Leandro comprehensive remedial plan

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STATE OF NORTH CAROLINA
COUNTY OF WAKE
IN THE GENERAL COURT OF JUSTICE
SUPERIOR COURT DIVISION
95-CVS-1158
HOKE COUNTY BOARD OF EDUCATION;
HALIFAX COUNTY BOARD OF EDUCATION;
ROBESON COUNTY BOARD OF
EDUCATION; CUMBERLAND COUNTY
BOARD OF EDUCATION; VANCE COUNTY
BOARD OF EDUCATION; RANDY L. HASTY,
individually and as Guardian Ad Litem of
RANDELL B. HASTY; STEVEN R. SUNKEL,
ANDREW J. SUNKEL; LIONEL WHIDBEE,
individually and as Guardian Ad Litem of JEREMY
L. WHIDBEE; TYRONE T. WILLIAMS,
TREVELYN L. WILLIAMS; D.E. LOCKLEAR,
JR., individually and as Guardian Ad Litem of
JASON E. LOCKLEAR; ANGUS B. THOMPSON
II, individually and as Guardian Ad Litem of
VANDALIAH J. THOMPSON; MARY
ELIZABETH LOWERY, individually and as
Guardian Ad Litem of LANNIE RAE LOWERY,
JENNIE G. PEARSON, individually and as
Guardian Ad Litem of SHARESE D. PEARSON;
BENITA B. TIPTON, individually and as Guardian
Ad Litem of WHITNEY B. TIPTON; DANA
HOLTON JENKINS, individually and as Guardian
Ad Litem of RACHEL M. JENKINS; LEON R.
ROBINSON, individually and as Guardian Ad
Litem of JUSTIN A. ROBINSON,
Plaintiffs,
and
CHARLOTTE-MECKLENBURG BOARD OF
EDUCATION,
Plaintiff-Intervenor,
and
RAFAEL PENN; CLIFTON JONES, individually
and as Guardian Ad Litem of CLIFTON

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MATTHEW JONES; DONNA JENKINS
DAWSON, individually and as Guardian Ad Litem
of NEISHA SHEMAY DAWSON and TYLER
ANTHONY HOUGH-JENKINS,
Plaintiff-Intervenors,
v.
STATE OF NORTH CAROLINA and the STATE
BOARD OF EDUCATION,
Defendants,
and
CHARLOTTE-MECKLENBURG BOARD OF
EDUCATION,
Realigned Defendant.
COMPREHENSIVE REMEDIAL PLAN
In Leandro v. State of North Carolina, 346 N.C. 336, 488 S.E.2d 249 (1997), the Supreme Court affirmed the
fundamental right of every child to have the opportunity to receive a sound basic education. Despite
significant State efforts to improve educational opportunities since that decision, and the subsequent decision
in Hoke County Board of Education v. State of North Carolina, 358 N.C. 605, 599 S.E.2d 365 (2004), this
constitutional right has been and continues to be denied to many North Carolina children.
On January 21, 2020, with the benefit of the findings, research, and recommendations of WestEd’s report,
Sound Basic Education for All: An Action Plan for North Carolina, and the Governor’s Commission on Access to
Sound Basic Education, this Court entered a Consent Order negotiated by the State Board of Education; the
Office of the Governor and North Carolina Department of Justice (representing the State); the Plaintiff
school districts; and the Plaintiff-Intervenors (January 2020 Consent Order). In the January 2020 Consent Order,
the Court reiterated prior findings in this case and emphasized that North Carolina’s PreK-12 education
system leaves too many students behind, especially students of color and economically disadvantaged
students. As a result, thousands of students are not being prepared for full participation in the global,
interconnected economy and the society in which they will live, work, and engage as citizens. Therefore, the
Court ordered the State Defendants, in consultation with each other and the plaintiff-parties, to develop and
present to the Court a Comprehensive Remedial Plan (Plan).
The specific objective of the Plan was to satisfy the State’s and State Board of Education’s obligations to
assure every child the opportunity to obtain a sound basic education. The Plan was to include actions to be
implemented by 2028 such that those actions would provide the opportunity for a sound basic education to
all children in or before 2030. The Court ordered the State Defendants to include within the Plan the specific
long-term actions that must be taken, a timeframe for implementation, an estimate of resources in addition to
current funding, if any, necessary to complete those actions, and a proposal for monitoring implementation
and assessing the outcomes of the Plan. While the Parties were consulting and developing the Plan, the

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COVID-19 pandemic struck. The pandemic dramatically altered the landscape for our students, schools,
state, and nation. In response, the General Assembly passed, and the Governor signed a series of bills
intended to help address the impact of the COVID-19 crisis on the State’s residents. Those bills included the
investment of federal Coronavirus Relief Funds from the CARES Act to support K-12 students during the
crisis and to help K-12 public schools prepare to meet students’ needs during the 2020-21 academic year.
These funds were not intended to remedy the historical and unmet needs of children who are being denied
the opportunity for a sound basic education but were intended to help mitigate the unavoidable loss of
educational opportunities caused by the pandemic.
On June 15, 2020, the Parties submitted a Joint Report to the Court on Sound Basic Education For All: Fiscal Year
2021 Action Plan For North Carolina (Joint Report). In the Joint Report, the Parties identified immediate action
steps the State would take in Fiscal Year 2021 (2020-21) to begin to adequately address the constitutional
violations in providing the opportunity for a sound basic education to all children in North Carolina. These
steps were, in part, an effort to “front load” the Comprehensive Remedial Plan and initiate certain systemic
changes recommended by WestEd and the Governor’s Commission and adopted by this Court. The Court
incorporated the substantive components of the Joint Report in a Consent Order filed on September 11, 2020
(September 2020 Consent Order). Due to the unprecedented and unanticipated impacts of the COVID-19
pandemic, not all of these actions were implemented by the State in Fiscal Year 2021. Consequently, the
State Defendants have committed to incorporating and implementing any unmet actions in the Comprehensive
Remedial Plan.
The State Defendants now submit the broader Comprehensive Remedial Plan mandated in the Court’s January
2020 Consent Order and September 2020 Consent Order. The Parties agree that the actions outlined in this Plan
are the necessary and appropriate actions needed to address the constitutional violations in providing the
opportunity for a sound basic education to all children in North Carolina. The State commits to meeting
these actions under the timeframes set forth herein.
The Plan draws upon, among other things, WestEd’s research and the Governor’s Commission’s
recommendations. It addresses not only the key issues highlighted in the Leandro rulings but also identifies
programs and resources to assist schools and school districts in mitigating the disproportionate impact the
pandemic and resulting school closures have had on at-risk students and to improve their opportunities to
obtain a sound basic education.
The Comprehensive Remedial Plan identifies both broad programs and discrete, individual action steps to be
taken to achieve the overarching constitutional obligation to provide, -all children the opportunity to obtain a
sound basic education in a public school. Each action is aligned to at least one of the seven key areas
outlined in the Court’s January 2020 Consent Order. Those components are:
1. A system of teacher development and recruitment that ensures each classroom is staffed
with a high-quality teacher who is supported with early and ongoing professional learning
and provided competitive pay;
2. A system of principal development and recruitment that ensures each school is led by a high-
quality principal who is supported with early and ongoing professional learning and provided
competitive pay;
3. A finance system that provides adequate, equitable, and predictable funding to school
districts and, importantly, adequate resources to address the needs of all North Carolina
schools and students, especially at-risk students as defined by the Leandro decisions;

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4. An assessment and accountability system that reliably assesses multiple measures of student
performance against the Leandro standard and provides accountability consistent with the
Leandro standard;
5. An assistance and turnaround function that provides necessary support to low-performing
schools and districts;
6. A system of early education that provides access to high-quality prekindergarten and other
early childhood learning opportunities to ensure that all students at-risk of educational
failure, regardless of where they live in the State, enter kindergarten on track for school
success; and
7. An alignment of high school to postsecondary and career expectations, as well as the
provision of early postsecondary and workforce learning opportunities, to ensure student
readiness to all students in the State.
The Plan details the actions the State and State Board of Education are committed to taking and the
corresponding goals that they intend to achieve by 2028, with the full educational benefits of these measures
realized by 2030.
All Parties agree that the actions outlined in the Plan are necessary and appropriate actions that must be
implemented to address the continuing constitutional violations and to provide the opportunity for a sound
basic education to all children in North Carolina.
Consistent with the Court’s mandate, the State Defendants have regularly consulted with the Plaintiff-parties
in the development of the Comprehensive Remedial Plan.

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2021 - 2028 ACTIONS
In his January 21, 2020 Consent Order, Judge David Lee identified seven required components to “address
critical needs in public education and to ensure that the State is providing the opportunity for a sound, basic
education to each North Carolina child, and further hold itself accountable for doing so.” Those seven key
areas are
1. A system of teacher development and recruitment that ensures each classroom is staffed with a high-
quality teacher who is supported with early and ongoing professional learning and provided
competitive pay;
2. A system of principal development and recruitment that ensures each school is led by a high-quality
principal who is supported with early and ongoing professional learning and provided competitive
pay;
3. A finance system that provides adequate, equitable, and predictable funding to school districts and,
importantly, adequate resources to address the needs of all North Carolina schools and students,
especially at-risk students as defined by the Leandro decisions;
4. An assessment and accountability system that reliably assesses multiple measures of student
performance against the Leandro standard and provides accountability consistent with the Leandro
standard;
5. An assistance and turnaround function that provides necessary support to low-performing schools
and districts;
6. A system of early education that provides access to high-quality prekindergarten and other early
childhood learning opportunities to ensure that all students at-risk of educational failure, regardless
of where they live in the State, enter kindergarten on track for school success; and
7. An alignment of high school to postsecondary and career expectations, as well as the provision of
early postsecondary and workforce learning opportunities, to ensure student readiness to all students
in the State.
The eight-year Comprehensive Remedial Plan is organized around those seven key areas outlined by Judge
Lee. The Plan includes a series of actions, aligned to the seven key areas, and the discrete, individual action
steps to be taken to achieve each overarching action. Each action also has a corresponding goal that the State
and NC State Board of Education (NC SBE) intend to achieve by 2028, with the full educational benefits of
these measures realized by 2030. The Parties agree that the actions outlined in this Plan are the necessary and
appropriate actions needed to adequately address the constitutional requirement to provide the opportunity
for a sound basic education to all children in North Carolina.
Consistent with the Court’s Order, included in the Comprehensive Remedial Plan is an Appendix that details
the implementation timeline for each action step, as well as the estimated additional State investment
necessary for each of the actions described in the Plan. For all action steps identified, the State and the NC
SBE are committed to prioritizing the allocation of resources and personnel to achieve these goals.
While this Comprehensive Remedial Plan was under development, the COVID-19 pandemic struck and
dramatically altered the landscape for our students, schools, state, and nation. With many schools closed
across North Carolina for much of 2020, the pandemic has further exacerbated many of the inequities and
challenges that are the focus of the Leandro case, particularly for the at-risk students who were the focus of
the original Leandro rulings. While all children have experienced significant disruption or trauma, the
pandemic’s public health, economic, and educational costs are disproportionately borne by Black, Latino,
Native, and low-income North Carolinians, and the Leandro remedy implementation must prioritize
providing resources for those students.
To address the impact of COVID-19 on schools and students, Congress has passed a series of bills to
provide additional resources directly to school districts.

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o In March 2020, Congress passed the Coronavirus Aid, Relief, and Economic Security Act
(CARES Act), which provided funding to school districts through the Elementary and
Secondary Schools Emergency Relief Fund (ESSER). These funds were intended to help
school districts respond to the impact of COVID, including addressing the academic needs
of students during the pandemic. North Carolina received $390 million in ESSER funds,
90% of which were distributed to school districts and charter schools around the state based
on the number of students from low-income families served. Districts and charter schools
have until September 2022 to spend these funds.
o In December 2020, Congress passed the Coronavirus Response and Relief Supplemental
Appropriations Act (CRRSAA), which provided additional funding through the Elementary
and Secondary Schools Emergency Relief II Fund (ESSER II) to school districts. North
Carolina received $1.6 billion in ESSER II funding, 90% of which will be distributed to
school districts and charter schools around the state also based on the number of students
from low-income families served. Districts and charter schools have until September 2023
to spend the funding.
o In March 2021, Congress passed the American Rescue Plan, which includes more than $120
billion for public schools across the country to help safely re-open schools and to mitigate
the academic and social-emotional effects of the pandemic on students. North Carolina will
receive an estimated $3.6 billion for K-12 education, 90% of which will be distributed to
school districts and charter schools around the state based on the number of students from
low-income families served. Funds may be used for a variety of purposes, including
addressing the unique needs of low-income children or students, children with disabilities,
English language learners, racial and ethnic minorities, students experiencing homelessness,
and foster care youth, and implementing full-service community schools. Districts and
charter schools are required to use at least 20% of the funds to address learning loss.
Districts and charter schools have until September 2024 to spend the funding. The
American Rescue Plan also provides North Carolina with an estimated $1.3 billion in
supplemental funding for Child Care and Head Start.
To account for this increase in federal funding and current school district capacity to manage increased
federal funding in the short-term, the implementation of the Comprehensive Remedial Plan, specifically the
additional state investments in supplemental funding to districts, have been estimated to provide a larger scale
up in the later years of the eight-year plan. Actions in the early years of the Plan are intended to lay the
foundation for actions and investments in the later years of the plan and to support school districts in
managing and maximizing new federal funding that will be critical in these next few years. The NC SBE and
the Department of Public Instruction are developing plans to help build capacity in school districts to
effectively maximize these funds. This work will also help to build capacity for school districts to maximize
the additional state investments over the eight years of the Plan.
However, these federal funds are not intended to address, nor do they address, the significant and recurring
needs that school districts face in providing a sound basic education to all students. The actions and
investments identified in this Plan are intended to meet those significant and recurring needs over the long-
term.
I. A Well Prepared, High Quality, and Supported Teacher in Every Classroom
This section of the Action Plan addresses
A system of teacher development and recruitment that ensures each classroom is staffed with a high-quality
teacher who is supported with early and ongoing professional learning and provided competitive pay.
Hoke Cty. Bd. Educ. v. State, No. 95 CVS 1158 (Sept. 11, 2020)

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ACTIONS 2030 GOALS
Increase the pipeline of diverse, well-prepared
teachers who enter through high-retention
pathways and meet the needs of the State’s public
schools.
NC’s public and private educator preparation
programs (EPPs) will prepare 5,000 teachers per
year.
Increase the pipeline of diverse, well-prepared
teachers by expanding the North Carolina
Teaching Fellows program.
The NC Teaching Fellows program will select
1,500 Fellows per year.
Support high quality teacher residency programs in
high need rural and urban districts through a State
matching grant program that leverages ESSA Title
II funding.
Each high need rural and urban school district
will have access to a high quality residency
program that provides support for faculty
advising, teacher tuition and stipends, and
ongoing induction support.
Provide support for high quality teacher
recruitment and development programs.
Each high need school district will have access
to high quality teacher recruitment and
development programs, including Grow-Your-
Own and 2+2 programs to attract and prepare
high school students, teacher assistants, and
career professionals.
Provide support for Grow-Your-Own and 2+2
programs that help recruit and prepare teachers in
high need communities.
Significantly increase the racial and ethnic diversity
of North Carolina’s qualified and well-prepared
teacher workforce and ensure all teachers employ
culturally-responsive practices.
North Carolina’s teacher workforce will better
match the diversity of the State's student
population.
Provide high quality comprehensive mentoring and
induction support for novice teachers in their first
three years of teaching to increase both their
effectiveness and their retention.
All teachers with fewer than three years of
teaching experience will be provided evidence-
based, comprehensive induction services.
Implement differentiated staffing models that
include advanced teaching roles and additional
compensation to retain and extend the reach of
high performing teachers.
All school districts will implement differentiated
staffing models that include advanced teaching
roles and additional compensation.
Develop a system to ensure that all North Carolina
teachers have the opportunities they need for
continued professional learning to improve and
update their knowledge and practice.
All teachers will have access and time to
participate in high quality programs that meet
their individual professional growth needs.
Increase teacher compensation and enable low
wealth districts to offer salaries and other
compensation to make them competitive with
more advantaged districts.
Salaries will be competitive with other states and
with other career options that require similar
levels of preparation, certification, and
experience.
Low wealth districts and high-poverty schools will
provide incentives for the recruitment and
retention of qualified teachers.

