equitable services provisions in the Coronavirus Aid, Relief, and Economic Security Act (CARES Act), Public Law 116-136, 134 Stat. 281 (Mar. 27, 2020) (Section 18005, entitled, “Assistance to Non-Public Schools”). A local educational agency (LEA) that receives funds under the Governor’s Emergency Education Relief Fund (GEER Fund) (section 18002) or the Elementary and Secondary School Emergency Relief Fund (ESSER Fund) formula grants (section 18003(c)) is required to provide equitable services to students and teachers in non-public schools “in the same manner as provided under section 1117” of the Elementary and Secondary Education Act of 1965, as amended (ESEA) (section 18005(a)). The IFR outlines how LEAs receiving funds under a CARES Act program must calculate the amount available for providing equitable services to teachers and students in non-public schools—i.e., the proportional share.

The IFR has been unofficially published here on the Department’s website.  Once the rule is officially published in the Federal Register, it will be effective immediately and open for public comment for 30 days.  We encourage you to take time to read the entire IFR.

The IFR supersedes guidance on calculating the proportional share that the Department published on April 30, 2020, titled Providing Equitable Services to Students and Teachers in Non-Public Schools under the CARES Act Programs (see specifically portions of questions 7 and 10).  Interested parties should read this guidance in conjunction with the IFR and be aware that the Department will revise the guidance to reflect the provisions in the IFR.

Equitable Services Updates:

Equitable Services for Non-Profit Schools

The recent roll-out of information related to the CARES-ESSER equitable services made it clear that eligibility for equitable services is restricted to non-profit private schools. While this stipulation may not have been widely understood in the past, it is nonetheless a requirement for equitable services under both CARES-ESSER and ESSA. Because the Directory of Private Schools does not currently distinguish between non-profit and for-profit private schools, notifications from districts have gone out incorrectly to for-profit schools that are not actually eligible for the services.  This is an error in our system that will be corrected as we prepare for next year.

Timeline for Outreach for CARES-ESSER Equitable Services

The purpose of CARES-ESSER is to provide timely and effective services that promote safety and good instruction at all schools. Therefore, while we have set August 31, 2020 as the deadline for completing private school consultations and related budget amendments, we encourage districts and private schools to complete the process as soon as practical.

Paying Retroactively for CARES-ESSER Equitable Services (back to March 13, 2020)

The CARES-ESSER funds are intended to pay for COVID-19 related costs going back to March 13, 2020. If a non-profit private school has paid an allowable expense on or after that date, equitable services may be able to cover it. For this to be done, the consultation process must establish that the expense was needed due to COVID-19 and that it was reasonable and allowable. If so, the non-profit private school should get a reimbursement from the vendor, who can then send an invoice to the district. The district should adhere to all fiscal requirements related to invoices and payments for services. Copies of all transactions, including the original invoice and the reimbursement must be kept on file by the district. Any additional services that are required after the consultation must be obtained through the usual rules for procurement, including bids, submission of requests for proposals and a service contract directly between the district and the provider.

Property Purchased for Equitable Services

Non-consumable items purchased for equitable services (either CARES-ESSER or ESSA) remain property of the school district, which must follow the laws and its own policies regarding procurement, inventorying, use and maintenance. This includes monitoring the use of electronic devices so that the equitable services program adheres to all of the assurances listed on the Summary of Topics and Statement of Assurances document shared with the private schools during consultation. Uses outside of those agreed upon in consultation are not permitted. The same requirements for management and use apply when devices are leased, except that they are returned to the leasing company instead of the district.

When the equitable services at a school cease, the district is required to retrieve any purchased devices and redeploy them for other appropriate uses. CARES-ESSER equitable services cease when the measures being implemented are no longer called for by the COVID-19 crisis or until September 31, 2021, when the spending window closes. Therefore, it is hard to know when devices will be retrieved because we don’t know what conditions will prevail during the next school year. For example, laptops might be purchased to facilitate remote learning at a private school. If the school resumes regular attendance but continues to be prepared for remote learning, then it would be reasonable for the laptops to remain available for the equitable services through the end of the spending window. In any case, the timeframe for returning federally funded devices should be reasonable, not necessarily immediate.

Requests for proposals for goods and services must identify the specific benefits and performances sought, based on needs established during the consultations, not particular brand names or providers. In selecting electronic devices, for either purchase or lease, the district must consider the ancillary costs, such as additional service agreements, new supplies for maintenance and additional training for the technical support staff. The district must make choices that most economically meet the needs identified during consultation and take into account all the costs and benefits during the operating life of the devices. Those costs would be counted towards the proportionate share for equitable services.

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Allotment flexibility which permitted PRC 056 funds to be used for meal distribution ends for PRC 056 on June 30, 2020. All normal allotment policies apply starting July 1.

Any use of resources beyond June 30 for emergency purposes, summer food service, or instructional programs require reimbursement, as normal, or must be expended from a different source.

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Lighting Our Way Forward Summary Document

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Lighting Our Way Forward Summary Document

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Lighting Our Way Forward-Summary Document.pdf

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Lighting Our Way Forward Summary Document

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Lighting Our Way Forward Summary Document

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Lighting Our Way Forward-Summary Document.pdf

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Q: Is there specific guidance for how special education evaluations can occur with clear guidance?

A:  Guidance was provided on 6.17.2020 to all local EC Directors and Charter School EC Coordinators from the NC DPI EC Division.  I have attached the here as reference.  Social Distancing and safety guidelines as well as sanitation requirements must be followed.  The current requirements do not allow for face-to-face evaluations.  The guide provides additional clarification and guidance.

