The 2019-20 school year identification requirements of Low Performing Schools and the development of the list of schools eligible for the Innovative School District is being discussed.

Please find below select disability resources from the U.S. Department of Education that may be useful to you as you endeavor to meet the instructional needs of students with Section 504 plans in your Title I schools. Additional information and resources can be found at the following website: https://www.ed.gov/coronavirus?src=feature.   

If you need technical assistance, please contact Freda Lee, State Section 504 Coordinator at 252-363-2747 or Freda.lee@dpi.nc.gov.

Given the current social distancing mandates and the likelihood that school offices are currently not staffed, we are waiving the requirement that one of the three invitations to non-responsive private schools be in the form of a receipt-verified delivery (such as certified mail). Please use a combination of emails and regular US mail to document the three required invitations to non-responsive schools. Please do not send certified letters or attempt to deliver the invitations personally.

This should allow districts and interested private schools to adhere to the guidelines presented in the supporting documents that are available at https://www.dpi.nc.gov/districts-schools/federal-program-monitoring/equitable-services-private-schools  . In addition, please consult the February 19th memorandum to district administrators that was emailed by your program administrator for suggested deadlines and other updates.

While we do not recommend sending the Affirmation form to private schools as a part of the invitation/notification process, we do recommend sending it to those who have indicated that they will consult – either by mailing it ahead of the virtual meeting or sending via email (as a PDF) once the private school official has joined the webinar/phone conference. Prior to sharing the forms, the district should fill in the top portion and check the appropriate blue “not applicable” boxes in Section B. We also recommend providing your private school contacts with the link to the DPI Equitable Services web page above, as some of the documents provided there will help facilitate the consultation meetings.

For questions regarding equitable services, please contact Talbot Troy at talbot.troy@dpi.nc.gov.

A couple of reminders in changing your plan:

If you have any questions, feel free to contact your regional PA or Alex Charles at alex.charles@dpi.nc.gov. 

 

 

If you have any questions or need additional guidance, feel free to contact Dr. Melissa Nixon at melissa.nixon@dpi.nc.gov. 

Anyone interested in this newsletter can subscribe by going to https://public.govdelivery.com/accounts/NCSBE/subscriber/new, submitting your email address, then choosing Financial Officers Newsletter from the dropdown list.

 Please access the link below for more information: 

  

 As a reminder, it is strongly recommended, encouraged and suggested that all programs make every effort to document even more during this period, all aspects of time reported and worked with detailed activities within the 21^st CCLC program.  NCDPI fiscal monitors are responsible and will continue to monitor expenses incurred by the 21^st CCLC recipient.

Please contact your Lead Program Administrator (PA) for questions and guidance on additional ideas for programs.

If you need additional information, please contact Alex Charles at alex.charles@dpi.nc.gov.

ESSER II Fact Sheet posted at Elementary and Secondary School Emergency Relief Fund - Office of Elementary and Secondary Education 

COVID-19 Allocation Summary by Unit January 15, 2021

- purchasing food on a weekly basis for families who have lost their jobs and do not have access to government benefits 

 - paying mileage of recruiters/service providers to do meal drop-offs 

- purchasing bilingual books and other materials to mail to families and conducting virtual classes with MEP students using the purchased materials 

- purchasing laptops and/or tablets to loan out to migratory students during this time 

- purchasing hotspots for migratory students with no internet access 

- paying for medical costs of families who are uninsured and/or who do not receive Medicaid 

- Hiring additional personnel on a contracted basis to assist with virtual tutoring/teaching of migratory students (i.e.- hiring a content area or EL teacher to provide additional instruction to small groups of migratory students during times that work for the families.

•  Recruiters must follow restrictions put in place by their employer.

•   Recruiters may not conduct any in person recruitment in counties under stay-at-home order. 

•   Recruiters may not conduct recruitment efforts in communities under a local stay-at-home order. 

•   Recruiters may not conduct school-based recruitment in areas where schools are closed due to the COVID-19 response effort but may conduct community-based recruitment if no other restrictions apply.