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A. Increase the pipeline of diverse, well-prepared teachers who enter through high-retention
pathways and meet the needs of the State’s public schools.
North Carolina had a very robust system for developing and supporting its teacher workforce
through reforms and investments in the 1980s and 1990s, including incentives for strong candidates
to prepare for, enter, and stay in teaching; rigorous standards for educator preparation; mentoring
and induction for beginning teachers; rich professional development offerings; and teacher
compensation approaching the national average.
These investments paid off, as there was a period in the 1990s when North Carolina virtually
eliminated teacher shortages and had the greatest gains in student achievement of any state, along
with the greatest narrowing of the achievement gap. However, most elements of this teacher
workforce development and support system have since been reduced or eliminated (WestEd, 2019,
p. 53).
North Carolina–trained teachers have the highest levels of effectiveness and retention of any major
pathway in the State. Cutbacks in incentives for teaching and in capacity to prepare and retain
teachers have produced shortages, which are often filled by lateral-entry teachers, who have the
lowest levels of effectiveness and retention. To meet the goal of preparing 5,000 teachers per year,
the State will strengthen capacity within North Carolina’s educator preparation programs, both public
and private, and increase the number of graduates.
i. Goal: NC’s public and private educator preparation programs will prepare 5,000 teachers per
year.
ii. Action Steps to be Initiated in Fiscal Year 2022:
1. Expand the staff of the Professional Educator Preparation and Standards Commission to
increase their capacity to coordinate efforts to recruit, prepare, retain, and support the State’s
teaching workforce on behalf of the NC State Board of Education and the NC Department
of Public Instruction. This action step requires a recurring appropriation through 2028 to
achieve the stated goal.
a. Responsible Parties: NC General Assembly, NC Office of the Governor, NC State
Board of Education, NC Department of Public Instruction
2. Develop a plan for implementing a licensure and compensation reform model designed to
offer early, inclusive, clear pathways into the profession, reward excellence and
advancement, and encourage retention. The plan should include a focus on restoring respect
for the teaching profession, building a more diverse, quality teaching force, increasing
instructional capabilities, enticing more young professionals, career switchers, and out-of-
staters to teaching, and investing in teachers, students and NC’s economy. This action step
requires a non-recurring appropriation.
Board of Education, NC Department of Public Instruction, University of North
Carolina, NC Community College System
3. Undertake an analysis of the resources and structures necessary to allow educator
preparation programs in the State's institutions of higher education to increase their
recruitment, graduation, and retention of teachers and instructional support personnel to
meet the State's goal. This action step requires a non-recurring appropriation.
a. Responsible Parties: NC General Assembly, NC Office of the Governor, NC
Department of Public Instruction, University of North Carolina, NC Independent
Colleges and Universities
4. Provide personnel and programmatic support for TeachNC, an initiative that seeks to
provide accurate and compelling information about the teaching profession to both potential
candidates and the general public. TeachNC targets students who are considering their

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career options and mid-career professionals who may be interested in a career change.
TeachNC features a multimedia communications campaign and serves as a one-stop
resource for potential teacher candidates. This action step requires a recurring appropriation
to achieve the stated goal beginning in fiscal year 2022.
5. Provide support for the expansion of student recruitment programs, including high school-
based career academy programs, the North Carolina Teacher Cadet Program, and Teaching
as a Profession, that encourage students to engage in the teaching profession and enable
them to take college courses in education and areas relevant to their interests in education.
This action step requires a recurring appropriation through 2028 to achieve the stated goal.
Carolina, NC Foundation for Public School Children
iii. Action Steps to be Initiated in Fiscal Year 2023:
1. In accordance with the resource analysis described above, provide the targeted funding and
structures necessary to increase the number of teachers and instructional support personnel
graduating from NC educator preparation programs by 10 percent annually. Cost estimates
for this action step will be determined on the basis of the analysis described above.
2. In accordance with the resource analysis described above, provide the targeted funding and
structures necessary to increase the number of teachers and instructional support personnel
of color graduating from NC educator preparation programs by 5 percent annually. Cost
estimates for this action step will be determined on the basis of the analysis described above.
3. Study and develop a plan to implement and fund a statewide system or entity to coordinate,
enhance, and evaluate efforts to recruit, place, and retain teacher candidates and beginning
teachers between institutions of higher education and school districts. This action step
requires a non-recurring appropriation.
Carolina, NC Community College System, NC Independent Colleges and Universities
iv. Action Steps to be Initiated in Fiscal Year 2024:
1. Based on plan developed from above study, implement and fund a statewide system or entity
to coordinate, enhance, and evaluate efforts to recruit, place, and retain teacher candidates
and beginning teachers among institutions of higher education and school districts. Cost
estimates for this action step will be determined based on the study described above.
Carolina, NC Community College System, NC Independent Colleges and Universities
B. Increase the pipeline of diverse, well-prepared teachers by expanding the North Carolina
Teaching Fellows program.
In 1986, to ensure that highly talented candidates could be recruited and could afford to enter
teaching, North Carolina launched a fellowship program to recruit high school students into teacher
preparation. By 2011, the highly selective North Carolina Teaching Fellows Program had recruited

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nearly 11,000 candidates into teaching. The fellowship paid all college costs, including an enhanced
and fully funded teacher education program, in return for several years of teaching in the State.
The program expanded the teaching pool by bringing a disproportionate number of male, minority,
and STEM teachers into the profession. One study found that after seven years, Fellows’ retention
rates in teaching exceeded 75 percent, with many other alumni holding positions as school
administrators, central office leaders, or in higher education. Another study found that North
Carolina Teaching Fellows were among the most effective teachers in the State, even more effective
than other graduates of University of North Carolina educator preparation programs.
In 2018, the State reinstated a limited version of the program, providing $6 million to serve up to 160
Fellows annually (WestEd, 2019, p. 56).
i. Goal: The Teaching Fellows program will select 1,500 Fellows per year.
ii. Action Steps Initiated in Fiscal Year 2021:
1. Increase the number of eligible teacher preparation programs from the current 5 to 8 to
include high quality programs that serve additional regions of the state and to include
minority-serving universities.
Carolina, NC Independent Colleges and Universities
1. Increase funding and pursue policies to recruit and support up to 1,500 Teaching Fellows
annually to:
 Incrementally scale the number of Fellows selected annually so that the program is
selecting 1,500 Teaching Fellows by fiscal year 2028.
 Increase the number of eligible teacher preparation programs to appropriately
accommodate the number of Fellows served in the program and to include high
quality programs that serve additional regions of the State and to include minority-
serving universities.
 Authorize the Teaching Fellows Commission to expand eligible certification areas
beyond STEM and special education to address significant vacancies in the State.
 Provide planning, training, and ongoing support for program leaders and Fellows,
including training on topics such as culturally-responsive teaching, teaching students
with disabilities, and trauma-informed teaching.
 Implement targeted recruitment strategies that inform and attract candidates of
color to apply to be Teaching Fellows.
These action steps require incremental recurring increases in funding through fiscal year
2028.
C. Support high quality teacher residency programs in high need rural and urban districts
through a State matching grant program that leverages ESSA Title II funding.
“High-quality residency programs provide teacher preparation candidates with a full-year of
postgraduate clinical training in a university–school district partnership program that provides
financial support tied to earning a credential at the end of the year and a commitment to remain
teaching in the district for three to five years” (WestEd, 2019, p. 64).

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Research suggests that well-designed and well-implemented teacher residency models can create
long-term benefits for districts, for schools, and ultimately and most importantly, for the students
they serve. Key benefits include:
- Recruitment: Research suggests that residencies bring greater gender and racial diversity into the
teaching workforce.
- Retention: National studies of teacher retention indicate that around 20-30 percent of new
teachers leave the profession within the first five years, and that attrition is even higher (often
reaching 50 percent or more) in high-poverty schools and in high-need subject areas, like the
ones in which residents teach.
- Student Outcomes: Because most residency programs are still in their infancy, only a few studies
have examined program impact on student achievement. Early studies, however, indicate that
students of teachers who participated in a residency program outperform students of non-
residency prepared teachers on select State assessments (Guha, Hyler, and Darling-Hammond,
2016, p. ii).
i. Goal: Each high need rural and urban school district will have access to a high-quality residency
program that provides support for faculty advising, teacher tuition and stipends, and ongoing
induction support.
1. Provide support for high quality teacher preparation residency programs in high need rural
and urban districts through a matching grant program. Teacher preparation residency
programs will provide support for faculty advising, teacher tuition and stipends, and
ongoing induction support. This action step requires incremental recurring increases in
funding through fiscal year 2028.
D. Provide support for high quality teacher recruitment and development programs.
“Grow-Your-Own educator preparation programs recruit and train local community members,
career changers, paraprofessionals, and others currently working in schools. Drawing on their
connection to the community, local graduates and community members offer a solution to teacher
shortages while often increasing the diversity of the teacher workforce.”
2+2 programs help candidates begin in a local community college, with an articulated path to
completion of a teaching credential in a university educator preparation program with a clinical
practicum in their local schools (WestEd, 2019, p. 65).
i. Goal: Each high need school district will have access to high quality teacher recruitment and
development programs, including Grow-Your-Own and 2+2 programs to attract and prepare
high school students, teacher assistants, and career professionals.
1. Increase access to high quality teacher recruitment and development programs, such as TAs
to Teachers, Troops to Teachers, and Pathway to Practice. Cost estimates for this action step
will be determined on the basis of analysis and pilot implementation.

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E. Provide support for Grow-Your-Own and 2+2 programs that help recruit and prepare
teachers in high need communities.
Several Grow-Your-Own preparation programs are underway in North Carolina and showing
positive outcomes in engaging and preparing individuals to become teachers in the communities in
which they live.
Partnership Teach, an initiative of the East Carolina University College of Education, offers an
evidence-based, affordable, online degree completion model. Students begin by taking specific
courses at any NC community college and then transfer to East Carolina to complete one of four
teaching degrees. Students graduate with a four-year degree in elementary education, middle grades
education, or special education. To date, Partnership Teach has allowed more than 850 teachers to
complete their education and internship in public school classrooms in or near their home
communities (https://education.ecu.edu/partnership).
i. Goal: Each high need school district will have access to high quality teacher recruitment and
development programs, including Grow-Your-Own and 2+2 programs to attract and prepare
high school students, teacher assistants, and career professionals.
1. Expand Partnership TEACH hub sites, staffing, fellowship support, mentoring, and the
recruitment capacity of Partnership TEACH. Provide support for similarly successful,
research-based Grow-Your-Own and 2+2 programs in all regions of the State. This action
step requires incremental recurring increases in funding through fiscal year 2028.
F. Significantly increase the racial and ethnic diversity of North Carolina’s qualified and well-
prepared teacher workforce and ensure all teachers employ culturally responsive practices.
“Teachers of color now comprise about 30 percent of teacher preparation enrollments, which is an
increase, many of these teachers – particularly African American and Native American teachers – are
entering through alternative routes, which have much higher attrition rates. One reason for this is the
steep decline – more than 60 percent between 2011 and 2016 – in teacher education enrollments in
minority-serving institutions, including historically Black colleges and universities” (WestEd, 2019, p.
59).
Research has confirmed the positive impact of having a same-race teacher on the long-term
education achievement and attainment of students of color, particularly for African American
students. North Carolina’s current teacher workforce, however, has only 21 percent teachers of color,
while more than half of the State’s students are students of color. Based on data from the 2018-19
school year, 47 percent of the public school student population in North Carolina was white, 25
percent was black, 18 percent was Hispanic/Latino, 3 percent was Asian, 4 percent was multiracial,
and 1 percent was American Indian (DRIVE Task Force, 2021).
A diverse educator pool is essential to improving student learning, assessment outcomes, attrition
rates, and quality of life, particularly in schools and school districts with majority-minority student
populations.
i. Goal: North Carolina’s teacher workforce will better match the diversity of the State's student
population.

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1. Develop a plan of actions by January 2021 that the State will take to increase the racial and
ethnic diversity of qualified and well-prepared teachers through the work of Governor
Cooper’s DRIVE Task Force. There are no costs associated with this action step.
a. Responsible Parties: NC Office of the Governor, NC State Board of Education, NC
Department of Public Instruction
1. Implement the plan of actions recommended by Governor Cooper’s DRIVE Task Force.
Cost estimates for this action step will be determined on the basis of the Task Force
recommendations.
Carolina, NC Community College System
2. Establish the Office of Equity Affairs at NCDPI to direct the recruitment and retention of a
diverse educator workforce. This action step requires a recurring appropriation to achieve
the stated goal beginning in this fiscal year.
3. The NC State Board of Education will monitor, review, coordinate, and implement
programs and efforts to increase teacher diversity. There are no costs associated with this
action step.
a. Responsible Party: NC State Board of Education
G. Provide high-quality comprehensive mentoring and induction support for novice teachers in
their first three years of teaching to increase both their effectiveness and their retention.
Teachers who are better prepared and better mentored stay in teaching at much higher rates and are
more successful, especially in low wealth and high-need environments. In addition to the efforts that
address teacher recruitment and preparation, it is essential that the State expand its efforts to coach
and support novice teachers.
The North Carolina New Teacher Support Program (NC NTSP) is a comprehensive induction
program providing research-based curriculum and multiple services to increase teacher effectiveness,
enhance skills, and reduce attrition among beginning teachers. The NC NTSP provides each teacher:
(1) intensive Institute “boot camps”; (2) intensive, individualized, content-specific classroom
coaching; and (3) aligned professional development sessions.
NC NTSP coaching model considers the contextual factors of the community, school, teacher,
classroom environment, and students, using edTPA constructs to determine the sophistication of
evidences produced by the novice teacher and describe support provided by an assigned Instructional
Coach. Coaches provide coaching support to help the teacher improve along the effectiveness
continuum. Using constructs associated with the edTPA and Coaching Evidence Progressions,
coaches collect and compare evidences emerging from teaching and learning environments, provide
targeted feedback to teachers, and identify next coaching steps. Coaches track teacher progress over
time through an online data system to capture coaching activities, sophistication of evidences
produced in learning environments aligned with edTPA constructs, length of visit, instructional
approach, and next steps.
NC NTSP is a program of the University of North Carolina System and administratively coordinated
by East Carolina University. NC NTSP services are administered through the State's public
universities in collaboration with public schools and school districts. Teachers are supported by
experienced Instructional Coaches who understand their local community, the needs of beginning
teachers, and quality instructional practice.