Q: Also, is there guidance on how we should serve our students who are in Extended Content (ECS) and students who are medically fragile who need more proximity with their teachers and educators?

A: Please see the guide referenced above.  All guidance from the EC Division regarding services for students with disabilities has been consistent since March 13, 2020.  The safety and security of students, families and educators should be considered above all else.  Students should receive instruction as best meets their accessibility and the teacher’s ability to deliver.

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Charter Schools Opening in 2020 New Charter Leaders Task List

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Charter Schools Opening in 2020 New Charter Leaders Task List

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Final Guidance: Remote Instruction Plans

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Final Guidance: Remote Instruction Plans

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Remediation and Summer Jump Start Guidance

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Remediation and Summer Jump Start Guidance

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Lighting Our Way Forward Summary Document

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Lighting Our Way Forward Summary Document

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Lighting Our Way Forward-Summary Document.pdf

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Lighting Our Way Forward Summary Document

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Lighting Our Way Forward Summary Document

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Lighting Our Way Forward-Summary Document.pdf

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The Division of Accountability Services is sharing the following information on behalf of the Division of Advanced Learning.

Attached please find guidance pertaining to the implementation of the Advanced Math Course legislation in accordance with the revised legislative requirements included in Session Law 2020-3 (Senate Bill 704) due to COVID-19.

Included in the guidance document is an overview of the changes to the current Advanced Courses in Mathematics legislation, an explanation of how these changes will impact LEAs, guidance concerning initial mathematics placement in the absence of end-of-course (EOC) and end-of-grade (EOG) assessment data, and guidance to meet the new component of the legislation regarding a parent’s and student’s right to request an EOG or EOC assessment for the purpose of placement in advanced math courses or advanced learning opportunities since an EOG or EOC score for the Spring 2020 was not available.

To support implementation of the new components of the legislation, NCDPI has also developed a sample placement letter to communicate placement and options with parents, and an EOG/EOC Advanced Math Assessment Request Form to use when documenting this process.

If you have any questions, please contact our Division of Advanced Learning and Gifted Education consultant, Stephanie Cyrus, or Sneha Shah-Coltrane, director.

AdvancedMathLegislationUpdate.June2020FINAL.pdf

EOG_EOC_Adv Math Assess Req_2020FINAL.pdf

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Advanced Math Course Legislation Guidance

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Advanced Math Course Legislation Guidance

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ADVANCED MATH COURSE LEGISLATION UPDATE

Education leaders,

Attached please find guidance pertaining to the implementation of the Advanced Math Course legislation in accordance with the revised legislative requirements included in Session Law 2020-3 (Senate Bill 704) due to COVID-19.

Included in the guidance document is an overview of the changes to the current Advanced Courses in Mathematics legislation, an explanation of how these changes will impact LEAs, guidance concerning initial mathematics placement in the absence of end-of-course (EOC) and end-of-grade (EOG) assessment data, and guidance to meet the new component of the legislation regarding a parent’s and student’s right to request an EOG or EOC assessment for the purpose of placement in advanced math courses or advanced learning opportunities since an EOG or EOC score for the Spring 2020 was not available.

To support implementation of the new components of the legislation, NCDPI has also developed a sample placement letter to communicate placement and options with parents, and an EOG/EOC Advanced Math Assessment Request Form to use when documenting this process.

If you have any questions, please contact our Division of Advanced Learning and Gifted Education consultant, Stephanie Cyrus, or Sneha Shah-Coltrane, director.

AdvancedMathLegislationUpdate.June2020FINAL.pdf

EOG_EOC_Adv Math Assess Req_2020FINAL.pdf

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Advanced Math Course Legislation Guidance

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Advanced Math Course Legislation Guidance

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ADVANCED MATH COURSE LEGISLATION UPDATE

Education leaders,

Attached please find guidance pertaining to the implementation of the Advanced Math Course legislation in accordance with the revised legislative requirements included in Session Law 2020-3 (Senate Bill 704) due to COVID-19.

Included in the guidance document is an overview of the changes to the current Advanced Courses in Mathematics legislation, an explanation of how these changes will impact LEAs, guidance concerning initial mathematics placement in the absence of end-of-course (EOC) and end-of-grade (EOG) assessment data, and guidance to meet the new component of the legislation regarding a parent’s and student’s right to request an EOG or EOC assessment for the purpose of placement in advanced math courses or advanced learning opportunities since an EOG or EOC score for the Spring 2020 was not available.

To support implementation of the new components of the legislation, NCDPI has also developed a sample placement letter to communicate placement and options with parents, and an EOG/EOC Advanced Math Assessment Request Form to use when documenting this process.

If you have any questions, please contact our Division of Advanced Learning and Gifted Education consultant, Stephanie Cyrus, or Sneha Shah-Coltrane, director.

AdvancedMathLegislationUpdate.June2020FINAL.pdf

EOG_EOC_Adv Math Assess Req_2020FINAL.pdf

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Advanced Math Course Legislation Guidance

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Advanced Math Course Legislation Guidance

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ADVANCED MATH COURSE LEGISLATION UPDATE

Education leaders,

Attached please find guidance pertaining to the implementation of the Advanced Math Course legislation in accordance with the revised legislative requirements included in Session Law 2020-3 (Senate Bill 704) due to COVID-19.

