SBE Meeting 12/2010 Attachment TCS 1 - North … State Board of Education established the Compliance...

SBE Meeting 12/2010 Attachment TCS 1

EXECUTIVE SUMMARY Title: Reappointment or Replacement of Compliance Commission Members, Appointment of a New

Chairperson, and Amendments to Policy TCS-B-000 Type of Executive Summary:

Consent Action Action on First Reading Discussion Information

Policy Implications: Constitution General Statute # SBE Policy #TCS-B-000 SBE Policy Amendment SBE Policy (New) APA # APA Amendment APA (New) Other

Presenter(s): Ms. Angela H. Quick (Deputy Chief Academic Officer, Curriculum, Instruction, Technology and

Accountability Services) and Dr. Louis M. Fabrizio (Director of Accountability Policy & Communications)

Description: The State Board of Education established the Compliance Commission for Accountability in July 1996. This Commission was charged with making recommendations to the North Carolina Department of Public Instruction and State Board of Education related to ABCs issues. Several members are up for reappointment or replacement since their terms of office will expire on December 31, 2010. A chairperson also is recommended for a two-year term. Attached is the current list of Commission members. The names and resumes of the additional proposed new members will be provided at the December meeting, if available. In addition, amendments to policy TCS-B-000 are proposed which conform to operating procedures requested by the SBE. Resources: DPI staff time and time commitments of the Compliance Commission for Accountability Input Process: Recommendations of the State Board of Education and agency leadership Stakeholders: Staff of the public schools of North Carolina and the general public Timeline For Action: This item was presented for Discussion at the November meeting and for Action at the December meeting. Recommendations: It is recommended that the State Board of Education approve the recommendations for reappointments and for the new members of the Compliance Commission for Accountability, approve appointment of a new chairperson, and approve amendments to policy TCS-B-000.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Audiovisual equipment requested for the presentation:

Data Projector/Video (Videotape/DVD and/or Computer Data, Internet, Presentations-PowerPoint preferred) Specify:

Audio Requirements (computer or other, except for PA system which is provided)

Specify:

Document Camera (for transparencies or paper documents – white paper preferred)

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Motion By: ______________________________ Seconded By: ______________________________ Vote: Yes __________ No __________ Abstain __________ Approved __________ Disapproved __________ Postponed __________ Revised __________ ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- *Person responsible for SBE agenda materials and SBE policy updates: Lucy Medlin, 919-807-3771

Attachment 1 TCS 1

NCDPI/ASIS/AS/LM/November 4, 2010 1

NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual

Policy Identification Priority: Effective and Efficient OperationsTwenty-First Century Systems Category: Advisory Committees Policy ID Number: EEOTCS-B-000 Policy Title: Policy delineating the purpose and composition of the State Board of Education's Compliance Commission for Accountability Current Policy Date: 10/07/200411/04/2010 Other Historical Information: Previous board dates: 07/10/1997, 07/11/2002, 03/06/2003, 10/07/2004 Statutory Reference: Administrative Procedures Act (APA) Reference Number and Category: *** Begin Policy *** (Do not tamper with this line) (a) The purpose of the Commission shall be to advise and to make recommendations to the

State Board of Education through the North Carolina Department of Public Instruction on testing issues and other issues related to school accountability and improvement. The State Board, after discussing issues related to testing and accountability as presented by the Department of Public Instruction, may request that the Compliance Commission further discuss such issues and make recommendations to the Board. Issues to be considered: (1) proposed changes to the state’s accountability program (2) the testing code of ethics (3) test security and administration (4) auditing procedures to ensure integrity of the testing and accountability program (5) the relationship of testing to other aspects of schooling, and (6) other issues related to testing and accountability as deemed appropriate by the

State Board of Education. (b) The Commission shall also be designated as:

(1) the Appeals Committee of the ABCs Accountability Program. The Commission in this capacity will hear and make recommendations to the State Board of


Education on schools appealing the growth standards of the ABCs Accountability Program.

(2) The Commission shall also be designated to consider requests from schools that desire to be exempt from participating in field test(s) and shall make a recommendation to the State Board of Education on such a request. (Effective July 1, 2003).