14
i. Goal: All teachers with fewer than three years of teaching experience will be provided evidence-
based, comprehensive induction services.
1. In partnership with school districts, provide comprehensive induction services through the
NC New Teacher Support Program to beginning teachers in low-performing, high-poverty
schools. The State will provide funding for the full cost of the program for beginning
teachers. This action step requires incremental recurring increases in funding through fiscal
year 2028.
a. Responsible Parties: NC General Assembly, NC Office of the Governor, University
of North Carolina, NC New Teacher Support Program, NC school districts
H. Implement differentiated staffing models that include advanced teaching roles and
additional compensation to retain and extend the reach of high performing teachers.
Recent research suggests that effective advanced roles can increase instructional capacity within
schools, thereby giving substantially more students access to effective teachers. In addition, principals
benefit from a distributed leadership structure wherein they provide regular support to a team of
teacher-leaders instead of an entire teaching staff.
Research indicates that advanced teacher-leader roles, wherein great teachers provide their building
colleagues consistent instructional support and foster a collaborative culture of improvement, can
also be an effective means of retaining beginning teachers. In addition, these leadership roles create
new opportunities for teachers to remain in the classroom, which can improve retention among more
experienced educators.
However, often only advanced teacher-leader positions provide guaranteed higher pay. Instructional
coaches are paid according to the State teacher salary schedule. WestEd noted that many teachers
found the idea of higher compensation particularly appealing and were deterred from pursuing
leadership opportunities because they are not associated with greater pay. In fact, this lack of
compensation for teacher-leader roles was mentioned much more often by participants from Leandro
plaintiff districts than non-Leandro districts. Approximately 69 percent of respondents from Leandro
districts mentioned “no extra compensation for additional responsibilities” as a concern (WestEd
2019, p. 61),
Through 2019, North Carolina had provided two rounds of funding, to a total of 10 districts, for the
Teacher Compensation and Advanced Roles pilot, which gives districts funding to pay teachers more
for advanced teaching roles. Most teachers, however, continue to work in schools that do not have
advanced teaching roles like those in the pilot districts.
i. Goal: All school districts will implement differentiated staffing models that include advanced
teaching roles and additional compensation.
1. Create a permanent advanced teaching roles program that:
 Allows all interested districts to apply for one-time startup funds. There are no costs
associated with this action step for FY 2021.
 Provides grants through current funding in FY 2021 to additional districts to implement
an advanced teaching roles initiative. There are no costs associated with this action step
for FY 2021.

15
 Provides class size waivers and other flexibility, as necessary, to successfully implement
career pathways through an advanced teaching roles initiative. There are no costs
associated with this action step.
 Enables school districts to study the effectiveness of salary supplements and other
aligned compensation models that support the implementation of advanced teaching
roles. There are no costs associated with this action step.
1. Provide grants to additional districts to implement an advanced teaching roles initiative. This
action step requires incremental recurring increases in funding through fiscal year 2028.
I. Develop a system to ensure that all North Carolina teachers have the opportunities they need
for continued professional learning to improve and update their knowledge and practices.
The State cannot achieve the goal of a well-prepared, qualified, and effective teacher in every
classroom without ensuring that teachers have high-quality, ongoing professional learning
opportunities. “The once-extensive infrastructure and funding for professional learning in North
Carolina has been greatly reduced, and many teachers report that what is being offered often fails to
meet the standards of high-quality professional learning, which is sustained over time, features active
learning and collaboration for teachers, is content-focused and job-embedded, and has opportunities
for developing new practices supported by coaching and reflection” (WestEd, 2019, p. 60).
Due to cuts in funding and capacity at the State-level, there is limited availability of high-quality
professional learning opportunities for teachers. Many principals and superintendents report that
there is a lack of support and funding to provide high-quality professional learning opportunities for
teachers. Superintendents also noted that professional development is critical to recruiting,
developing, and retaining teachers. However, the State eliminated dedicated funding for professional
development and mentoring (WestEd, 2019, p. 60).
i. Goal: All teachers will have access and time to participate in high quality professional learning
that meets their individual professional growth needs.
1. Implement Learning Forward’s Standards for Professional Learning to serve as guidance for
the design and assessment of professional learning opportunities and to inform continuous
improvement. There are no costs associated with this action step.
a. Responsible Parties: NC State Board of Education, NC Department of Public
Instruction, NC school districts
1. Increase capacity for schools and districts to provide personalized, job-embedded,
collaborative professional learning opportunities and to build the capacity and infrastructure
necessary to implement, support, improve, and evaluate these activities. This action steps
requires incremental recurring increases in funding through fiscal year 2028.
Board of Education, NC Department of Public Instruction, NC school districts, NC
Institutions of Higher Education

16
J. Increase teacher compensation and enable low wealth districts to offer salaries and other
compensation to make them competitive with more advantaged districts.
Providing teachers with compensation commensurate with other professionals with similar education
is not simply a matter of fairness – it is also important to improving student achievement because
effective teachers are the most important school-based determinant of student educational
performance. To ensure a high-quality teaching workforce, schools must recruit and retain well-
prepared, experienced teachers and recruit high-quality students into the profession. Pay is one
critical component of retention and recruitment.
In NC and across the US, relative teacher pay – teacher pay compared to the pay for other career
opportunities for potential and current teachers – has been eroding for over a half a century. In
addition, local salary supplements in NC make salaries unequal across districts and exacerbate
inequities in teacher recruitment and retention for low wealth districts. The public school teacher
wage penalty (i.e., the difference in compensation between teachers and other college-educated
workers with similar experience and training) in the United States grew from 18.7 percent to 25.3
percent from 2017 to 2019 (Allegretto and Mishel, 2020, p. 7).
To address teacher shortages, it is necessary to focus on both recruiting and retaining high-quality
teachers. Providing appropriate compensation is a necessary step to address shortages. Teacher pay
must be competitive with other occupations that attract talented college and university graduates.
Teachers are more likely to quit when they work in districts with lower wages and when their salaries
are low relative to alternative wage opportunities, especially in high-demand fields like math and
science.
i. Goal: Salaries will be competitive with other states and with other career options that require
similar levels of preparation, certification, and experience.
1. Conduct a North Carolina-specific wage comparability study to determine competitive pay
for educators in comparison to professions that require similar education and credentials,
and to identify the level of compensation and other specific State, regional, and local salary
actions required to attract, recruit, and retain high quality educators, particularly to low
wealth districts and high-poverty schools. Study findings will be used to establish a
benchmark for educator salary raises over the next seven years of the Plan implementation.
This action step requires a non-recurring appropriation.
a. Responsible Parties: NC General Assembly, NC Office of the Governor
2. In accordance with the study described above, increase salaries for teachers and instructional
support staff by 5 percent in FY 2022 and incrementally after that based on study findings to
improve competitiveness with other industries. This action steps requires incremental
recurring increases in funding through fiscal year 2028. Cost estimates for later fiscal years
for this action step will be determined on the basis of the study described above.
K. Low wealth districts and high-poverty schools will provide incentives for the recruitment and
retention of qualified teachers.
Local salary supplements make salaries unequal across districts and exacerbate inequalities in teacher
recruitment and retention for low-wealth districts. Many factors make teaching attractive and
affordable in different contexts, so it is useful to consider compensation, benefits, bonuses, and other
options broadly and to examine the success of initiatives (WestEd, 2019, p. 69).

17
i. Goal: Salaries will be competitive with other states and with other career options that require
similar levels of preparation, certification, and experience.
1. Provide funds for the cost of National Board certification for up to 1,000 teachers annually
with priority to educators in high poverty and low performing schools. This action step
requires a recurring appropriation to achieve the stated goal beginning in fiscal year 2022.
2. Establish a district-level grant program focused on the implementation of multi-year
recruitment bonuses and other compensation options for certified teachers who commit to
teach in a low wealth or high needs district or school for multiple years. Establish research-
based parameters, evaluation requirements, and reporting requirements for studying the
effectiveness of the programs. This action step requires incremental recurring increases in

18
II. A Well Prepared, High Quality, and Supported Principal in Every School
A system of principal development and recruitment that ensures each school is led by a high-quality principal
who is supported with early and ongoing professional learning and provided competitive pay.
ACTIONS 2030 GOALS
Update the State’s school administrator
preparation and principal licensure requirements to
align program approval standards with
effectiveness practices.
The State’s school administrator preparation
standards will be aligned with the National
Education Leadership Preparation (NELP)
standards from the National Policy Board for
Educational Administration.
Continue to expand access to high-quality principal
preparation programs to all North Carolina school
districts.
Every school district will have a partnership with
at least one school administrator preparation
program that meets the NELP standards and
provides full-time, year-long internships.
The Transforming Principal Preparation
Program (TP3) and Principal Fellows Program
will prepare 300 new principals each year.
School administrator preparation programs will
recruit and prepare candidates that better match
the diversity of NC’s student population.
Expand the professional learning opportunities for
current principals and assistant principals.
A statewide program will provide professional
learning opportunities and ongoing support for
assistant principals and principals.
Funding will be available to expand professional
learning opportunities for district and school
administrators through relationships with
existing or new programs.
Revise the principal and assistant principal salary
structures and improve working conditions to
make positions in high need schools and districts
more attractive to well-qualified educators.
The statewide school administrator salary
structure will provide appropriate compensation
and incentives to enable high need schools and
districts can recruit and retain well-qualified
school administrators.
School administrators will have greater
autonomy to make resource decisions to address
the needs of their schools.
A. Update the State’s school administrator preparation and principal licensure requirements to
align program approval standards with effectiveness practices.
Research has led to a strong consensus that effective principal preparation programs need to
incorporate eleven important elements (Wallace Foundation, 2016). The first element is to have
programs that are aligned with strong standards. NELP standards from the National Policy Board for
Educational Administration identify what novice leaders and preparation program graduates should
know and be able to do after completing a high-quality education leadership preparation program.
These standards are aligned with recent national leadership practice standards and research on school

19
leadership. While North Carolina has taken steps to align with the recommended standards,
completing this alignment is an important step in preparing and supporting future school leaders in
the State (WestEd, 2019, p. 72).
In 2015, the NC General Assembly initiated the Transforming Principal Preparation Program (TP3),
a competitive state-funded grant program to support additional innovative and effective principal
preparation programs. TP3 incorporates the elements of high-quality principal preparation programs,
including intentional recruitment efforts, a high bar for admissions, rigorous and relevant
coursework, a full-time paid residency, executive coaching, and a focus on authentic partnership with
and preparation for service in high need schools and districts. Expanding access to TP3 programs
will allow the State to meet its need for 300 new well-prepared principals annually.
i. Goal: The State’s school administrator preparation standards will be aligned with the NELP
standards from the National Policy Board for Educational Administration.
1. Update the State’s school administrator preparation standards and principal licensure
requirements to align with the NELP standards from the National Policy Board for
Educational Administration and pilot the revised standards during the 2020-2021 school
year. There are no costs associated with this action step.
Instruction
2. Complete expansion of the TP3 to three additional postsecondary institutions while
maintaining high standards for participating programs and the paid internship requirement.
There are no costs associated with this action step.
Instruction, NC Institutions of Higher Education, NC Transforming Principal
Preparation Program /Principal Fellows Commission
B. Continue to expand access to high quality principal preparation programs to all North
Carolina school districts.
Designed to allow for multiple models and customized learning experiences, TP3-funded programs
must incorporate the elements of high-quality principal preparation programs. By investing state
funds to subsidize candidates’ tuition and residency, North Carolina is enabling institutions to be
highly selective with new candidates and to provide the candidates with the deep, practice-based
preparation that research suggests they need.
The NC Principal Fellows program was launched in 1993 to attract outstanding aspiring principals.
The program provides competitive, merit-based scholarship loans to individuals seeking an MSA
degree to prepare for a school administrator position in North Carolina public schools. Principal
Fellows can attend any of 11 MSA programs, all within the UNC system. In their first year, Principal
Fellows receive $30,000 to assist them with tuition, books, and living expenses while they study full
time. In their second year, Principal Fellows receive an amount equal to the salary of a first-year
assistant principal as well as an education stipend while they undertake a full-time internship in a
school where they work under the supervision of a veteran principal. Fellows’ yearlong internships
provide meaningful and authentic learning opportunities that research indicates are critical in prin-
cipal development. After completing their preparation program, Principal Fellows are required to
maintain employment in a school or district leadership role in North Carolina for four years to repay
their scholarship loan. Currently, the State invests $3.2 million a year in the North Carolina Principal
Fellows program (WestEd, 2019, p. 78).

20
The programs have joined forces to provide an effective approach to building a pipeline of qualified,
well-prepared, diverse principals. To meet the State’s need for approximately 300 new principals each
year, the partnership will need to expand.
i. Goals:
1. Every school district will have a partnership with at least one school administrator
preparation program that meets the National Education Leadership Preparation (NELP)
standards and provides full-time, year-long internships.
2. The Transforming Principal Preparation Program (TP3) and Principal Fellows Program will
prepare 300 new principals each year.
3. School administrator preparation programs will recruit and prepare candidates that better
match the diversity of NC’s student population.
1. Every North Carolina school district will have a partnership with at least one school
administrator preparation program that meets the NELP standards and provides full-time,
year-long internships. There are no costs associated with this action step.
Instruction, NC Institutions of Higher Education
1. The North Carolina Transforming Principal Preparation Program (TP3) and Principal
Fellows Program will prepare 300 new principals annually. This action step requires
incremental recurring increases in funding through fiscal year 2028.
Transforming Principal Preparation Program /Principal Fellows Commission
2. The North Carolina Principal Fellows Program and North Carolina school administrator
preparation programs will recruit and prepare candidates that better match the diversity of
the State’s student population. There are no costs associated with this action step.
a. Responsible Parties: NC Transforming Principal Preparation Program /Principal
Fellows Commission
C. Expand professional learning opportunities for current principals and assistant principals.
“For principals to grow and remain in their profession, they need ongoing support and professional
learning opportunities. Even the most effective administrator preparation programs cannot prepare
principals with all the necessary knowledge typically obtained over time at different schools
throughout their careers. Ensuring that principals have access to job-embedded, ongoing, and
customized professional development, coaching, and support can increase their competence and
improve retention” (WestEd, 2019, p. 79).
Principals in North Carolina receive high quality support from organizations such as the North
Carolina Principal and Assistant Principal Association (NCPAPA), Friday Institute at North Carolina
State University, North Carolina State University's Educational Leadership Academy, and their
Regional Education Service Alliances (RESAs). Demand for many of these programs routinely
exceeds capacity. Superintendents reported that many programs, such as those offered by NCPAPA,
are well designed and valuable for their principals and assistant principals. However, there are
insufficient opportunities for professional development available for school leaders.
Mentoring and induction programs for novice principals are another effective tool for developing
and retaining leaders. Although some districts provide induction for all novice principals and North
Carolina State University's Educational Leadership Academy supports its graduates for years after
graduation, these are not consistent statewide practices, and state funding to support leadership
mentoring is not available. Interviewees and focus group participants noted that during the Race to