Included in the guidance document is an overview of the changes to the current Advanced Courses in Mathematics legislation, an explanation of how these changes will impact LEAs, guidance concerning initial mathematics placement in the absence of end-of-course (EOC) and end-of-grade (EOG) assessment data, and guidance to meet the new component of the legislation regarding a parent’s and student’s right to request an EOG or EOC assessment for the purpose of placement in advanced math courses or advanced learning opportunities since an EOG or EOC score for the Spring 2020 was not available.

To support implementation of the new components of the legislation, NCDPI has also developed a sample placement letter to communicate placement and options with parents, and an EOG/EOC Advanced Math Assessment Request Form to use when documenting this process.

If you have any questions, please contact our Division of Advanced Learning and Gifted Education consultant, Stephanie Cyrus, or Sneha Shah-Coltrane, director.

AdvancedMathLegislationUpdate.June2020FINAL.pdf

EOG_EOC_Adv Math Assess Req_2020FINAL.pdf

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Education leaders,

Attached please find guidance pertaining to the Remediation and Summer Jump Start program developed in response to the COVID-19 crisis.

Please note there are changes from the draft version that should be adhered to for the submission process. This is the final version.

Tara Galloway and Mary Hemphill: RemediationJumpstartTeam@dpi.nc.gov

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FOR RELEASE JUNE 4, 2020

The U.S. Department of Education approved the North Carolina Every Student Succeeds Act (ESSA) state plan on June 5, 2018. The plan included an English learner exit criteria of 4.8 overall composite score with a 4.0 on the Reading domain and a 4.0 on the Writing domain. On February 3, 2020, an amendment was submitted to change the exit criteria to a 4.8 overall composite score only.  This exit criteria, verbally approved by the U.S. Department of Education on May 6, 2020, will be applied beginning with the 2019–20 school year’s ACCESS for ELLs test scores.

On June 4, 2020, the State Board of Education approved a revision to the TEST-011 policy to align with the exit criteria approved in the ESSA state plan amendment.

If you have any questions, please contact Dr. Kristi Day at kristi.day@dpi.nc.gov

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FOR RELEASE JUNE 4, 2020

The U.S. Department of Education approved the North Carolina Every Student Succeeds Act (ESSA) state plan on June 5, 2018. The plan included an English learner exit criteria of 4.8 overall composite score with a 4.0 on the Reading domain and a 4.0 on the Writing domain. On February 3, 2020, an amendment was submitted to change the exit criteria to a 4.8 overall composite score only.  This exit criteria, verbally approved by the U.S. Department of Education on May 6, 2020, will be applied beginning with the 2019–20 school year’s ACCESS for ELLs test scores.

On June 4, 2020, the State Board of Education approved a revision to the TEST-011 policy to align with the exit criteria approved in the ESSA state plan amendment.

If you have any questions, please contact Dr. Kristi Day at kristi.day@dpi.nc.gov

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Remediation and Summer Jump Start Guidance

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Remediation and Summer Jump Start Guidance

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Your IABS Division has been working to build our framework for regional coordinator support for the 2020-2021 school year. We are excited to share our regional coordinator meeting dates below. Please note that at this time we are planning for meetings to be held virtually until we are able to hold face to face meetings per state guidance. We will continue to update you on the times and locations as we are able to do so. Please add these dates on your calendar as you are able.

We have worked to define a specific vision for our time together this coming year to provide directed support and content to MTSS & PBIS Coordinators. We have supported District Teams in building capacity of Module content and it is now the time to shift to aligning support directly to coordinators to impact school implementation. We recognize supporting direct implementation in schools is crucial. Our meeting structure will provide meaningful networking opportunities, problem of practice conversations, ECATS support and re-entry alignment in Core, Supplemental, and Intensive structures while aligning these aspects with your district implementation work. We are looking forward to strengthening our relationships with MTSS & PBIS Coordinators as well as building capacity within our regions towards MTSS implementation during our 2020-2021 Regional Coordinator meeting dates.

We will be sharing more information regarding our yearly content and meeting structure in the following weeks.

If you have any questions regarding our 2020-2021 MTSS Regional Coordinator meetings, please contact Sara Newman at Sara.Newman@dpi.nc.gov.

MTSS Module Content Google site links have been recently updated. Please see the attached PDF for all updated links.

The MTSS Module Content Google Sites allow those who do not have access to NCEES the ability to utilize the material. For example, if there is a contracted individual who works with MTSS teams but does not have TNL access and/or rights they may access the content through these Google Sites. Please remember, there are no Continuing Education Credits (CEU's) attached to these sites as they are for reference use only.

If you have any questions regarding the MTSS Module Content Google Sites, please contact Susan Laney at Susan.Laney@dpi.nc.gov or Sara Newman at Sara.Newman@dpi.nc.gov

We appreciate your participation in our partnership with the IABS Grant for the 2019-2020 academic year and look forward to the seeing the outcomes of these funds provided to support efforts in your LEA.

The IABS funds were to be used only for those services and supports requested in the grant. If these services/supports need to be adjusted you are required to submit this change request form to receive approval to do so before June 5th.

The IABS funds were to be used only for those services requested in your application or approved change request, and can not be used for stipends, educational software and non-professional learning opportunities. All funds must be spent by June 30th, 2020.

Due to the current pandemic, we are asking that the end of year expenditure reports showing how all funds have been used and any data that can be shared to show the outcomes that have resulted from the implementation of your proposal be submitted by June 15th to Angel Goodwine Batts angel.batts@dpi.nc.gov and Karmen Mills karmen.mills@dpi.nc.gov.

Thank you for your continuing efforts to provide social-emotional and behavioral supports for all students and for being a part of this IABS grant.