As of April 3,2020,  these funds need to be encumbered before 6/30/2020.  Any extension of that date has to be made by the General Assembly.  If you are having difficulty carrying out those plans, remember that the purpose of the grant is to support social-emotional learning and support in your districts and schools.  Therefore, if you need to change your proposal to meet the current needs of your district or school please submit your change request so your funds can be spent to meet the social emotional needs of your students and staff.  The change request can be found here and the goal to reply within 5 business days of your request.  If you have any questions please contact your regional or charter consultant. 

 

2.     We are sharing different           support options for continued administration of the FAM-S. Please note that there is not a requirement or deadline for FAM-S completion from IABS. As there are many things that are currently a priority, postponing administration of the FAM-S may be a viable option right now. It is recommended you continue to assess this as a school/district moving forward & regional consultants are happy to help support those conversations. 

 

Remember, MTSS is not a verb, it is your school/district framework for total school improvement.  Right now, the best application of an MTSS framework is to focus on the support that we can give all staff and all students by teams/leadership engaging in problem solving and reviewing data to ensure all students have access to supports

This looks like taking care of Maslow before Blooms by focusing on equity in access to basic needs, social emotional, behavioral and academic learning, thinking through multiple access points to resources, activities (differentiation), and engagement. 

PRC154 COVID-19 Supplemental Funds - State

 

 

 

 

We have identified 3 of the most critical actions you and your AP Coordinators can take in the coming days to help students and teachers. 

Please partner with us to ensure that AP students feel ready to take the AP Exam in May and are equipped to experience online AP Exam testing.

·       AP Exams will take place May 11-22, with make-up exams June 1-5. The AP Exam schedule and details about each individual AP Exam, including supports of LIVE AP Class Review Sessions and the My AP Classroom practices can be found here: https://apcoronavirusupdates.collegeboard.org/educators/taking-the-exams/ap-exam-schedule 

·       Help students work through the remaining course content and/or encourage them to participate in live online classes and review sessions. 

·       Let your students know about the technology they'll need to test and have them, or a caring adult, contact us by April 24 if they need devices or connectivity. 

·       Later this month, we’ll provide AP students and educators with information on how to access the testing system on test day, and video demonstrations so that students can familiarize themselves with the system. You can read more about the exams HERE 

The state of NC is facing an unprecedented budget shortfall, making it more critical than ever this year that AP Coordinators identify students who meet demonstrated financial need. College Board provides a $32 fee reduction per exam for students with financial need.

For more information and eligibility criteria, click HERE. The deadline for indicating student status has been extended to May 26^th.

To indicate fee reduction status in your AP exam order, AP Coordinators should:

1. Login to APRO at https://myap.collegeboard.org/login

2. Select “Students” tab on your screen near top right.

3. For any student that is eligible for fee reduction, switch their AP Fee Status from “Standard” to “Reduced” on the AP Fee Status column. Note: This fee reduction status is indicated only once per student, not for each exam.

As with so many events, we have had to cancel several NC AP Partnership events this spring, which has freed up funds to allow for more APSI scholarships. As of now, APSIs are still proceeding, and all district caps have been lifted and you may register as many teachers as you want for an AP Summer Institute through a NC AP Partnership scholarship.  Some institutes may be held virtually, and we will share that information as we are made aware. District contacts should have received emails with registration instructions in early March. If you need those instructions resent, please email NCScholarships@collegeboard.org

Questions? Please contact Kathleen Koch, Senior Director with the NC AP Partnership. 

“During this time of uncertainty, we want to be mindful of the stress we are placing on students and families. While all students should be encouraged to complete their coursework so that they can be celebrated for the hard work they have put into their IB courses over the past two years, schools should know that if there is a student who receives an N for the coursework, the school will not be invoiced for that student this year. NCDPI and the IB will collaborate to finalize plans regarding the few students who may be further adversely affected and receive an N during this time.”

“During this time of uncertainty, we want to be mindful of the stress we are placing on students and families. While all students should be encouraged to complete their coursework so that they can be celebrated for the hard work they have put into their IB courses over the past two years, schools should know that if there is a student who receives an N for the coursework, the school will not be invoiced for that student this year. NCDPI and the IB will collaborate to finalize plans regarding the few students who may be further adversely affected and receive an N during this time.”