21
the Top grant, the NC Department of Public Instruction (NCDPI) provided coaches to support
principals in the turnaround of low-performing schools, but this type of valuable support is no longer
available.
Other research conducted as part of WestEd’s work demonstrates that North Carolina has a
relatively inexperienced principal workforce, especially in high-poverty schools, as well as a principal
workforce that does not feel well prepared to recruit and retain teachers or to lead school change
efforts. Ensuring principals have favorable working conditions, including the professional
development, coaching, and support they need to grow, and the staff resources they need is essential
(WestEd, 2019, p. 80).
i. Goals:
1. A statewide program will provide professional learning opportunities and ongoing support
for assistant principals and principals.
2. Funding will be available to expand professional learning opportunities for district and
school administrators through relationships with existing or new programs.
1. Develop a plan for the creation of a School Leadership Academy to provide initial and
ongoing support to the State’s district and school leaders that includes:
 Equity training for all district and school leaders,
 Training and ongoing support for school board members focused on the needs of
successful schools and turnaround schools,
 Mentorship and individualized coaching for novice principals and for experienced
principals in high needs schools on dismantling impediments to student success in
their schools,
 Peer support networks, such as facilitated partnership networks and rapid response
hotlines that provide "just in time" assistance; and
 Aligned, ongoing, research driven professional learning.
a. Responsible Parties: NC Office of the Governor, NC State Board of Education, NC
Department of Public Instruction, NC Institutions of Higher Education
2. Increase capacity for districts to expand professional learning opportunities for district and
school administrators through relationships with existing or new programs. This action steps
1. In accordance with the plan above, provide resources and support for the implementation of
the School Leadership Academy. Cost estimates for this action step will be determined on
the basis of the plan developed above.
Board of Education, NC Department of Public Instruction, NC Institutions of Higher
Education
D. Revise the principal and assistant principal salary structures and improve working
conditions to make positions in high need schools and districts more attractive to well-
qualified educators.
Changes made to North Carolina’s principal compensation system in 2017 were intended to raise
compensation for principals and reward those whose schools meet and exceed growth targets. These
changes provided an average raise of about 9 percent overall. However, a consequence of the new

22
policy is that principals’ salaries now vary on the basis of their school’s size and performance from
year to year. The compensation system creates a disincentive for effective principals to work in
underperforming schools, which often take more than one year to improve and meet or exceed
targets for growth (WestEd, 2019, p. 81).
Compensation and benefits can be used to attract and retain effective principals in hard-to-staff and
low-performing schools, yet there are currently no bonuses or incentives for principals to lead these
schools. Principals are also no longer eligible for advanced and doctoral degree salary supplements.
In addition, principals (and other educators) hired after January 2021, will not receive health benefits
in retirement. These changes in policy make leading a small and low-performing school less attractive
to aspiring principals.
Results from the survey of North Carolina principals conducted by WestEd indicated that 24 percent
of responding principals identified compensation as the major factor that would cause them to leave
their principal roles in the next three years (WestEd, 2019, p. 82).
i. Goals:
1. The statewide school administrator salary structure will provide appropriate compensation and
incentives to enable high need schools and districts to recruit and retain well-qualified school
administrators.
2. School administrators will have greater autonomy to make resource decisions to address the
needs of their schools.
1. Incrementally increase principal and assistant principal pay consistent with teacher salary
increases. Cost estimates for later fiscal years for this action step will be determined on the basis
of the wage comparability study described above.
a. Responsible Parties: NC General Assembly, NC Office of the Governor, NC State Board
of Education, NC Department of Public Instruction
2. Develop a plan for a state grant program to implement and evaluate the effectiveness of
incentive programs to encourage well-qualified school leaders to work in high need schools, such
as meaningful supplements for principals who take positions in chronically low-performing
schools, protection against principals having a salary reduction if they work in high need or low-
performing schools, and rewards for school leaders for their school’s progress on indicators
beyond student achievement on standardized assessments. There are no costs associated with
this action step.
a. Responsible Parties: NC State Board of Education, NC Department of Public Instruction
3. Provide district leaders and principals with more autonomy to allocate resources, including
autonomy to make decisions on funding and personnel assignments to address their school’s
needs. There are no costs associated with this action step.
a. Responsible Parties: NC General Assembly, NC State Board of Education, NC
1. As detailed in the plan described above, implement and evaluate the effectiveness of incentive
programs to encourage well-qualified school leaders to work in high need schools, such as
meaningful supplements for principals who take positions in chronically low-performing schools,
protection against principals having a salary reduction if they work in high need or low-
performing schools, and rewards for school leaders for their school’s progress on indicators
beyond student achievement on standardized assessments. Cost estimates for this action step are
to be determined on the basis of the plan described above.
a. Responsible Parties: NC General Assembly, NC Office of the Governor, NC State Board
of Education, NC Department of Public Instruction

23
III. Finance System that Provides Adequate, Equitable, and Efficient Resources
A finance system that provides adequate, equitable, and predictable funding to school districts and,
importantly, adequate resources to address the needs of all North Carolina schools and students, especially
at-risk students as defined by the Leandro decisions.
ACTIONS 2030 GOALS
Increase Local Education Agency (LEA)
budgetary flexibility by lifting restrictions on a
number of critical allotments through the ABC
transfer system.
District leaders have flexibility to make resource
allocation decisions based on local needs.
Revise the State’s school funding formula so that
current and additional funding is distributed to
students with the greatest need.
School districts are equitably funded, based on
differential costs of serving specific student
populations and have funding necessary to meet
the educational needs of historically underserved
student populations.
Increase the investment in overall spending for
public education incrementally over the next eight
years to provide a sound basic education for all
students.
Average per pupil expenditures will be in line with
the national average per pupil expenditure.
Grounded in the Leandro ruling:
 Every school in North Carolina has 90
percent of its students score at proficient
levels for both English Language Arts (ELA)
and Mathematics.
 Students not achieving ELA and Mathematics
proficiency achieve grade-level growth.
 Every student achieves average annual growth
for one year of instruction.
Scale up flexible funding for Student Instructional
Support Personnel.
All public schools have adequate funding to meet
national guidelines for specialized instructional
support personnel (SISP) at recommended ratios,
including school psychologists, nurses,
counselors, social workers, instructional coaches
and mentors, to meet the academic, physical, and
mental health needs of students.
Increase educator compensation to make it
competitive with educator compensation in other
states in the region and with other career options
that require similar levels of preparation,
certification, and levels of experience.
All schools in North Carolina will be staffed with
high-quality teachers, assistant principals, and
principals.
Modify the school finance system to ensure future
stability in funding for public education, including
predictable, anticipated funding levels that
acknowledge external cost factors.
Create a finance system that is stable and
predictable to facilitate long-term strategic
planning at the district and school levels.

24
A. Increase Local Education Agency (LEA) budgetary flexibility by lifting restrictions on a
number of critical allotments through the ABC transfer system.
Funding flexibility is important in enabling schools to invest funds in proven, effective strategies and
programs to serve their specific student populations and to uncovering new promising practices.
When funds are restricted to a particular use and cannot be transferred, it hinders district leaders’
ability to make decisions about how to allocate resources to make the greatest impact on student
outcomes given their local circumstances. Too many restrictions on funding may also result in
inefficient spending by limiting the extent to which districts are able or compelled to make strategic
trade-offs.
North Carolina historically provided local school districts the ability to make decisions about how to
allocate funding based on their unique context. In 1989, North Carolina’s General Assembly passed
the School Improvement and Accountability Act, which the State Board of Education explained
“was designed to give local school systems more flexibility in making decisions in exchange for
greater accountability” (North Carolina State Board of Education). In 1996, the General Assembly
continued to focus on flexibility in local decision-making, approving a law to enable the State Board
of Education to implement ABC Transfers, which “assign more responsibility at the school building
level and allow schools flexibility to use funds as they are most needed at the school” by enabling
districts to transfer funds from one allotment to another (North Carolina State Board of Education
& Department of Public Instruction, 2020).
Local flexibility to transfer funds among allotments has been reduced in recent years, including
restrictions on Teacher Assistants, Exceptional Children, Academically or Intellectually Gifted, and
Textbook allotments. In 2010-11, allotments with substantial flexibility comprised approximately 75
percent of district’s state funds. By 2018-19, allotments with substantial flexibility represented only
about 20 percent of K–12 state funding.
While flexibility is vital to ensure districts are able to maximize the efficiency of their resources, it is
important for flexibility to be coupled with strong accountability to ensure that resources are
benefiting student subgroups such as children with disabilities, English learners, students from
families with low incomes, and other at-risk-students as defined by the Leandro decisions.
i. Goal: District leaders have flexibility to make resource allocation decisions based on local needs.
1. Allow transfers to or from the following allotment categories:
 Academically & Intellectually Gifted
 At Risk Student Services/Alternative Schools
 Children with Disabilities
 Classroom Materials, Supplies and Equipment
 Disadvantaged Student Supplemental Funding
 Cooperative Innovative High Schools
 Limited English Proficiency
 Low Wealth Supplemental Funding
 Position/MOE Allotments
 Non-Instructional Support
 Small County Supplemental Funding
 Textbooks
 Transportation

25
B. Revise the State’s school funding formula so that current and additional funding is
distributed to students with the greatest need.
WestEd found that school districts lack the funding necessary to meet the educational needs of
historically underserved student populations. Consistent with prior research, their analysis found that
additional funding is required to produce the same outcomes as the population of students with
greater needs (e.g., English learners, economically-disadvantaged students, exceptional children)
increases. As the percentage of such students increases, so does the school’s per student cost.
North Carolina has seen an 88 percent increase in the number of economically-disadvantaged
students served by its public schools. In addition, the number of students who are English learners
more than doubled over 15 years. State funding for education has not kept pace with these increased
challenges. While the State has seen continued increases in high school graduation rates, these have
not led to increased success rates in postsecondary education. Most important, large gaps in all
achievement measures continue among racial, ethnic, and economic subgroups of students (WestEd,
2019, pg. 20-21)
Children with Disabilities: Students identified as disabled have substantially worse academic
outcomes than their peers. In the 2018-19 school year, 59 percent of all students scored at Level 3 or
above on End-of-Grade and End-of-Course Tests, compared to just 20 percent of students with
disabilities. Currently, the State provides LEAs with supplemental funding via the children with
disabilities allotment. The allotment currently provides $4,550 per student identified as having a
disability, up to a maximum of 12.75 percent of the LEA’s average daily membership (ADM). The
funding cap limits funding in 70 of the State’s 115 school districts. A 1994 General Assembly study
determined that adequately serving the State’s population of disabled students would require
supplemental funding equal to 2.3 times the cost of an average student, however current funding is
the equivalent of just 1.9 times the cost of an average student. While LEAs have some limited
flexibility to transfer a share of their allotment (the increase over prior year’s allotment) to other
purposes, in practice, all LEAs use all of their designated funding allotment on disabled students and
may also spend local funds to meet the needs these students.
Limited English Proficiency (LEP): Students identified as English learners (ELs) have
substantially worse academic outcomes than their peers. In the 2018-19 school year, 59 percent of all
students scored at Level 3 or above on End-of-Grade and End-of-Course Tests, compared to just 27
percent of students who are ELs. Currently, the State provides LEAs with supplemental funding via
the LEP allotment. The allotment provides LEAs with supplemental funding based on each LEA
and charter school’s number and concentration of ELs, up to a maximum of 10.6 percent of the
LEA’s ADM.
Disadvantaged Student Supplemental Funding (DSSF): The WestEd report explicitly
documents the extent to which disadvantaged students have been systemically denied access to a
sound basic education. The DSSF allotment was created in 2004 as a result of the Leandro case to
provide districts with additional supports for at-risk students. DSSF funding is provided to all LEAs
based on a complicated estimate of each LEAs share of “disadvantaged” students (single-parent
families, children below poverty level, at least one parent with less than a high school degree) and the
LEA’s estimated wealth level (local revenue capacity). DSSF funds must be used to: provide
instructional positions or instructional support positions and/or professional development; provide
intensive in-school and/or after school remediation; purchase diagnostic software and progress-
monitoring tools; and provide funds for teacher bonuses and supplements.

26
Low Wealth: The low wealth allotment is designed to equalize the level of spending across counties.
Certain counties—due to high property values and resident wealth—have greater capacity to raise
local revenue for their public schools. The low wealth allotment currently provides about $245
million of additional state funds to districts in counties with below-average capacity to generate local
revenue. The WestEd report particularly notes the importance of using low wealth funding to allow
qualifying districts the ability to offer teacher salary supplements that are competitive with those
from other districts and to help remedy the migration of teachers from lower-paying to higher-paying
districts.
At-Risk Student Services/Alternative Schools (At-Risk): The at-risk allotment provides funding
to identify students likely to drop out and to provide special alternative instructional programs for
these at-risk students. It also provides funding for summer school instruction and transportation,
remediation, alcohol and drug prevention, early intervention, safe schools, and preschool screening.
The $293 million of at-risk funding is distributed to all districts; approximately 50 percent on a per-
student basis and 50 percent distributed on the basis of the number of children in poverty per the
Title I Low Income poverty data. Each LEA receives a minimum of the dollar equivalent of two
teachers and two instructional support personnel.
There is significant overlap in the purposes and allowable uses of the at-risk and DSSF allotments.
However, the distribution of funds within the DSSF allotment is more progressive, providing a
higher share of funds to higher-need districts (note: charts below remove the 16 DSSF pilot LEAs
that receive additional DSSF funding outside of the allotment formula).
i. Goal: School districts are equitably funded, based on differential costs of serving specific student
populations and have funding necessary to meet the educational needs of historically
underserved student populations.
1. Remove funding cap on the children with disabilities allotment in FY 2022 and incrementally
increase supplemental funding in subsequent years to provide funding for students with
disabilities equivalent to 2.3 times the cost of an average student. This action step requires
2. Combine the DSSF and at-risk allotments and incrementally increase funding such that the
combined allotment provides an equivalent supplemental weight of 0.4 on behalf of all
economically-disadvantaged students. This action step requires incremental recurring
increases in funding through fiscal year 2028.

27
3. Incrementally increase low wealth funding to provide eligible counties supplemental funding
equal to 110 percent of the statewide local revenue per student. This action step requires
4. Eliminate the limited English proficiency funding cap in FY 2022, incrementally increase
funding in subsequent years to provide per-student support equivalent to a weight of 0.5 and
simplify formula by eliminating "concentration" factor and base allotments. This action step
1. Revise the formula for the children with disabilities allotment to differentiate per-student
funding based on level of required student support. Modifications should consider the
recommendations of NCDPI’s Exceptional Children Division created with the input of
multiple stakeholders in 2017. There are no costs associated with this action step.
1. Fund a study to determine how to phase-in a weighted student funding formula that retains
position allotments. This action step requires a nonrecurring appropriation in fiscal year
2027.
C. Increase the investment in overall spending for public education incrementally over the next
eight years to provide a sound basic education.
State funding for education in North Carolina has declined in real terms over the last decade. As of
fiscal year 2018, North Carolina’s total per- pupil spending was 6th lowest in the nation. When
adjusted for inflation, per-pupil spending in North Carolina has declined about 6 percent since 2010.
The allotments below would help boost base-level funding to support all students (WestEd, 2019, p.
21).
i. Goal: Provide a level of funding sufficient to allow:
1. Every school in North Carolina to ensure that 90 percent of its students score at proficient
levels for both ELA and Mathematics.
2. Students not achieving ELA and Mathematics proficiency to achieve grade-level growth.
3. Every student to achieve average annual growth for one year of instruction.
1. Complete the final two years of funding of the enhancement teacher allotment. Funding for
this action step is provided by a statutory allotment in G.S. 115C‑301(c2).
1. Incrementally increase funding to provide districts with adequate funding for professional
development for all personnel and to implement mentoring programs for beginning
educators. This action step requires incremental recurring increases in funding through fiscal
year 2028.