Check & Connect Mentor Training for Secondary Schools: Deadline Extended

Last month, we shared information about a statewide rollout for secondary sites (grades 6-12) of Check & Connect, an evidence-based intervention, to enhance already existing intervention systems. To be considered for the first round of training beginning in August*, LEA teams will be required to complete a Readiness Tool & Application for Check & Connect Implementation. The deadline has been extended to June 10, 2020. If you are planning to apply for this first round of training, please follow the steps outlined on the North Carolina Check & Connect Implementation Planning Hub. As always, if you have questions/concerns, feel free to reach out to your Regional IABS Consultant.
*Due to COVID-19, the initial training session will most likely be virtual.

Connect With Us!

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Your IABS Division has been working to build our framework for regional coordinator support for the 2020-2021 school year. We are excited to share our regional coordinator meeting dates below. Please note that at this time we are planning for meetings to be held virtually until we are able to hold face to face meetings per state guidance.

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Credit by Demonstrated Mastery (CDM) - FAQ release

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Credit by Demonstrated Mastery (CDM) - FAQ release

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NCDPI is providing the attached guidance document to support districts in implementing the Credit by Demonstrated Mastery (CDM) process during this period of extended remote learning due to COVID19.  CDM remains an instructional practice that will help us to differentiate and accelerate students who have a clearly expressed need.

For additional questions and concerns regarding CDM, please contact Advanced Learning and Gifted Education CDM team lead -  Stephanie Cyrus.

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Credit by Demonstrated Mastery (CDM) - FAQ release

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Credit by Demonstrated Mastery (CDM) - FAQ release

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NCDPI is providing the attached guidance document to support districts in implementing the Credit by Demonstrated Mastery (CDM) process during this period of extended remote learning due to COVID19.  CDM remains an instructional practice that will help us to differentiate and accelerate students who have a clearly expressed need.

For additional questions and concerns regarding CDM, please contact Advanced Learning and Gifted Education CDM team lead -  Stephanie Cyrus.

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SL 2020-03 (SB704) Sections 2.1, 2.10 and 2.11.  Found here

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State Board of Education Meets Thursday, May 21 from 10-12pm.

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State Board of Education Meets Thursday, May 21 from 10-12pm.

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The meeting agenda is available online and includes a link to audio access for the meeting.

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Authorization to Continue in Emergency Operations

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Authorization to Continue in Emergency Operations

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The memorandum has been attached

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This document is updated every Friday with a summary of the most important COVID news!

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Remote Learning Guidance

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Remote Learning Guidance

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What are some strategies conducted by homeless liaisons throughout the state to support homeless children and youth during the COVID-19 crisis?

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What are some strategies conducted by homeless liaisons throughout the state to support homeless children and youth during the COVID-19 crisis?

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Strategies that have been conducted by homeless liaisons in LEAs and charter schools throughout the state to support children and youth experiencing homelessness to be safe, obtain needed services/resources, and be connected to their schools during the COVID-19 pandemic can be found at:  https://hepnc.uncg.edu/uploads/COVID-19/NCHEP_COVID-19_Strategies_Updated_April%202020.pdf

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What guidance, resources, and supports for working with and supporting the educational needs of homeless children and youth during the pandemic are available?

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What guidance, resources, and supports for working with and supporting the educational needs of homeless children and youth during the pandemic are available?

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The following link provides educators with guidance, resources, and supports for working with and supporting the educational needs of homeless children and youth during the pandemic:

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The following links regarding COVID-19 provide homeless liaisons with guidance, support, and resources for meeting the educational needs of homeless children and youth.

Other Resources:

COVID-19: Strategies in Action!
NCHEP Connecting with Homeless Students & Families: Homeless Liaison Strategies During COVID-19
See how Charlotte-Mecklenburg Schools is supporting McKinney-Vento students both internally and externally during the Coronavirus Pandemic.

Tracking Student Identifications Resulting from COVID-19

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COVID-19 Resources for Homeless LiaisonsUpdated 4/30/20

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The following links regarding COVID-19 provide homeless liaisons with guidance, support, and resources for meeting the educational needs of homeless children and youth. Other Resources: COVID-19: Strategies in Action! NCHEP Connecting with Homeless Students & Families: Homeless Liaison Strategies During COVID-19 See how Charlotte-Mecklenburg Schools is supporting McKinney-Vento students both internally and externally during the Coronavirus Pandemic.

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What guidance is available regarding CARES Act and equitable services?

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What guidance is available regarding CARES Act and equitable services?

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The US Department of Education released an FAQ for ESSER Equitable Services this week.

If you have any questions regarding equitable services, please contact Talbot Troy at talbot.troy@dpi.nc.gov.

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When will planning allotments for CARES Act funding be available and how are these allotments determined?

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When will planning allotments for CARES Act funding be available and how are these allotments determined?

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Draft planning allotments for the K-12 Emergency Relief Fund can be found on the NCDPI School Business and Finance website. These are for planning purposes and are provided to help guide the conversations at the LEA level. They are also intended to help guide consultations with private schools regarding K-12 Emergency Relief Fund equitable services.

K-12 Emergency Relief Fund subgrants to LEAs are based on Title IA allotments. This means that only LEAs that received Title IA funds in 2019-20 are eligible to receive a portion of the K-12 Emergency Relief Fund. Our hope is to get K-12 Emergency Relief Funds to LEAs as quickly as possible. These funds will be accessed through the BAAS System and will have a new PRC. The application for these funds will be one similar to the previous TSI application and will be uploaded into CCIP for approval.

If you have any questions feel free to contact Dr. Latricia Townsend at latricia.townsend@dpi.nc.gov.