We have identified 3 of the most critical actions you and your AP Coordinators can take in the coming days to help students and teachers. 

Please partner with us to ensure that AP students feel ready to take the AP Exam in May and are equipped to experience online AP Exam testing.

·       AP Exams will take place May 11-22, with make-up exams June 1-5. The AP Exam schedule and details about each individual AP Exam, including supports of LIVE AP Class Review Sessions and the My AP Classroom practices can be found here: https://apcoronavirusupdates.collegeboard.org/educators/taking-the-exams/ap-exam-schedule 

·       Help students work through the remaining course content and/or encourage them to participate in live online classes and review sessions. 

·       Let your students know about the technology they'll need to test and have them, or a caring adult, contact us by April 24 if they need devices or connectivity. 

·       Later this month, we’ll provide AP students and educators with information on how to access the testing system on test day, and video demonstrations so that students can familiarize themselves with the system. You can read more about the exams HERE 

The state of NC is facing an unprecedented budget shortfall, making it more critical than ever this year that AP Coordinators identify students who meet demonstrated financial need. College Board provides a $32 fee reduction per exam for students with financial need.

For more information and eligibility criteria, click HERE. The deadline for indicating student status has been extended to May 26^th.

To indicate fee reduction status in your AP exam order, AP Coordinators should:

1. Login to APRO at https://myap.collegeboard.org/login

2. Select “Students” tab on your screen near top right.

3. For any student that is eligible for fee reduction, switch their AP Fee Status from “Standard” to “Reduced” on the AP Fee Status column. Note: This fee reduction status is indicated only once per student, not for each exam.

As with so many events, we have had to cancel several NC AP Partnership events this spring, which has freed up funds to allow for more APSI scholarships. As of now, APSIs are still proceeding, and all district caps have been lifted and you may register as many teachers as you want for an AP Summer Institute through a NC AP Partnership scholarship.  Some institutes may be held virtually, and we will share that information as we are made aware. District contacts should have received emails with registration instructions in early March. If you need those instructions resent, please email NCScholarships@collegeboard.org

Questions? Please contact Kathleen Koch, Senior Director with the NC AP Partnership. 

The 2019-20 school year identification requirements of Low Performing Schools and the development of the list of schools eligible for the Innovative School District is being discussed.

Students can register at https://collegeboard.tfaforms.net/74.
Availability is limited to a first-come, first-served basis. They can use it for the AP exam and keep it afterwards - it’s their laptop to inspire ongoing learning. 

More information from Amazon can be found here: Amazon AP CS Blog

We have already reached out to our teachers in your state to encourage them to make their students aware of this opportunity, but wanted to provide you this update. We will also be promoting this throughout this week on social media, so please feel free to help spread the word to students in North Carolina at @teachcode or @codeorg. 

Students can register at https://collegeboard.tfaforms.net/74.
Availability is limited to a first-come, first-served basis. They can use it for the AP exam and keep it afterwards - it’s their laptop to inspire ongoing learning. 

More information from Amazon can be found here: Amazon AP CS Blog

We have already reached out to our teachers in your state to encourage them to make their students aware of this opportunity, but wanted to provide you this update. We will also be promoting this throughout this week on social media, so please feel free to help spread the word to students in North Carolina at @teachcode or @codeorg. 

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.

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.

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.

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:

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.

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.

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:

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.

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.

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.

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.

· 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.

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.

 

 

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

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

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

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

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

 

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. 

 

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. 

 

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. 

 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

 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.

 

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:  

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. 

  

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.  

  

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. 

 

 

View the Webinar: Adapting AIG Programming to Remote Learning

Password: JiirFTs7  

View the Webinar: Adapting AIG Programming to Remote Learning

Password: JiirFTs7  

View the Webinar: Adapting AIG Programming to Remote Learning

Password: JiirFTs7  

View the Webinar: Adapting AIG Programming to Remote Learning

Password: JiirFTs7  

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.

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.

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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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.

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. 

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.

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. 

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.

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.  

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)

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.

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.  

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)