28
2. Simplify teacher assistant formula by returning to a simple dollars per K-3 student
calculation and incrementally increase funding until funding will provide approximately one
teacher assistant for every 27 K-3 students. This action step requires incremental recurring
1. Incrementally increase funding for non-instructional support to reverse budget cuts that
have hampered districts' abilities to provide all students with a sound basic education. This
action step requires incremental recurring increases in funding through fiscal year 2028.
2. Incrementally increase funding for classroom supplies until combined funding for supplies
and textbooks equals $150 per student. This action step requires incremental recurring
3. Incrementally increase funding for textbooks until combined funding for supplies and
textbooks equals $150 per student. This action step requires incremental recurring increases
in funding through fiscal year 2028.
4. Incrementally increase allotted assistant principal months of employment to provide one
month of employment for every 80 students. This action step requires incremental recurring
5. Incrementally increase funding for central office staff to restore budget reductions and
ensure sufficient funding for central offices to implement the reforms necessary to provide
all students with a sound basic education. This action step requires incremental recurring
6. Issue a $2 billion bond to support school capital needs. This action step requires
appropriations for debt service and cost estimates will be determined at a later date.
D. Scale up flexible funding for specialized instructional support personnel (SISP) to meet the
academic, physical, and mental health needs of students and to ensure that schools are safe
and supportive learning environments.
SISP are critical for meeting the academic and nonacademic needs of students. A NCDPI review of
25 years of research identified over 100 studies showing that school health programs positively affect
student health and academic achievement.
i. Goal: All public schools have adequate funding to meet national guidelines for SISP at
recommended ratios, including school psychologists, nurses, counselors, social workers,
instructional coaches and mentors, to meet the academic, physical, and mental health needs of
students.

29
1. Incrementally provide funding for specialized instructional support staff to meet the
following national guidelines:
 Nurses: 1 per school > 100 ADM
 Librarians: 1 per school > 200 ADM
 Counselors: 1:250 students
 School Psychologists: 1:700 students
 Social Workers: 1:400 students
This action step requires incremental recurring increases in funding through fiscal year 2028.
E. Increase educator compensation to make it competitive with educator compensation in
other states in the region and with other career options that require similar levels of
preparation, certification, and levels of experience.
Salaries for North Carolina’s educators remain below what professionals with similar educational
backgrounds earn in other professions, particularly for teachers. Educator compensation goals
should focus on competitiveness – the extent to which pay compares to other professions in North
Carolina requiring a college degree.
i. Goal: All schools in North Carolina will be staffed with high-quality teachers, assistant
principals, and principals.
1. Conduct a North Carolina-specific wage comparability study to determine competitive pay
for educators in comparison to professions that require similar education and credentials,
and to identify the level of compensation and other specific State, regional, and local salary
actions required to attract, recruit, and retain high quality educators, particularly to low
wealth districts and high-poverty schools. Study findings will be used to establish a
benchmark for educator salary raises over the next seven years of Leandro implementation.
This action step requires a nonrecurring appropriation in fiscal year 2022.
2. Increase salaries for teachers and instructional support staff by 5 percent in FY 2022 and
incrementally after that based on study findings to improve competitiveness with other
industries. Cost estimates for later fiscal years for this action step will be determined on the
basis of the study described above.
3. Incrementally increase principal and assistant principal pay consistent with teacher salary
increases. Cost estimates for this action step will be determined on the basis of a study,
analysis, or pilot implementation.
F. Modify the school finance system to ensure future stability in funding for public education,
including predictable, anticipated funding levels that acknowledge external cost factors.
It is important for budgets to be relatively stable and predictable to permit public school units to
make critical staffing and resource decisions prior to the beginning of the school year and to facilitate
long-term strategic planning. North Carolina’s current school finance system fails to guarantee
increased funding for enrollment and inflation and includes a large number of required budget
adjustments that occur after the schools’ fiscal years have begun. This instability makes it difficult to

30
make strategic investments or long-term system adjustments and requires chief financial officers to
spend a disproportionate amount of time ensuring that their budgets are in compliance with state
regulations.
i. Goal: Create a finance system that is stable and predictable to facilitate long-term strategic
planning at the district and school levels.
1. Establish a mechanism for continually updating state funding amounts to account for
inflation and enrollment growth. There are no costs associated with this action step.
2. Simplify position allotments by combining enhancement teacher positions into the
classroom teacher allotment. There are no costs associated with this action step.
3. Revise charter school funding so that funding is directly appropriated to each charter school
rather than by reducing allotments to traditional public schools. There are no costs
associated with this action step.
4. Combine all dollar allotments that are distributed on a per-ADM basis into a single
allotment. There are no costs associated with this action step.

31
IV. An Assessment and Accountability System that Reliably Assesses Multiple Measures of Student
Performance
An assessment and accountability system that reliably assesses multiple measures of student performance
against the Leandro standard and provides accountability consistent with the Leandro standard.
ACTIONS 2030 GOALS
Establish a more instructionally-focused and
student-centered assessment system.
The statewide assessment system will include more
formative and interim assessments, such as the NC
Check-Ins, that are aligned with the State
summative assessment and provide streamlined,
actionable student-level information.
Clarify alignment between the assessment system
and the State’s theory of action.
The State’s assessment system will support
personalized learning experiences for all students,
including curricular and instructional resources to
support personalized learning environments and
interim assessments that provide educators with
meaningful data to adjust instruction within the
school year.
Improve coherence among curriculum,
instruction, and assessment.
The State will provide statewide and regional
support to all local school boards in selecting and
implementing curriculum materials that are tightly
aligned with State-adopted content standards.
Amend the current accountability system to
include measures of progress toward providing
all students with access to a sound basic
education.
The State’s accountability system will include
measures of progress toward meeting the Leandro
tenets, including indicators that provide
information on students’ opportunity to access a
sound basic education, in addition to student
performance on State standardized assessments.
Use the data provided in the North Carolina
Dashboard and School Report Cards to identify
appropriate evidence-based interventions and
supports.
Data from the accountability system and other
school and district data indicators will be used to
guide planning, budget, and instructional decisions
at the school- and district-level and to assess
school progress and improvement efforts to
identify opportunity gaps and opportunities for
school integration.
A. Establish a more instructionally-focused and student-centered assessment system.
Based on a recommendation from the State Board’s Task Force on Summative Assessment in 2014,
the NCDPI developed the NC Check-Ins, which are optional interim assessments developed by the
State that are freely available to all school districts across North Carolina. The NC Check-Ins are an
example of a through-grade assessment model, which utilizes multiple interim assessments
throughout the school year in lieu of a single summative assessment at the end of the year. Though
all schools and districts have a summative assessment at the end of the year in specific grades and
courses, the use of NC Check-Ins has been well received by educators as useful tool to inform
instruction (WestEd, 2019, p. 110).

32
i. Goal: The statewide assessment system will include more formative and interim assessments,
such as the NC Check-Ins, that are aligned with the State summative assessment and provide
streamlined, actionable student level information.
1. Expand the use of NC Check-Ins in grades 3-8 to additional school districts and schools.
Provide professional learning opportunities and resources to support the use of NC Check-
Ins as formative, student-centered instructional tools. There are no costs associated with this
action step.
Instruction
2. Better align the Kindergarten Entry Assessment (KEA) with birth through third grade and
rename the KEA the Early Learning Inventory (ELI). Aligned action steps are included in
the Early Education action plan. This action step is achievable within existing funds.
Instruction
B. Clarify alignment between the assessment system and the State’s theory of action.
North Carolina’s statewide assessment system complies with federal requirements under ESSA and
meets the U.S. Department of Education’s peer review requirements; however, several improvements
are being made to ensure that the state assessment system best reflects student learning and supports
personalized learning for all students.
An independent alignment study concluded that the state assessments are generally well aligned to
the North Carolina academic standards. College- and career-readiness standards and expectations,
like those defined in the NC Standard Course of Study (NCSCOS), require students to demonstrate
complex reasoning and problem-solving skills and to communicate effectively. To adequately assess
the knowledge and skills defined in the NCSCOS, it is important for assessments to include
opportunities for students to demonstrate their abilities to reason, solve complex problems, and
communicate effectively. Currently, the State summative assessments rely heavily on multiple-choice
items (WestEd, 2019, p. 108).
For this reason, North Carolina will pilot the inclusion of additional item types (i.e., constructed-
response, extended-response, and/ or performance-based assessment items) on State assessments.
Items that require students to demonstrate application of their knowledge and skills can provide
information on students’ understanding that can be applied to personalize teaching and learning and
allow progress toward a sound basic education for all students in North Carolina. Because
assessments are inextricably linked to curriculum and instruction, the NCDPI will also provide
additional curricular and instructional support materials to complement the inclusion of
performance-based items on the assessments.
i. Goal: The State’s assessment system will support personalized learning experiences for all
students, including curricular and instructional resources to support personalized learning
environments and interim assessments that provide educators with meaningful data to adjust
instruction within the school year.
1. Launch the Innovative Assessment Demonstration pilot approved by the US Department of
Education beginning in 16 districts and charters to improve and personalize formative
assessment and to evaluate the feasibility of utilizing through-grade results to provide
summative assessment results. The pilot will include: (1) three through-grade assessments
and an adaptive end of the year assessment in grades 3-8; (2) an examination of the potential

33
use of the three through-grade assessments as a cumulative year-end score; (3) a
consideration of the integration of additional performance-based assessment items; and (4)
the development of resources and professional learning opportunities on the use of
appropriate, aligned formative assessment to support instruction. This action step is
achievable within existing funds.
Instruction
C. Improve coherence among curriculum, instruction, and assessment.
Improving educational outcomes for all students requires a collaborative effort at all levels of the
system to strengthen the connection between curriculum, instruction, and assessment. It is
unreasonable to expect assessment results to improve without significant investment in aligned
educational resources, including high-quality curricular and instructional materials. Through District
and Regional Support, NCDPI will provide high quality curricular and instructional materials and the
ongoing support necessary to effectively utilize these items at the district and school level.
i. Goal: The State will provide statewide and regional support to all local school boards in selecting
and implementing curriculum materials that are tightly aligned with State-adopted content
standards.
1. Evaluate the curricular materials selected by school districts and report on the degree of
alignment with State-adopted content standards. There are no costs associated with this
action step.
Instruction
D. Amend the current accountability system to include measures of progress toward providing all
students with access to a sound basic education.
A high-quality accountability system that provides useful and timely data on student growth and
proficiency is an integral component for ensuring a sound basic education for all students. Results
from high-quality assessments, coupled with a thoughtfully designed accountability system, can
provide valuable information about the academic progress of all students, and inform stakeholders
about the effectiveness of policies and practices. A high-quality accountability system must also serve
multiple purposes, reflect the needs of multiple stakeholder groups, and provide crucial and accurate
information to support progress toward a sound basic education for all students.
i. Goal: The State’s accountability system will include measures of progress toward meeting the
Leandro tenets, including indicators that provide information on students’ opportunity to access a
sound basic education, in addition to student performance on State standardized assessments.
1. Adopt a coherent and singular definition of proficiency, aligning grade level expectations and
college- and career-ready expectations, to provide stakeholders with consistent and
actionable measures of student progress and proficiency and to maintain high expectations
of all students consistent with the rulings in this case. There are no costs associated with this
action step.
Instruction

34
1. Revise the NC General Statutes and the State’s Every Student Succeeds Act (ESSA) plan to
adjust the weighting between student proficiency and student growth in the State's School
Performance Grades. There are no costs associated with this action step.
2. Include in the State’s accountability system additional measures of progress toward meeting
the Leandro tenets, including indicators that provide information on students’ opportunity to
access a sound basic education, in addition to student performance on State standardized
assessments. There are no costs associated with this action step.
Instruction
3. Implement a system for evaluating instructional quality, rigor, and equity at the school-level
to provide feedback and support to schools and districts. There are no costs associated with
this action step.
Instruction
E. Use the data provided in the North Carolina Dashboard and School Report Cards to identify
appropriate evidence-based interventions and supports.
i. Goal: Data from the accountability system and other school and district data indicators will be
used to guide planning, budget, and instructional decisions at the school- and district-level and to
assess school progress and improvement efforts to identify opportunity gaps and opportunities
for school integration.
1. Develop and implement a plan for including on annual school report cards school-level
information on the race/ethnicity, socioeconomic status, and other demographic
information on all students, staff, students identified for exceptional children services,
students participating in advanced learning opportunities, and other pertinent information.
This action step is achievable within existing funds.
Instruction
2. Provide training and support on the use of data from the NC Dashboard, the accountability
system, and school and district data to guide planning, budget, instructional decisions, and
improvement efforts at the school- and district-level. This action step is achievable within
existing funds.
Instruction
3. Amend the NC Dashboard to provide data on State, district, and school performance and
growth on a comprehensive set of measures that indicate progress toward meeting the
Leandro requirements and is inclusive of the reporting requirements under ESSA. This action
step is achievable within existing funds.
Instruction

35
V. An Assistance and Turnaround Function that Provides Necessary Support to Low-Performing
Schools and Districts
An assistance and turnaround function that provides necessary support to low-performing schools and districts.
ACTIONS 2030 GOALS
Develop the State’s capacity to fully support the
improvement of its lowest-performing schools and
districts.
The NC State Board of Education and NC
Department of Public Instruction will fully
implement a regional support structure to
support the improvement of low-performing
and high-poverty schools by providing support
in all needed content areas and instructional
and leadership coaching.
Provide statewide and/or regional support to help
schools and districts select high quality standards-
aligned, culturally-responsive core curriculum
resources and to prepare teachers to use those
resources effectively.
The NC State Board of Education and NC
Department of Public Instruction will update
and strengthen the State-level process for
reviewing and adopting core curriculum
resources that are high quality, standards-
aligned, and culturally-responsive. The core
curriculum resources recommended by this
State-level process will include digital and
blended resources, as well as commercial and
open-source resources. The NC Department
of Public Instruction will also provide
statewide and/or regional support to help all
schools select core curriculum resources that
are high quality, standards-aligned, and
culturally-responsive and will assist in
preparing educators to use these resources
effectively by providing comprehensive
professional learning opportunities and access
to appropriate resources.
Provide resources, opportunities, and supports for
low-performing and high-poverty schools to
address out of school barriers to learning using a
community schools or other evidence-based
approach.
All low-performing and high-poverty schools
interested in implementing a community
schools’ approach will be provided a
community schools coordinator and other
resources to assess local needs and assets and
to integrate social, academic, and health
supports into the school.
Extend the supports already available to schools to
help them further implement a Multi-Tiered System
of Support (MTSS) framework, a school
improvement plan, NC Check-Ins, or other
evidence-based approaches.
All school districts will successfully implement
a MTSS framework, NC Check-Ins, or similar
evidence-based approaches.