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During the COVID-19 crisis, how can a district /charter collect stakeholder feedback and input as required by many aspects of ESSA?

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During the COVID-19 crisis, how can a district /charter collect stakeholder feedback and input as required by many aspects of ESSA?

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Stakeholder input and feedback is a required component for many aspects of ESSA including, but not limited to, district and school Parent and Family Engagement Policies, district and school comprehensive needs assessments, and district and school plans for the use of all federal funds. Therefore, we are providing the following suggestions as ways LEAs can receive input and feedback in a safe environment yet also meet ESSA requirements:

· Surveys-Creating surveys that are distributed to families and other stakeholders is one of the most basic ways to seek input and feedback. Surveys can be distributed via email, US mail, during food distribution, and posted on district and school websites. To encourage completion and return/submission, be sure to limit the number of and be very intentional with your questions.

· Host virtual meetings-LEAs and schools can host virtual meetings through a variety of tools such as Go To Meeting, Zoom, Microsoft Teams, and Google Hangout. To ensure there is adequate documentation for monitoring, the event can be advertised on the district and/or school website, announced via social media, or referenced during an automated call as the invitation to the event. The agenda for the meeting can be posted in a similar manner. Recording your virtual meeting will allow you to have a record of the participants. We would also encourage you to record minutes of the meeting just as a good business practice.

· Utilize Social Media-Today, it is not uncommon for districts or schools to have social media accounts. These social media accounts such as Facebook, Twitter, Instagram, and LinkedIn are great ways to seek input and feedback from your stakeholders. On these sites you can embed links to surveys as well as post policies and request that stakeholders provide feedback using the comment feature. Several types of social media also offer a “live” feature that would be a less formal setting for a virtual meeting than the platforms listed above.

· Phone Interviews-Many school and district staff members are already making regular phone calls to stakeholders. Providing staff with a script and a few survey questions that they could add to the beginning or end of a call is a quick and easy way to solicit input and feedback.

**PLEASE NOTE: LEAs must secure stakeholder feedback prior to submitting the 2020-21 application for federal funds in CCIP. Also, if your LEA still has outstanding findings from a 2019-20 monitoring visit these must be cleared before your 2020-21 CCIP application can be processed.

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Are there resources available to assist with preschool enrollment and determining eligibility?

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Are there resources available to assist with preschool enrollment and determining eligibility?

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Title I Preschool utilizes the results of a developmental screening, along with other criteria, to determine eligibility. Head Start and NC Pre-K mainly use income to determine eligibility; in addition, NC Pre-K requires a developmental screening and results may be used to determine eligibility if all income eligible children have been served. Eligibility determination will look different than in past years and it is anticipated that the number of eligible children will far exceed availability of preschool services as a result of COVID-19. Additional strategies must be considered when taking applications and completing developmental screenings. Connect with other early childhood partners to share resources and develop a plan for enrollment. Strategies to consider include:

Collect applications through online platforms (i.e., Google Forms, Survey Monkey, etc.). For example, New Hanover and Onslow preschool programs have created online surveys.

Collect supporting documentation by mail, encrypted email, physical drop boxes or other secure methods (i.e., DocuSign Pro, School Office Pro, etc.).

Assist families in completing applications by phone or virtually.

Delay screenings until it is safe to convene.  Consider scheduling individual appointments and/or scheduling small group screenings to occur with 10 or less people, when and if it is safe to do so.

If urgency is an issue, the Ages and Stages Questionnaire, Third Edition (ASQ-3) or Parents' Evaluation of Developmental Status (PEDS) are approved developmental screenings and do not require face to face administration. Consider administering the ASQ-3 or PEDS with the family through an interview process by phone or virtually. Think about how to be intentional in reaching those families who may not have access.

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Can 21st CCLC organizations carry forward funds from the 19-20 program year?

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Can 21st CCLC organizations carry forward funds from the 19-20 program year?

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Due to the waiver associated with the CARES Act, 21st CCLC organizations in Cohorts 12 and 13 will be able to carry over funds through September 30, 2021. Cohort 12 participants that will be sunsetting June 30th, 2020 will have access to these funds to run additional summer/fall sessions 2020 or a summer 2021 session as your funding allows.

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How should 21st CCLC organizations plan for summer programming? 

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How should 21st CCLC organizations plan for summer programming? 

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Summer Basic Program Information sheets should be submitted reflecting Face to Face programming later in the summer (July/early August) as Phase 1, 2 and 3 allow.  As in past years, organizations should plan as they normally do for summer program/activities with amendments or cancellation of your Face to Face Summer Program occurring in late June or July if needed. Funds can be saved and used as carryover in the Fall of 2020 or Summer of 2021 for enhanced programming. Meal/Food deliveries is not an allowable expense with 21st CCLC funds. If 21st CCLC staff engage in those services, then alternate funds will have to be used for those resources and payroll.  Snacks as allowed by 21st CCLC guidelines can be provided during the Summer Program only when it is held for the time duration identified in your original grant application or in an approved programmatic amendment like your organization has in the past. At this time, virtual summer programming will not be approved. Field trips cannot be approved at this time based upon current and projected phase timelines. Summer Payroll expenses should be reflective of past summer payrolls. As more information becomes available, we will provide you with an update.

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Hello NC MTSS Implementers,

During this unprecedented time, I have been reminded just how fortunate our team is to be part of supporting NC educators and students. We are thankful for the opportunity to learn and be strengthened by each other as this season pushes us to grow. While growth can include exciting additions and promising changes, it also sometimes includes sad "see you laters". Thus, I want to announce several growth opportunities that the Integrated Academic and Behavior Systems (IABS) Division is experiencing this month.

First, we are very excited to welcome two new IABS Consultants to the state team. Jade Tornatore and Julie Weatherman officially begin on May 1st as Regional IABS Consultants.

Jade comes to our team from Charlotte-Mecklenburg County where he served most recently as the MTSS Specialist/District Coordinator. He brings a wealth of practical implementation experience gained through his 17 plus years at the school and district levels. We are excited that he will utilize those experiences to benefit the Southwest Region as well as the IABS team .

Julie comes to us from Mitchell County where she served as an elementary principal allowing her to work with both school and district teams towards PBIS and MTSS implementation. She also has experience as a former district level Behavior Support Specialist and previous PBIS Regional Consultant within the Exceptional Children's Division, NC DPI. We are pleased that she is coming back to the agency level as the knowledge she's gained during her 18 year educational career will further strengthen our IABS team and support for West Region stakeholders and partners.

Effective July 1, internal division changes include Anne Nixon, Northeast Region IABS Consultant, who will be transitioning to providing statewide support for IABS as SEL and Mental Wellness Consultant. Anne has been supporting the Northeast Region since 2017. Osmond Lister, whose home is in the Northeast,will be transitioning from his role as IABS Consultant in the Southeast Region to the IABS Consultant in the Northeast Region. Osmond will continue supporting the Southeast Region until this vacancy is filled.

Finally, we extend our sincere congratulations to Angie Cloninger on her retirement effective May 29th, 2020. Angie has been with the Department of Public Instruction since August 2006 when she began serving the Southeast Region as Regional Consultant for Literacy with the Exceptional Children Division. She joined the original IABS team as an MTSS Consultant in June 2014. During the past 6 years, she continued to support the Southeast Region as well as putting to use her creative skills to serve as an IABS Professional Development Consultant supporting statewide MTSS implementation. Her tireless efforts to create and provide engaging, relevant online and face-to-face professional development will have a long lasting impact on educators and students in North Carolina. We are deeply appreciative of Angie's dynamic contributions to this work and her incredible service to North Carolina for the last thirty plus years. Her fierce determination, consistent collaboration and timely humor will be missed. We wish her a very fulfilling and relaxing retirement.

These changes will open up a vacancy for an IABS Consultant in the Southeast region. We will work with our LEA partner to expeditiously fill this vacancy with a qualified applicant in order to provide seamless support to NC MTSS implementers. This job posting will be shared through the MTSS Coordinator listservs as well as via our official social media channels.

Thank you for joining me in congratulating Angie on her retirement and welcoming Osmond to the Northeast, Anne to her new role and Julie and Jade to the Regional Consultant positions. Our team is grateful to serve the districts, schools, students, families, educators and staff of North Carolina and appreciates your valiant efforts towards supporting public education. If there is anything we can do to support your teams especially at this time, please don't hesitate to

Sincerely,

Angel Goodwine Batts, M.S.Ed.
Interim Director Integrated Academic and Behavior Support Division

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Hello NC MTSS Implementers, During this unprecedented time, I have been reminded just how fortunate our team is to be part of supporting NC educators and students. We are thankful for the opportunity to learn and be strengthened by each other as this season pushes us to grow.

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DALGE Remote Learning Resources for Academically Intellectually Gifted Students

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DALGE Remote Learning Resources for Academically Intellectually Gifted Students

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COVID-19 Remote Learning Resources and Program Updates

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REMOTE LEARNING RESOURCES FOR AIG LEARNERS K-12 ADVANCED LEARNING LABS Developed in partnership with Duke TIP ADVANCED LEARNING LABS are provided for K-12 students each week beginning May 1st. Students explore logic puzzles, go on field studies, engage in research explorations, participate in mindfulness activites and more -- all through remote learning.

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Teacher/Staff Appreciation May 1-31, 2020 

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Teacher/Staff Appreciation May 1-31, 2020 

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Communications Plan & Tools

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FINAL-DPI Communications Plan: Teacher/Staff Appreciation, May, 2020

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Issued-May 1, 2020

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Guidance: High School Graduation Cermonies

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Available now -  REMOTE LEARNING RESOURCES FOR AIG LEARNERS!

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Available now -  REMOTE LEARNING RESOURCES FOR AIG LEARNERS!

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The Division of Advanced Learning and Gifted Education launched remote learning resources to support AIG learners in North Carolina during this unprecedented time with remote learning.

Visit the DALGE COVID-19 Remote Learning Resources page for the teacher-friendly, ready-to-use resources.

Resource 1:  Advanced Learning Labs have been created “to engage, activate, and grow” K-12 students during this time. Each Advanced Learning Lab is a two-page document designed to be printed or electronically distributed by schools/teachers for remote learning and exploration for AIG learners. New Learning Labs will be released weekly for the next seven weeks. Labs are available for K-1, 2-3, 4-5, 6-7, 8-9, and 10-12.

Resource 2: Virtual Enrichment and Extension Resources for AIG and advanced learners  have been compiled for each grade span, K-5, 6-8, and 9-12.  These resources are high-quality online resources that have been curated and reviewed to engage the AIG learner and cover critical thinking, ELA, Math, STEM, Arts, Social Sciences, and creativity.

Use both of these resources to support AIG and advanced learners in your schools and classrooms!

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Available now -  REMOTE LEARNING RESOURCES FOR AIG LEARNERS!

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Available now -  REMOTE LEARNING RESOURCES FOR AIG LEARNERS!