36
A. Develop the State’s capacity to fully support the improvement of its lowest performing
schools and districts.
Prior Leandro rulings have been consistent about the need for state supports for school improvement
and provided very explicit specifications for the state system of supports for school improvement.
The NCDPI’s District and School Transformation (DST) model of state support was developed and
expanded from 2012 through 2015 with Race to the Top funding. Evaluations have shown
significant improvements in student performance in North Carolina schools provided with intensive
assistance for multiple years through the DST model, with increased effects when supports were also
provided to the district central office. The model included leadership development and coaching for
principals; intensive on-site professional development for teachers; support for the district and
schools; community engagement; and attention to the whole child. These supports are all essential
for the turnaround of low-performing schools.
With a decline in funding to the NCDPI, decreases in its staffing, and reduction in the school
improvement roles for which it takes responsibility, low-performing schools and districts are
receiving significantly less support than they did up to 2015, and they do not currently have the
resources or the expertise necessary to replace what the NCDPI used to provide. Since Race to the
Top ended, the transformational support from the NCDPI has been scaled back, and the coaching
and professional development for leaders has ended (WestEd, 2019, p. 130).
The NCDPI has established a new District and Regional Support model that develops and aligns
systems, processes, and procedures to provide a unified system of support to North Carolina public
schools that result in every child having equitable access to a meaningful, sound basic education
through:
- A regional structure coordinating academic supports statewide;
- Opportunities for educator recognition, advancement, and growth;
- Diagnostic services that identify areas of improvements for schools and districts;
- Strategic reform strategies that lead to innovation and student success; and
- Effective partnerships to intervene on critical areas of need.
i. Goal: The NC State Board of Education and NC Department of Public Instruction will fully
implement a regional support structure to support the improvement of low-performing and
high-poverty schools by providing support in all needed content areas and instructional and
leadership coaching.
1. Implement the NC State Board of Education's regional support model to support the
improvement of low-performing and high-poverty schools by providing support in
needed content areas and instructional and leadership coaching. Funds have currently
been secured through the federal CARES Act to achieve the action step.
State Board of Education, NC Department of Public Instruction
2. Develop and initiate a plan to provide direct, comprehensive, and progressive
turnaround assistance to the State's chronically low-performing schools and low-
performing districts. Funds from the federal CARES Act have currently been allocated
to achieve this action step.
1. Implement the NC State Board of Education’s District and Regional Support model (i.e.
the plan described above) to provide direct, comprehensive, and progressive turnaround
assistance to the State's chronically low-performing schools and low-performing districts

37
by aligning systems, processes, and procedures in a unified system of support that results
in every child having equitable access to a meaningful, sound basic education through:
 a regional structure coordinating academic supports statewide;
 opportunities for educator recognition, advancement, and growth;
 diagnostic services that identify areas of improvements for schools and districts;
 strategic reform strategies that lead to innovation and student success; and
 effective partnerships to intervene on critical areas of need.
This action step requires a recurring appropriation to achieve the stated goal beginning
in fiscal year 2022.
B. Provide statewide and/or regional support to help schools and districts select high quality
standards-aligned, culturally-responsive core curriculum resources and to prepare teachers
to use those resources effectively.
As a part of its research, WestEd identified schools that largely serve economically disadvantaged and
other at-risk students that were demonstrating above-average success in meeting the needs and
fostering the academic growth of their students. Through an iterative research, interview, and visit
process, the WestEd team developed a framework outlining the success factors that enabled these
schools to provide their students with a sound basic education. These success factors include:
- A sufficient staff of teachers and others who support students’ learning, with all instructional
staff well prepared in evidence-based instructional approaches, in content knowledge in the areas
they teach, and in strategies for successfully working with students with diverse backgrounds and
learning differences.
- Effective, evidence-based systems and practices for personalizing learning that account for
variability in the pace, pathway, preferences, and needs of each student.
- Curriculum resources and digital tools to support students’ learning of the NCSCOS and more
advanced topics.
- Opportunities within and beyond the school walls for students to pursue their own interests and
strengths and engage in experiential learning in which they apply their knowledge, collaborate,
create, engage in authentic problem solving, and become self-directed lifelong learners.
i. Goal: The NC State Board of Education and NC Department of Public Instruction will update
and strengthen the state-level process for reviewing and adopting core curriculum resources that
are high quality, standards-aligned, and culturally-responsive. The core curriculum resources
recommended by this state-level process will include digital and blended resources, as well as
commercial and open-source resources. The NC Department of Public Instruction will also
provide statewide and/or regional support to help all schools select core curriculum resources
that are high quality, standards-aligned, and culturally-responsive and will assist in preparing
educators to use these resources effectively by providing comprehensive professional learning
opportunities and access to appropriate resources.
1. Review, update, and strengthen the state-level process for reviewing and adopting core
curriculum resources that are high quality, standards-aligned, and culturally-responsive.
Provide statewide and/or regional support, resources, and professional learning
opportunities to assist schools and districts in selecting and successfully employing high
quality, standards-aligned, culturally-responsive, evidence-based resources and practices to

38
assist educators in applying innovative practices that promote continuous improvement.
There are no costs associated with this action step for Fiscal Year 2022. Cost estimates for
this action step in future fiscal years will be determined on the basis of the review described
above.
C. Provide resources, opportunities, and supports for low-performing and high-poverty schools
to address out of school barriers to learning using a community schools or other evidence-
based approach.
Students from low-income backgrounds face many challenges to being successful in school. Schools
that serve higher concentrations of students from low-income backgrounds – or high-poverty
schools - must address these many challenges to ensure that students are receiving a sound, basic
education. These challenges include:
 limited access to early childhood education;
 adverse out-of-school conditions, such as food insecurity and hunger, limited or no access to
health care, high rates of childhood trauma, and unstable and unpredictable housing;
 family responsibilities, such as caring for younger siblings or older relatives, and contributing
to the family income.
High-poverty schools also often have significant differences from schools serving higher
concentrations of more advantaged students, such as fewer fully licensed teachers and teacher with
advanced degrees, higher rates of teacher turnover, less-experienced school leaders, and fewer
opportunities for advanced learning, like gifted programs and Advanced Placement courses.
(WestEd, 2019, p. 130).
As WestEd noted, “without substantial supports provided by the State and by qualified school
improvement experts, schools serving the highest numbers of economically disadvantaged children
will continue to fall short in ensuring every child’s right to a sound basic education” (WestEd, 2019,
p. 130).
Community school models and other evidence-based approaches can be used to improve low-
performing schools. North Carolina is well positioned to build on the considerable local interest in
whole-child approaches and integrate social supports into high-poverty schools by providing state
funding, technical assistance, and a support infrastructure to systematically address out-of-school
barriers to learning.
i. Goal: All low-performing and high-poverty schools interested in implementing a community
schools’ approach will be provided a community schools coordinator and other resources to
assess local needs and assets and to integrate social, academic, and health supports into the
school.
1. Provide resources and support to high-poverty schools that adopt a community schools or
other evidence-based model to address out of school barriers to learning, including
providing funding for one full-time school-based coordinator to assess local needs and assets
and to integrate social, academic, and health supports in coordination with school support
personnel and access to technical assistance and professional support to effectively plan and
implement the selected model. Implementation will begin on a pilot basis in FY 2022 and
FY 2023, expand to elementary schools in FY 2024, middle schools in FY 2025, and to high

39
schools in FY 2027. This action step requires incremental recurring increases in funding
through fiscal year 2028.
2. Develop a plan to maximize the use of the federal Community Eligibility Provision (CEP)
funding and provide additional state funding to ensure all schools and districts that meet
eligibility requirements for CEP can offer free meals to all students. This action step is
Instruction
1. Provide funding to cover the reduced-price lunch co-pays for all students who qualify for
reduced-price meals so that those students would receive free lunches through the National
School Lunch Program. This action step requires recurring funding through fiscal year
2028.
1. Implement plan to maximize the use of the federal Community Eligibility Provision (CEP)
funding and provide additional state funding to ensure all schools and districts that meet
eligibility requirements for CEP can offer free meals to all students. Cost estimates for this
action step are to be determined based on the plan developed above.
D. Extend the supports already available to schools to help them further implement a Multi-
Tiered System of Support (MTSS) framework, a school improvement plan, and NC Check-In
approaches.
“Several approaches recommended and supported by the NCDPI are evidence-based practices that
are highly valued by educators. These include the MTSS for school improvement, which is already
being used in every district; the Schoolwide Positive Behavioral Intervention System for providing
social, emotional, and behavior supports, which is being successfully implemented in some schools;
and the NC Check-In formative assessments aligned to curriculum standards (WestEd, 2019, p.
132).” Expansion of the use of these interventions is important to assisting schools and districts in
their improvement and student support efforts.
i. Goal: All school districts will successfully implement a MTSS framework, NC Check-Ins, or
similar evidence-based approaches.
ii. Action Step to be Initiated in Fiscal Year 2022:
1. Extend the supports already available to schools to help them further implement an MTSS
framework, a school improvement plan, NC Check-Ins, or other evidence-based
approaches. This action step is achievable within existing funds.
Instruction

40
VI. A System of Early Education that Provides Access to High-Quality Prekindergarten and Other
Early Childhood Learning Opportunities
A system of early education that provides access to high-quality prekindergarten and other early childhood
learning opportunities to ensure that all students at-risk of educational failure, regardless of where they live in
the State, enter kindergarten on track for school success.
ACTIONS 2030 GOALS
Expand the NC Pre-K program to make high-
quality, full year services available to all eligible
four-year-old children and enroll at least 75 percent
of eligible four-year-old children in each county.
At least 75 percent of eligible four-year-old
children in each county are enrolled in a NC
Pre-K program that operates for 10 or 12
months.
State funding provides the full cost per child to
ensure the availability of NC Pre-K classrooms
throughout the State.
NC Pre-K enrollees have access to before- and
after- school care, if needed, and children who
are enrolled in a 10-month program have access
to a summer care and learning program, if
needed.
NC Pre-K lead teachers hold an appropriate
teaching license as specified by state policy and
are paid according to the public school teacher
salary schedule.
NC Pre-K enrollees are provided transportation
to the program.
Increase high-quality early learning opportunities
for children from birth.
The State has developed and evaluated a
program model for high-quality early learning
for eligible children birth through age three.
The State operates a child care subsidy program
that serves all eligible families needing child care
and that supports the child care sector in
providing high-quality early learning, including
higher compensation for the early childhood
educator workforce.
Expand and improve access to individualized early
intervention services and support to families with
eligible children birth to age three and include at-
risk children in North Carolina’s definition of
eligibility for the Part C Individuals with
Disabilities Education Act (NC Infant Toddler
Program).
The NC Infant Toddler Program (Early
Intervention) is adequately staffed and scaled
up to serve children birth to age three who
meet expanded eligibility criteria.
Incrementally scale up the Smart Start program to
increase quality, access, and support for all children
birth to age five and families, especially those in
under resourced communities.
Smart Start is fully funded (defined as meeting
25 percent of the statewide need for children
birth to age five) to improve statewide early
childhood system infrastructure and support a

41
ACTIONS 2030 GOALS
cohesive continuum of services for children and
families responsive to local needs.
Increase the volume and quality of the early
childhood educator pipeline.
Early childhood educators statewide are
provided salary supplements that recognize
educational attainment.
The State has implemented strategies that
demonstrate success in attracting and retaining
a qualified early childhood educator workforce.
Ensure quality transitions and alignment from early
childhood programs to K-3 classrooms and
strengthen elementary schools’ readiness to
support children to achieve early grade success.
All children transitioning from pre-kindergarten
to public kindergarten classrooms have a child-
centered transition plan developed
collaboratively with their families, early
childhood teachers and kindergarten teachers.
Elementary schools have resources and support
to provide high-quality early learning that is
aligned for children birth through third grade,
to engage effectively with families of young
children and to collaborate with the early
learning programs in the community attended
by incoming students.
Judge Manning noted in his October 25, 2000 Order that “… the most common sense and practical
approach to the problem of providing at-risk children with an equal opportunity to obtain a sound basic
education is for them to begin their opportunity to receive that education earlier than age (5) five so that
those children can reach the end of third grade able to read, do math, or achieve academic performance
at or above grade level …” Hoke Cty. Bd. Educ. v. State, No. 95 CVS 1158 (Oct. 25, 2000). However, today
too many children in North Carolina are not reaching the end of third grade able to read or do math at
grade level and there are vast differences in outcomes between racial and socioeconomic groups.
A robust early learning continuum from birth through third grade supports the academic, social-
emotional, and physical development essential to the State’s obligation to provide a sound basic
education. This section of the Action Plan identifies the key areas of State action and investment required
to build a robust system of high-quality early learning for children, focused on children who are most in
need of access to these opportunities, and to help ensure that young children remain on a positive
trajectory of learning and development into the early grades in school.
Complementing this section of the Action Plan is the North Carolina Early Childhood Action Plan that
was released in February 2019, and later endorsed by the NC State Board of Education, to provide a
comprehensive set of goals, measures, and strategies to improve outcomes for children birth through
third grade. The Early Childhood Action Plan vision is that all North Carolina children will get a healthy
start and develop to their full potential in safe and nurturing families, schools, and communities. The
Early Childhood Action Plan sets goals that by 2025, all North Carolina young children from birth to age
eight will be:
- Healthy: Children are healthy at birth and thrive in environments that support their optimal health
and well-being.
- Safe and Nurtured: Children grow confident, resilient, and independent in safe, stable, and nurturing
families, schools, and communities.

42
- Learning and Ready to Succeed: Children experience the conditions they need to build strong brain
architecture and skills that support their success in school and life.
The action steps are as follows:
A. Expand the NC Pre-K program to make high-quality, full year services available to all
eligible four-year-old children and enroll at least 75 percent of eligible four-year-old children
in each county.
High-quality pre-kindergarten programs have a sustainable positive impact on learning and can close
the learning gaps among young children from economically advantaged and disadvantaged
backgrounds. As documented in the WestEd report, the NC Pre-K program has consistently had
high standards, a strong record of quality, and extensive evidence of effectiveness. Rigorous research
has demonstrated that the NC Pre-K program has produced both short- and long-term benefits
through grade 8. For example, multiple years of evaluation results show that NC Pre-K student gains
exceeded expected developmental benchmarks in language and literacy, math, general knowledge,
and behavior skills, especially for dual language learners and low-income students. Other research
found that not only does NC Pre-K raise children’s math and reading test scores, but it also reduces
their rates of special education placement and grade repetition through elementary school. Further,
these positive effects were shown to have either held steady or significantly increased through at least
fifth grade. (West Ed, 2019, p. 88)
However, access remains out-of-reach for too many children of low-income families, with a
persistent shortage of available NC Pre-K slots and barriers that exist to expanding the program
while ensuring its level of quality. The fundamental barrier to NC Pre-K expansion is inadequate
resources to cover costs, including rising operating costs and costs to recruit and retain qualified
teachers, expand facilities, and provide transportation.
i. Goals:
1. At least 75 percent of eligible four-year-old children in each county are enrolled in a NC Pre-
K program that operates for 10 months or 12 months.
2. State funding provides the full cost per child to ensure the availability of NC Pre-K
classrooms throughout the State.
3. NC Pre-K enrollees have access to before- and after-school care, if needed, and children
who are enrolled in a 10-month program have access to a summer care and learning
program, if needed.
4. NC Pre-K lead teachers hold an appropriate teaching license as specified by state policy and
are paid according to the public school teacher salary schedule.
5. NC Pre-K enrollees are provided transportation to the program.
1. Expand the NC Pre-K Program by:
 Incrementally increasing State funding per NC Pre-K slot with the goal of paying
100 percent of the actual cost by FY 2028;
 Increasing the number of children able to be served with the goal of reaching at
least 75 percent of eligible children by FY 2028;
 Increasing the rate for the county administrator to provide oversight, monitoring,
enrollment, and support to 10 percent by FY 2023; and
 Extending the NC Pre-K program year from 10 months to 12 months by FY 2028,
which will be phased in based on county capacity to implement and may begin with
a pilot program.