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The Division of Advanced Learning and Gifted Education launched remote learning resources to support AIG learners in North Carolina during this unprecedented time with remote learning.

Visit the DALGE COVID-19 Remote Learning Resources page for the teacher-friendly, ready-to-use resources.

Resource 1:  Advanced Learning Labs have been created “to engage, activate, and grow” K-12 students during this time. Each Advanced Learning Lab is a two-page document designed to be printed or electronically distributed by schools/teachers for remote learning and exploration for AIG learners. New Learning Labs will be released weekly for the next seven weeks. Labs are available for K-1, 2-3, 4-5, 6-7, 8-9, and 10-12.

Resource 2: Virtual Enrichment and Extension Resources for AIG and advanced learners  have been compiled for each grade span, K-5, 6-8, and 9-12.  These resources are high-quality online resources that have been curated and reviewed to engage the AIG learner and cover critical thinking, ELA, Math, STEM, Arts, Social Sciences, and creativity.

Use both of these resources to support AIG and advanced learners in your schools and classrooms!

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Available now -  REMOTE LEARNING RESOURCES FOR AIG LEARNERS!

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Available now -  REMOTE LEARNING RESOURCES FOR AIG LEARNERS!

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The Division of Advanced Learning and Gifted Education launched remote learning resources to support AIG learners in North Carolina during this unprecedented time with remote learning.

Visit the DALGE COVID-19 Remote Learning Resources page for the teacher-friendly, ready-to-use resources.

Resource 1:  Advanced Learning Labs have been created “to engage, activate, and grow” K-12 students during this time. Each Advanced Learning Lab is a two-page document designed to be printed or electronically distributed by schools/teachers for remote learning and exploration for AIG learners. New Learning Labs will be released weekly for the next seven weeks. Labs are available for K-1, 2-3, 4-5, 6-7, 8-9, and 10-12.

Resource 2: Virtual Enrichment and Extension Resources for AIG and advanced learners  have been compiled for each grade span, K-5, 6-8, and 9-12.  These resources are high-quality online resources that have been curated and reviewed to engage the AIG learner and cover critical thinking, ELA, Math, STEM, Arts, Social Sciences, and creativity.

Use both of these resources to support AIG and advanced learners in your schools and classrooms!

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State Board of Education Meets Wednesday and Thursday, May 6 and 7

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State Board of Education Meets Wednesday and Thursday, May 6 and 7

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The meeting agenda is available online and includes a link to audio access for the meeting.

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Latest AP/ College Board update.  April 29, 2020

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Latest AP/ College Board update.  April 29, 2020

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Dear AP Colleagues,

Additional information is now available to help guide you and your students through the AP exam experience. If you have any questions about information below, please email Kathleen Koch, Senior Director of the NC AP Partnership.

New Resources

2020 AP Testing Guide (.pdf/10.9 MB): The guide, designed for educators to walk their students through test day, provides information about logistics around exam day.

2020 AP Exam Day Checklist (.pdf/526 KB): Teachers should have their students complete this checklist for each exam they take and keep it next to them while testing.

Explainer Videos: New videos are available to give students quick, easily accessible information about their test day experience, what they need to do to prepare, exam security, and more. Explore the playlist.

Other Reminders

AP Exam Demo (available May 4): AP students should use the clickable exam demo to practice the different ways to submit their exam responses. The demo will help students confirm that their testing device will be able to access and run the online exam. If they can’t access the demo, the final slide of the Testing Guide can help them troubleshoot. The sample content in the demo will be the same for all users and isn't a practice exam. We’ll send educators and students an email to remind them when the demo is available. Please encourage your students to take this important preparation step.

Educator Webinars: Trevor Packer, the head of the AP Program, will walk participants through the 2020 AP Testing Guide. AP staff will answer questions during the presentation.

This series of webinars includes:

Discipline-specific webinars for AP teachers, April 28–30

Updates for AP coordinators webinar, May 1

An exam day webinar for school counselors, May 4

Online AP Classes and Review Sessions prep week: The week before exams, online AP classes will focus on the exam day experience and sample exam questions.

Student Outreach: If any of your students are having difficulty receiving College Board emails, walk them through the steps on the "Confirm your email address" page.

Information for AP Chinese, French, German, Italian, Japanese, and Spanish Language and Culture Exams: These exams will be administered using a new dedicated app, the AP World Languages Exam App. Students taking these exams must use this app on smartphones or tablets. This free app will be available for download from the Apple App Store and Google Play Store the week of May 11. We’ll email students and their teachers to let them know when the app is available to download. Visit our site for more details. If your students are unsure about accessing the app, or if they don’t have a device, they can fill out this survey (or you can complete it on their behalf) as soon as possible so we can help support them (applicable to U.S. and U.S. territories).

Information for AP Music Theory Exams: Before exam day, students will need to print or hand copy the 2020 Music Theory Answer Sheet and gain access to an audio recording app or software before exam day. Please see more information on the website.

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Latest AP/ College Board update.  April 29, 2020

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Latest AP/ College Board update.  April 29, 2020

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Dear AP Colleagues,

Additional information is now available to help guide you and your students through the AP exam experience. If you have any questions about information below, please email Kathleen Koch, Senior Director of the NC AP Partnership.

New Resources

2020 AP Testing Guide (.pdf/10.9 MB): The guide, designed for educators to walk their students through test day, provides information about logistics around exam day.

2020 AP Exam Day Checklist (.pdf/526 KB): Teachers should have their students complete this checklist for each exam they take and keep it next to them while testing.

Explainer Videos: New videos are available to give students quick, easily accessible information about their test day experience, what they need to do to prepare, exam security, and more. Explore the playlist.

Other Reminders

AP Exam Demo (available May 4): AP students should use the clickable exam demo to practice the different ways to submit their exam responses. The demo will help students confirm that their testing device will be able to access and run the online exam. If they can’t access the demo, the final slide of the Testing Guide can help them troubleshoot. The sample content in the demo will be the same for all users and isn't a practice exam. We’ll send educators and students an email to remind them when the demo is available. Please encourage your students to take this important preparation step.

Educator Webinars: Trevor Packer, the head of the AP Program, will walk participants through the 2020 AP Testing Guide. AP staff will answer questions during the presentation.

This series of webinars includes:

Discipline-specific webinars for AP teachers, April 28–30

Updates for AP coordinators webinar, May 1

An exam day webinar for school counselors, May 4

Online AP Classes and Review Sessions prep week: The week before exams, online AP classes will focus on the exam day experience and sample exam questions.

Student Outreach: If any of your students are having difficulty receiving College Board emails, walk them through the steps on the "Confirm your email address" page.

Information for AP Chinese, French, German, Italian, Japanese, and Spanish Language and Culture Exams: These exams will be administered using a new dedicated app, the AP World Languages Exam App. Students taking these exams must use this app on smartphones or tablets. This free app will be available for download from the Apple App Store and Google Play Store the week of May 11. We’ll email students and their teachers to let them know when the app is available to download. Visit our site for more details. If your students are unsure about accessing the app, or if they don’t have a device, they can fill out this survey (or you can complete it on their behalf) as soon as possible so we can help support them (applicable to U.S. and U.S. territories).

Information for AP Music Theory Exams: Before exam day, students will need to print or hand copy the 2020 Music Theory Answer Sheet and gain access to an audio recording app or software before exam day. Please see more information on the website.

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This page contains a directory of DPI-created PowerSchool help documentation and information for contacting PowerSchool Support.

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This page contains a directory of DPI-created PowerSchool help documentation and information for contacting PowerSchool Support.

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April 29 Recorded Webinar:     K-11 Grading, Revisiting Senior Grading, Promotion/Retention.

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April 29 Recorded Webinar:     K-11 Grading, Revisiting Senior Grading, Promotion/Retention.

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https://www.youtube.com/watch?v=35EmJnazkB4&feature=youtu.be

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April 29 Recorded Webinar:     K-11 Grading, Revisiting Senior Grading, Promotion/Retention.

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April 29 Recorded Webinar:     K-11 Grading, Revisiting Senior Grading, Promotion/Retention.

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https://www.youtube.com/watch?v=35EmJnazkB4&feature=youtu.be

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The Accountability Services Division in collaboration with the School Nutrition Division is supporting two spring data collections of Economically Disadvantaged Student (EDS) data. While this data will serve several purposes, we are targeting these dates to support the issuance of Pandemic Electronic Benefits Transfer (P-EBT) benefits to help families purchase food for their children.

The first data collection will contain data from a file created by School Nutrition on April 30, 2020, submitted no later than May 13, 2020.  The second data collection will contain data from a file created by School Nutrition on the last day of school scheduled in PowerSchool or June 10, 2020 submitted no later than June 11, 2020.

The process for collecting EDS data will remain the same as in prior data collections.  All National School Lunch Program Participating (Non-CEP) districts and schools are to submit the two EDS file as defined in the updated 2019-20 Economically Disadvantaged Students Collection document. Updated guidance and details of the processing of these two files will be provided through the Regional Accountability Coordinators.  It is expected that there will be two files collected, with the most up to date information as possible in the June file.

Please work together to share files in a secure and safe manner for uploading.  Follow local security transfer processes to deliver files between School Nutrition and Accountability staff.  If district/school staff are unable to complete these processes securely and/or safely please contact the Regional Accountability Coordinator for support.

We appreciate your extra effort to help children and families receive the new COVID-19 benefits that may be available to them.

Please contact your Regional Accountability Coordinator or NCDPI School Nutrition with questions.

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COVID-19 Grading for Seniors QRD and Recording

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COVID-19 Grading for Seniors QRD and Recording

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COVID-19 Grading for Seniors Quick Reference Guide. Additionally, we have also developed a brief walkthrough video to help explain this process. This process has been designed with eyes toward both student equity and ease of entry for PowerSchool coordinators and administrators.

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The State Board of Education Meets Thursday, April 30, in Called Session

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The State Board of Education Meets Thursday, April 30, in Called Session

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The State Board of Education will meet remotely on Thursday, April 30, from 9 a.m. to 10:30 a.m.. to consider COVID-19-related actions and other issues.The meeting agenda is available online and includes a link to audio access for the meeting.

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UNC TV Resources for April 27-May 1, 2020

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UNC TV Resources for April 27-May 1, 2020

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Provisional EL Identification Guidance 4.23

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Provisional EL Identification Guidance 4.23

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Provisional EL Identification Guidance 4.23

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Provisional EL Identification Guidance 4.23

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SBE Agenda and Supporting Documents 4.23.20

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SBE Agenda and Supporting Documents 4.23.20

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The NCDPI will offer ACT makeup testing in Fall 2020 for students who missed the opportunity to test during the Spring 2020, state ACT test administration.  All state ACT makeup testing will occur on a regular school day as is typical with state-sponsored ACT administrations. When finalized, logistical details will be shared.

The newly publicized test-at-home option from ACT applies only to national testing on Saturdays.

Please contact your Regional Accountability Coordinator (RAC) with additional questions.