43
Counties that can exceed the 75 percent enrollment goal once the statewide goal is met
should be funded to meet the demand, prioritizing low-wealth districts for additional
funds. This action step requires incremental recurring increases in funding through FY
2028.
Department of Health and Human Services
2. Continue an ongoing evaluation of the impacts and effectiveness of the NC Pre-K program
and continue to use evaluation findings to inform program implementation. This action step
is achievable within existing funds.
a. Responsible Party: NC Department of Health and Human Services
1. Implement policy to require strategies to ensure equity of access to NC Pre-K for
communities of color and communities whose first language is not English. There are no
costs associated with this action step.
2. Conduct a feasibility study of a classroom-based funding model for NC Pre-K to examine
new methods for effective and efficient program funding, including consideration of full-day
and full-year services. This action step is achievable within existing funds.
3. Conduct an assessment of local transportation needs, potential solutions and funding
requirements. This action step is achievable within existing funds.
1. Increase state-level NC Pre-K staffing to manage the planned expansion, provide policy
development and program oversight, ensure program quality, and manage new required
studies. This action step requires a recurring appropriation to achieve the stated goal
beginning in this fiscal year.
v. Action Steps to be Initiated in Fiscal Year 2025:
1. Provide transportation for all NC Pre-K enrollees by fiscal year 2028. This action step
requires incremental increases in funding through fiscal year 2028.
Department of Health and Human Services, NC Department of Public Instruction
vi. Action Steps to be Initiated in Fiscal Year 2027:
1. Implement policy to require that all NC Pre-K lead teachers hold an appropriate NC
teaching license as specified by NC Pre-K policy and are paid according to the public school
salary schedule by fiscal year 2028. This action step does not require funding.
B. Increase high-quality early learning opportunities for children from birth.
The first years of a child’s life are a critical period. During this time, children undergo tremendous
brain growth that impacts multiple areas of cognitive, physical, social, emotional, and behavioral
development. This brain growth and development is significantly impacted by the interplay between
children’s relationships with the people and environments around them and these earliest experiences
have a lifelong impact - shaping the brain’s architecture and creating the foundation for healthy
development and future learning.

44
High-quality early learning environments support children in meeting critical developmental
milestones. With the extensive evidence of effectiveness of NC Pre-K for at-risk four-year-olds, the
State now has the opportunity to develop a comparable high-quality model for serving the most
vulnerable children from birth through age three. Furthermore, the State’s child care sector provides
critical early learning opportunities for young children statewide and families depend on this child
care to be able to work and protect their family financial security, which strengthens the economy.
Child care is often unaffordable and the child care subsidy system helps low-income families access
care, but waiting lists for subsidy are persistent. Child care subsidy also supports the ability of
programs to provide high-quality early learning.
i. Goal:
1. The State has developed and evaluated a program model for high-quality early learning for
eligible children birth through age three.
2. The State operates a child care subsidy program that serves all eligible families needing child
care and that supports the child care sector in providing high-quality early learning, including
higher compensation for the early childhood educator workforce.
1. Implement a feasibility and cost study for a state model for high-quality early learning
programs for eligible children birth through age three (comparable to the state model for
high-quality NC Pre-K but appropriately designed for younger ages). This action step is
2. Implement a study to develop alternative approaches to NC’s current market rate model
used to determine child care subsidy rates to support high-quality early learning. The goals
are to address the true costs of high-quality child care and better compensation for the early
childhood educator workforce and to support equal access to high-quality child care for
families receiving subsidies across the State. This action step is achievable within existing
funds.
1. Implement a pilot of the Family Connects universal home visiting model for approximately
9,000 families with newborns, which provides nurse home visits to address infant and
maternal health and to link families to community services. Align and connect the expansion
of universal home visiting and early learning opportunities. This action step is achievable
withing existing funds.
a. Responsible Parties: NC Department of Health and Human Services, NC Partnership
for Children/Smart Start
1. Implement improvements to the child care subsidy rate system based on the preceding study
and increase state funding for subsidy to support high-quality child care, particularly by
increasing compensation for the workforce, and to ensure that eligible families can receive
assistance (eliminating waiting lists). Cost estimates will be informed by the preceding study
and federal funding increases, if realized, may assist in improving and expanding the
availability of child care subsidy. This action step requires an incremental recurring
appropriation to be determined by the study.
1. Conduct a pilot of the state model for high-quality early learning programs for eligible
children birth through age three (for 1,000 children per year for two years) and then expand
to additional locations. The pilot and the expansion will target high-poverty school districts.
More precise cost estimates for this action step will be determined by the preceding

45
feasibility and cost study. This action step requires incremental recurring increases in funding
through fiscal year 2028.
2. Conduct rigorous evaluation of the pilot and expansion of the state model for high-quality
early learning programs for eligible children birth through age three to determine program
efficacy and inform program implementation. The initial contract will establish evaluation
design and data collection needs. The final contract will analyze data to determine impact.
This action step requires a recurring appropriation to achieve the stated goal beginning in
this fiscal year.
3. Expand the Family Connects universal home visiting model to local agencies statewide that
choose to implement the program for their community (e.g. health departments or local
Smart Start partnerships). This action step requires incremental increases in funding through
fiscal year 2028.
Department of Health and Human Services, NC Partnership for Children/Smart Start
C. Expand and improve access to individualized early intervention services and supports to
families with eligible children birth to age three and include at risk children in North
Carolina’s definition of eligibility for the Part C Individuals with Disabilities Education Act
(NC Infant Toddler Program).
Part C of the Individuals with Disabilities Education Act legislation stipulates that states operate a
comprehensive statewide program of services and supports for families with children birth through
age two with developmental delays or special needs that may affect their development or impede
their education. Currently, the NC Infant Toddler Program provides these early intervention services
for eligible children, including family coaching on ways to support the developmental needs of their
children and more intensive individualized supports for children. Investments are needed to establish
a strong infrastructure, including additional staff statewide, to provide services that support children
to achieve their potential and to expand eligibility to serve more children. Expanding eligibility will
reach children who are “at risk” of developmental delays with these quality services. Early
intervention helps prevent more severe developmental delays for children and more costly
interventions later in school.
i. Goal: The NC Infant Toddler Program (Early Intervention) is adequately staffed and scaled up
to serve children birth to age three who meet expanded eligibility criteria.
1. Increase state and local staffing to address system fiscal, human, and organizational gaps to
provide services to families with infants and toddlers with developmental delays and
established medical conditions currently eligible for the NC Infant Toddler Program (Early
Intervention). Expand funding for interpreter services, establish a centralized provider
network system, provide professional development focused on early childhood mental
health, and address salary inequities affecting retention and recruitment of necessary
providers. This action step requires incremental recurring increases in funding through fiscal
year 2028.
Department of Health and Human Services, NC Interagency Coordinating Council
2. Conduct a feasibility study to examine eligibility criteria and cost implications for expansion
of the NC Infant Toddler Program. This action step requires a non-recurring appropriation
in fiscal year 2022.

46
3. Conduct a system and infrastructure readiness assessment to determine areas of need and
system challenges to be addressed prior to expansion, including appropriate definitions of
need and necessary infrastructure. Solicit public input and feedback on the comprehensive
plan. This action step requires a non-recurring appropriation in fiscal year 2022.
Department of Health and Human Services, NC Interagency Coordinating Council
4. Provide professional development for early intervention staff and providers, including
training on topics such as culturally-responsive practices, early identification of autism,
trauma-informed care, and early childhood mental health. This action step requires
1. Solicit stakeholder feedback from early childhood state and local agencies, families,
community stakeholders and council members to engage partners in expanded enrollment
efforts (i.e. child find efforts, referrals, transitions, interagency communications and
collaboration, etc.) to leverage existing resources, minimize duplication, and to ensure a
seamless experience for families moving through the early childhood system. This action
2. Work with the US Department of Education, Office of Special Education Programs, (and
related federal staff/programs) to change eligibility criteria and NC policy to facilitate
expanded eligibility for the NC Infant Toddler Program. There are no costs associated with
this action step.
1. Scale up high quality early intervention services and supports for children birth to age three
who meet expanded eligibility criteria, estimating an additional 10,000 children per year and
including costs related to public awareness campaign work, increased child find efforts,
partnerships with family support agencies, etc. This action step is contingent on the
increased state and local staffing and professional development in the previous action steps.
More precise cost estimates for this action step will be determined on the basis of the
preceding study. This action step requires incremental recurring increases in funding through
fiscal year 2028.
D. Incrementally scale up the Smart Start program to increase quality, access, and support for
all children birth to age five and families, especially those in under resourced communities.
Smart Start is a statewide network of nonprofit local partnerships, with oversight by the NC
Partnership for Children, that provides local early childhood system infrastructure to improve the
quality of early learning and implement evidence-based services to increase the health, well-being,
and development of children birth to age five. As documented in the WestEd report, research studies
have found that children who participated in Smart Start-supported programs entered elementary
school with better math and language skills, as well as fewer with behavioral problems compared with
their peers. Both Smart Start and NC Pre-K programs have been found to significantly reduce the
likelihood of special education placement in third grade. (West Ed, 2019, p. 88)

47
At its inception, the goal for Smart Start funding was 25 percent of the gap in resources needed to
ensure that children have access to high-quality child care and services for healthy development, but
the State has never reached this level of investment.
i. Goal: Smart Start is fully funded (defined as meeting 25 percent of the statewide need for
children birth to age five) to improve statewide early childhood system infrastructure and
support a cohesive continuum of services for children and families responsive to local needs
1. Incrementally increase Smart Start funding annually to reach the goal. This action step
Department of Health and Human Services, NC Partnership for Children
2. Study and revise Smart Start’s county needs formula that determines the allocation of
funding for each county. A revised needs formula will use current data to ensure that
funding is directed to high need communities; that services reach the most vulnerable
children and families; and that Smart Start funding is well coordinated with child care
subsidy and prekindergarten funding to maximize impact. This action step is achievable
within existing funds.
a. Responsible Party: NC Partnership for Children
3. Study and make recommendations regarding readjustments that may be needed to the local
partnership planning and funding requirements as State funding scales up, including: 1) the
requirement to spend 30 percent of local funding on child care subsidy; 2) the requirement
to provide the state TANF match; and 3) the requirement to match 19 percent of local
funding with private fundraising. This action step is achievable within existing funds.
for Children
4. Continue an ongoing evaluation of the impacts and effectiveness of Smart Start and
continue to use evaluation findings to inform program implementation. This action step is
a. Responsible Parties: NC Partnership for Children and local partnerships
E. Increase the volume and quality of the early childhood educator pipeline.
The early childhood educator workforce is essential to supporting young children’s healthy
development and learning, family employment and the State’s economic prosperity, but it remains
persistently low paid and often lacking benefits. Turnover in the early childhood workforce is quite
high. According to the WestEd report, the fact that early childhood teachers have low salaries,
especially compared with kindergarten teachers, serves as a major deterrent for those considering
entering the field, particularly for the more highly educated candidates. Further, because of the large
pay discrepancy between early childhood and kindergarten teachers, many early childhood teachers
shift to teaching kindergarten after receiving a bachelor’s degree. The median wage of a kindergarten
teacher is nearly 2.25 times more – or more than $17 more per hour – than that of an early childhood
teacher. (West Ed, 2019, p. 242)
i. Goal:
1. Early childhood educators statewide are provided salary supplements that recognize
educational attainment.
2. The State has implemented strategies that demonstrate success in attracting and retaining a
qualified early childhood educator workforce.
1. Increase funding for and expand participation statewide in the Child Care WAGE$ and
Infant Toddler Educator AWARD$ Programs that provide educational attainment-based

48
salary supplements for early childhood educators. This action step requires incremental
recurring increases in funding through fiscal year 2028.
2. Promote the NC Model Salary Scale for Early Education Teachers to help guide the early
childhood field in establishing better compensation for the early childhood workforce that is
tied to educational attainment. Compensation is an integral component of attracting and
retaining the early learning workforce needed to prepare children for success. A salary scale
tied to education can serve as a critical tool to professionalize and grow the early childhood
teaching workforce. This action step is achievable within existing funds.
for Children
3. Study, develop a State plan, and monitor progress toward the goal that teachers in licensed
early learning programs have an associate degree or higher in early childhood education, are
paid comparable to the NC Model Salary Scale, and have access to benefits such as health
insurance. Increases in funding for early learning programs will support increased workforce
compensation. This action step is achievable within existing funds.
4. Implement strategies to recruit new early childhood educators to the field and provide
ongoing professional development, including coaching, technical assistance, degree
attainment and licensure support. This action step requires incremental recurring increases in
1. Develop a model, implementation plan and cost projections for an early childhood teacher
preparation program (modeled on the NC Teaching Fellows Program) that provides full
tuition to obtain an associate degree in early childhood education at a North Carolina
community college and pathways to transfer to a university. This action step is achievable
a. Responsible Party: NC Community College System Office
F. Ensure quality transitions and alignment from early childhood programs to K-3 classrooms
and strengthen elementary schools’ readiness to support all children to achieve early grade
success.
According to the WestEd report, the transition from early childhood education environments to K-
12 environments is challenging for children and families. Very few elementary school principals have
training in early childhood development. Elementary school environments are often not equipped to
support the developmental transition of young children into school, including through appropriate
staffing of school support staff such as nurses, social workers and counselors. Better alignment is
needed between the early childhood programs and the schools that children from these programs will
attend. (WestEd, 2019, p. 91)
i. Goals:
1. All children transitioning from pre-kindergarten to public kindergarten classrooms have a
child-centered transition plan developed collaboratively with their families, early childhood
teachers and kindergarten teachers.
2. Elementary schools have resources and support to provide high-quality early learning that is
aligned for children birth through third grade, to engage effectively with families of young
children and to collaborate with the early learning programs in the community attended by
incoming students.

49
1. Implement a Pre-K to K Transitions pilot program for prekindergarten and kindergarten
teachers to learn, plan, and work together, with professional development focused on
developmentally appropriate practice, observation-based formative assessment, and family
engagement. The pilot will prioritize the inclusion of teachers from rural and low wealth
districts and from high-poverty schools across the State. The pilot will allow families and
prekindergarten teachers to systematically share information about children’s strengths and
needs with kindergarten teachers through an electronic information sharing platform aligned
with the NC Early Learning Inventory. This action step is achievable within existing funds.
a. Responsible Parties: NC Department of Health and Human Services, NC Department
of Public Instruction
2. Align the NC Early Learning Inventory (NC ELI) within the birth through third grade
continuum. The NC ELI is an observation-based formative assessment. The NC ELI
indicators of learning and development should align with a subset of the indicators in the
NC early learning standards and the NCSCOS. This action step is achievable within existing
funds. A companion action step is included in the Assessment and Accountability action
plan.
a. Responsible Party: NC Department of Public Instruction
1. Develop, pilot, and validate an implementation fidelity measure for the NC Early Learning
Inventory (NC ELI). Evaluate the effectiveness of the NC ELI and use findings to inform
implementation and make improvements. This action step is achievable within existing
funds.
2. Provide ongoing support to local trainers and coaches for professional development in
implementing the NC Early Learning Inventory as intended. This action step is achievable
3. Incrementally increase funding until funding will provide approximately one teacher assistant
for every 27 K-3 students. An aligned action step is included in the Finance and Resources
action plan and requires incremental recurring increases in funding through fiscal year 2028.
4. Incrementally increase funding for whole-child supports through positional funding that
increases the number of SISP to begin to meet national guidelines, initially prioritizing high-
poverty schools. An aligned action step is included in the Finance and Resources action plan
and requires incremental recurring increases in funding through fiscal year 2028.
1. Replace the kindergarten diagnostic with an extended version of the NC Early Learning
Inventory to include additional dimensions (language, literacy, math, SEL) with full year
implementation and checkpoint periods. This action step is achievable within existing funds.
2. Review the NC Early Learning Inventory and Read to Achieve legislation and policies to
establish an aligned formative and summative assessment continuum. This action step is
3. Establish an Early Childhood Education Expert Advisory Team (preschool through third
grade) to review current data and identify target districts/schools for multi-tiered support
aligned to gaps. Develop evaluation criteria to prioritize multi-tiered support. Develop an
implementation process to be used statewide for identified target districts/schools. Costs
for this action step will be determined and may require an appropriation.

50
a. Responsible Party: NC General Assembly, NC Office of the Governor, NC
4. Develop and implement targeted professional development plans for each identified
district/school aligned to data gaps, including topics such as: child development,
developmentally appropriate practice, instructional best practices for early learning,
observation-based formative assessment, positive relationships, culture improvement,
aligned processes, social and emotional learning, data-driven decisions, and family and
community engagement. Evaluate the professional development, review data for continuous
process improvements and expand effective practices. This action step requires incremental
recurring increases in funding through fiscal year 2028 that is included in Finance and
Resources action plan for professional learning.
5. Require that prekindergarten and kindergarten classrooms have full-time teacher assistants
and are maintained in the assigned classroom throughout the day and across learning
environments. There are no costs associated with this action step.
Instruction
1. Incrementally scale up the Pre-K to K Transitions program to all districts, including the use
of the electronic information sharing platform. NC DHHS and NCDPI must continue to
partner in contracting for a suitable electronic platform to support the Pre-K to K Transition
program and the NC Early Learning Inventory. This action step requires incremental
recurring increases in funding through fiscal year 2028.
2. Establish policy and oversight for Pre-K to K Transitions so that pre-kindergarten programs
and public elementary schools implement a comprehensive, child-centered transition plan
for each child developed collaboratively with their families, early childhood teachers, and
kindergarten teachers. This action step is achievable within existing funds.
a. Responsible Parties: NC Department of Health and Human Services, NC Department
of Public Instruction
3. Provide ongoing support statewide to local trainers and coaches for joint professional
development to promote effective Pre-K to K Transitions and alignment of early learning
experiences (including topics such as child development, developmentally appropriate
practice, observation-based formative assessment, and family engagement) for
prekindergarten and kindergarten teachers, instructional facilitators and coaches, teacher
assistants, and administrators (online modules, virtual and face to face). Collaborate with the
community college and university systems to develop training hubs to support joint
professional development. Costs for this action step will be determined following the pilot
and may require an incremental recurring appropriation.
a. Responsible Party: NC General Assembly, NC Office of the Governor, NC
4. Provide ongoing support and technical assistance for establishing local collaborative family
engagement plans for birth through third grade. This action step requires a recurring
appropriation beginning in this fiscal year.

51
G. Facilitate reliable access to high-quality data supporting early childhood education.
Comprehensive and reliable early childhood data infrastructure is an important component of a
robust system of high-quality early learning for young children. Improving North Carolina’s early
childhood data infrastructure will improve data collection and quality, facilitate the ability to measure
progress, improve research and evaluation, and assist policymakers and program managers in
implementing effective programs and strategies. WestEd concluded that more comprehensive data
systems are needed to address the variation in access to early childhood education across and within
counties. (WestEd, 2019, p. 243)
i. Goal: Real-time, quality data will be readily available and used to inform policy and program
decision making in early childhood education
1. Develop and implement a real-time workforce data system that supports building the
pipeline of early childhood educators. This action step requires a recurring appropriation to
achieve the stated goal.
2. Expand and improve the NC Early Childhood Integrated Data System and the NC Early
Childhood Action Plan data dashboards to track child outcomes and provide access to state
data for state and local users and researchers. Connect data to the NC Longitudinal Data
System (NCLDS). This action step is achievable within existing funds through fiscal year
2023 and then requires a recurring appropriation through 2028.
3. Provide technical assistance to build local capacity to use quality early childhood data across
child health, child welfare, and early childhood education for local planning. This action is
achievable within existing funds through fiscal year 2023 and then requires a recurring
appropriation through 2028.
1. Develop and implement a real-time data collection and sharing process to identify children
eligible for early childhood programs, including NC Pre-K and Early Intervention, that
allows for disaggregation along multiple variables, such as race, ethnicity, and geography, and
helps identify the children most vulnerable to build a more equitable early learning system.
This action step requires a recurring appropriation.
Department of Health and Human Services, NC Department of Public Instruction, NC
Department of Information Technology

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VII. Alignment of High School to Postsecondary and Career Expectations for All Students
An alignment of high school to postsecondary and career expectations, as well as the provision of early
postsecondary and workforce learning opportunities, to ensure student readiness to all students in the State.
ACTIONS 2030 GOALS
Strengthen alignment between career pathways
and workforce demands.
K-12, community college, and workforce
development career pathways will be aligned and
responsive to workforce needs across the State.
Ensure all high school students have the option
to complete high school courses leading to
college credit, an associate degree, or a career-
ready credential.
All students, especially students in high-poverty
schools and low wealth districts, will have
equitable access to postsecondary and career-
readiness opportunities, including dual
enrollment coursework and high quality,
rigorous pathways leading to a career-ready
credential.
Strengthen college and career advising for high
school students.
All high school students will have college and/or
career advisors that provide guidance that allow
them to plan for, pursue, and attain their
postsecondary education and career goals.
A. Strengthen alignment between career pathways and workforce demands.
Through the work of the myFutureNC Commission, North Carolina is focused on achieving a
dramatic increase in postsecondary attainment by 2030. Reaching this goal will require closer
alignment across and within education sectors, as well as better alignment between those sectors and
the business community. P-12, postsecondary, and business sectors must collaborate to provide
guided pathways that are industry-aligned and that develop the knowledge, employability skills, and
competencies students need to succeed in high-wage, high-demand jobs. Successful coordination will
require development of accessible, clear, and streamlined processes for linking businesses with
educators.
Only about one-quarter of the respondents to a 2018 EducationNC survey believed that their
educational opportunities were very well aligned with jobs available in their communities, and about
the same proportion believed that their educational opportunities provided avenues for gaining
needed work skills for available jobs (myFutureNC, 2020). To position more North Carolinians for
better educational and employment opportunities, the State can develop a wider array of aligned,
accessible career and postsecondary pathways and expand work-based learning models that help
educators, students, and businesses work together – from internships to co-ops to on-the-job
training programs to apprenticeships.
i. Goal: K-12, community college, and workforce development career pathways will be aligned and
responsive to workforce needs across the State.
1. Develop an updated and consistent definition of Career and College Readiness. This action

53
Instruction, NC Department of Commerce, NC Community College System, University
of North Carolina
2. Develop model career pathways that align high school Career Technical Education courses
with workforce demands and clearly articulate what students need to know and be able to
do. This action step is achievable within existing funds.
Instruction, NC Department of Commerce, NC Community College System, University
of North Carolina
3. Provide funding for an independent alignment study of all NC dual enrollment courses that
satisfy basic graduation requirements to ensure that all courses meet the constitutional
standard of providing students a sound basic education. This action step requires a non-
recurring appropriation.
Board of Education, NC Department of Public Instruction, NC Community College
System, University of North Carolina
4. Ensure students graduate prepared for college-level coursework at the NC Community
Colleges by providing:
 Funding for NROC subscription;
 Professional development for high school educators; and
 A staff member at NCDPI to support the Career and College Ready Graduate
program in collaboration with the NC Community College System.
This action step requires a recurring appropriation to achieve the stated goal beginning in
this fiscal year.
Instruction, NC Community College System
1. In accordance with the alignment study described above, develop NC State Board of
Education policy and guidance to implement a course review and approval process for all
dual enrollment courses. There are no costs associated with this action step.
Instruction, NC Community College System, University of North Carolina
B. Ensure all high school students have the option to complete high school courses leading to
college credit, an associate degree, or a career-ready credential.
North Carolina’s employers do not have access to enough homegrown talent with the skills needed
to help the State remain competitive. Employers’ responses to the North Carolina Department of
Commerce’s 2018 Employer Needs Survey indicate that half are not able to hire the workers they
need. They cite a lack of employability skills (65 percent), technical skills (49 percent), and overall
education (43 percent) (Labor and Economic Analysis Division, 2018).
To address these requirements, every North Carolina student should receive rigorous academic and
career preparation from well-prepared teachers and school leaders. In addition, schools must provide
each student with opportunities to engage in college-level coursework and to explore multiple career
pathways. Finally, while students need to be ready for each level of education, every institution –
from pre-kindergarten to postsecondary – also needs to be student-ready. In order to ensure that
every student is prepared to meet the demands of our growing economy, each individual must have
access to a student-centered education that optimizes her or his academic and career preparation.

54
The task does not end with academic preparation and acquisition of technical skills alone. Across all
education sectors, North Carolina should also help students improve social-emotional skills, like self-
regulation and communication, as well as transferable skills, like problem-solving and critical
thinking, alongside the more specific skills each employer needs.
i. Goal: All students, especially students in high-poverty schools and low wealth districts, will have
equitable access to postsecondary and career-readiness opportunities, including dual enrollment
coursework and high quality, rigorous pathways leading to a career-ready credential.
1. Provide recurring funding for Cooperative Innovative High Schools approved to open from
2018-2021. This action step requires a recurring appropriation to achieve the stated goal
beginning in this fiscal year.
1. Revise the funding approach for the North Carolina Virtual Public School to remove
barriers that prevent students in low-wealth districts from participating. This action step
2. Expand funds for credentials and certifications for Career and Technical Education students.
This action step requires incremental recurring increases in funding through fiscal year 2028.
3. Adopt the necessary policies to allow school calendar flexibility to ensure that local schools
can align with community college and university schedules. There are no costs associated
with this action step.
1. Provide funds for the NC Department of Public Instruction, in collaboration with the Office
of State Budget Management, to examine barriers and supports impacting all students' ability
to complete high school courses leading to college credit, an associate degree, or a career-
ready credential, including an examination of access, equity, resources, fees, and personnel.
This action step requires a non-recurring appropriation.
2. Provide recurring funding for up to three additional Cooperative Innovative High Schools
annually if approved by the NC State Board of Education. The NC State Board of
Education may limit approval to school districts without a Cooperative Innovative High
School. Cost estimates for this action step will be determined on the basis of the number of
schools approved.
1. In accordance with the study above, expand funds to remove barriers to economically
disadvantaged students' participation in the Career and College Promise program, dual
enrollment, and advanced coursework, including by providing course fees, textbooks, and
transportation costs. Cost estimates for this action step will be determined on the basis of
the study.

55
C. Strengthen college and career advising for high school students.
About one-quarter of EducationNC survey respondents rated “better guidance about successfully
moving between education levels” as the most helpful way to increase educational attainment among
students in their community. Postsecondary students who took part in myFutureNC’s listening tour
said that, of all their transitions along the continuum, they struggled most with the transition from
high school to postsecondary (myFutureNC, 2020). The challenge begins in high school, when
students first wrestle with the admissions and course transfer processes. Once enrolled, they
identified navigating what for many of them was an entirely new school structure – from course
scheduling to classroom expectations to planning a course of study to constantly managing financial
aid– as a sometimes overwhelming challenge.
Parents face similar challenges when their students make the switch from high school to
postsecondary. These challenges can be particularly acute for parents of first-generation college
students. As one listening tour student participant put it, every student and family needs at least one
go-to personal connection “who knows more about the student than a test score” (myFutureNC,
2020).
In order to choose the best path to personal attainment, each student should understand all the
options available and should receive the guidance necessary to weigh various paths against each
other. This broader perspective about postsecondary options from a trained advisor is the first step
toward raising the aspirations of potential new and returning students who otherwise may not realize
that a wider array of viable postsecondary options exists than they may have first suspected.
i. Goal: All high school students will have college and/or career advisors that provide guidance that
allow them to plan for, pursue, and attain their postsecondary education and career goals.
1. Provide support to the NC Community College System (NCCCS) Career Coaches program,
which places career coaches employed by local community colleges with partnering high
schools, prioritizing at risk students. Funding previously appropriated via SL 2019-235
expands the NCCCS Career Coaches program and places Career Coaches employed by local
community colleges with partnering high schools. This action step is achievable within
existing funds.
Community College System
1. Provide matching funds to the College Advising Corps to expand the placement of college
advisers in low wealth districts in North Carolina public schools. This action step requires
a. Responsible Parties: NC General Assembly, NC Office of the Governor, University
of North Carolina, College Advising Corps
2. Provide funds for a Career and Postsecondary Planning Director in NCDPI’s Division of
Career and Technical Education to ensure a cohesive, collaborative approach to career
planning in grades 5-12, and incrementally increase funds to provide one Career
Development Coordinator for every 1,000 students in grades 6-8 and one Career
Development Coordinator for every 500 students in grades 9-12 in the State beginning in FY
2023. Coordinators will provide adequate, appropriate, and aligned student-centered

56
advising that focuses on academic decision making and support, social and emotional
learning, and college and career preparation and awareness. Career Development
Coordinators and other student services personnel will also work with students to provide
Career Development Plans for every student in grades 9-12 in the State. This action step

57
References
A Report by the Steering Committee of the myFutureNC Commission. (2020). A Call to Action for the State of
North Carolina. Raleigh, NC: myFutureNC Commission.
Allegretto, Sylvia A. and Lawrence Mishel. (September 17, 2020). Teacher Pay Penalty Dips but Persists in 2019.
Washington, DC: Economic Policy Institute Issue.
DRIVE Task Force. (2021). Developing a Representative and Inclusive Vision for Education: Final Report and
Recommendations. Raleigh, NC: DRIVE Task Force.
Guha, R., Hyler, M.E., and Darling-Hammond, L. (2016). The Teacher Residency: An Innovative Model for Preparing
Teachers. Palo Alto, CA: Learning Policy Institute.
Hoke County Board of Education. v. State of North Carolina, No. 95 CVS 1158 (Sept. 11, 2020).
Labor and Economic Analysis Division. (2018). Employer Needs Survey. Raleigh, NC: NC Department of
Commerce.
North Carolina State Board of Education. “History of SBE, Chapter Four, Basic Education Program &
Governance in Education.” Available at https://stateboard.ncpublicschools.gov/about-sbe/history/chapter-
four
North Carolina State Board of Education & Department of Public Instruction, Financial and Business
Services, Division of School Business. (2020). 2020-21 Allotment Policy Manual. Raleigh, NC: NC Department
of Public Instruction.
Wallace Foundation (2016). Building principal pipelines: A job that urban districts can do. New York, NY:
Author. Retrieved from https://www.wallacefoundation.org/knowledge-center/pages/perspective-building-
principal-pipelines-update.aspx
WestEd, Learning Policy Institute, & Friday Institute for Educational Innovation at North Carolina State
University (2019). Sound Basic Education for All: An Action Plan for North Carolina. San Francisco, CA: WestEd.

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