(c)The Commission shall be empowered to approve or deny appeals of schools that want to be

exempted from participation in specific field testing for a particular school year. (d)(c) Upon recommendation by the State Superintendent of Public Instruction, the State Board

of Education shall approve appointments to the Compliance Commission consisting of 22 members in accordance with the procedures stated in SBE Policy EEOTCS-B-002 (Advisory Committees to the State Board of Education), who shall represent the following categories effective:

(1) - Four shall be teachers - Five shall be principals representing elementary, middle and high schools. - Four shall be from central office staffs, (at least one must represent

Exceptional Children), - Two shall represent local boards of education - One shall represent NC Charter Schools - Two shall be members of the business community - One shall be a parent representative - One shall represent higher education, and - Two shall be at-large

To the extent possible, members will be appointed from the eight education districts (as defined in G.S. 115C-65) to keep the Commission balanced geographically and professionally. (2) Terms of membership shall be for four years, be staggered, and shall run through

December 31. Members may be reappointed by the SBE for one additional term. (3) As Commission members are replaced, the SBE shall, to the extent possible,

recommend and approve replacements to keep the Commission balanced geographically and professionally.

(4) A member of the State Board of Education as designated by the State Board membership shall sit on the Commission as a non-voting ex-officio member.

(e)(d) The State Board of Education shall appoint a chair from the membership of the

Commission. The Chair shall serve for two years. (f)(e) The Commission shall elect a Vice-Chair from its membership.


(g)(f) The Commission shall meet at least quarterlyannually. The State Board of Education shall be notified of the meeting schedule of the Commission, as well as any changes in the schedule that may occur. The State Board of Education may call additional meetings of the Commission as it deems necessary.determine if the Commission needs to meet to discuss an issue.

(h)(g) The Department of Public Instruction, Division of Accountability Services, shall staff the

Commission and shall develop the agendas for the scheduled meetings in conjunction with the Commission’s Chair. Draft minutes of the Commission meetings shall be provided to the State Board of Education within one month following each meeting, with official approved minutes being shared with the SBE following approval by the Commission.

(i)Three consecutive absences from regularly scheduled meetings/conference calls or failure to

attend at least 70% of the regularly scheduled meetings/conference calls during a year shall constitute a member’s resignation.

COMPLIANCE COMMISSION FOR ACCOUNTABILITY 2010 MEMBERSHIP

ED DISTRICT

TERM ENDS

REPLACE/ REAPPOINTCURRENT MEMBERS AFFILIATION NEW APPOINTMENTS

1 Woolard, Linda Teacher, Mattamuskett Elementary, Hyde County 12/31/12 N/A N/A

1 Jenkins, David Central Office, Career & Technical Ed Director, Martin County 12/31/10 REAPPOINT REAPPOINT

2 Jackson, Emma Principal, Executive Director Instructional Services, New Hanover County Schools (2nd term) 12/31/12 N/A N/A

2 Hooks, Michael Teacher, North Brunswick High School, Brunswick County (2nd term) 12/31/10 REPLACE

Rubenia McGee Graham Teacher, Wallace Elementary

School, Duplin County

3 Bulluck, Evelyn Local School Board Representative, Nash/Rocky Mount County 12/31/12 N/A N/A

3 Denning, Kirk Principal, Princeton High School, Johnston County (2nd term) 12/31/10 REPLACE

Muriel Thomas Summers Principal, Combs Elementary,

Wake County

4 Eason, Teresa Central Office Exceptional Children Representative, Director, Programs for Exceptional Children, Harnett County (2nd term)

12/31/12 RETIRED/ REPLACE

Pamela Jackson Director of EC Programs,

Harnett County 4 Goodman, Cindy Principal, Laurel Hill Elementary, Scotland County 12/31/10 REAPPOINT REAPPOINT

5 Thompson, Benika Teacher, Jefferson Middle School, Winston-Salem/Forsyth County 12/31/12 N/A N/A

5 Pugh Jr., David Charter School Rep., Director, Clover Garden Charter, Alamance County 12/31/10 REAPPOINT REAPPOINT

6 Devine, Audrey Central Office Rep., Principal, Forestview High School, Gaston County 12/31/12 N/A N/A

6 Lowder, Carolyn Local School Board Rep., Union County 12/31/10 REAPPOINT REAPPOINT

7 Burleson, David (Chairman)

Central Office Representative, Principal, North Forsyth High, Winston-Salem/Forsyth County (2nd term) 12/31/10

REPLACE WITH

CENTRAL OFFICE REP

Jeffrey Peal Associate Superintendent,

Alexander County

7 Howerton, Vanessa Principal, Grandview Middle School, Hickory City Schools (2nd Term) 12/31/12 N/A N/A

8 Von Dohlen, Heidi ESL Teacher, AC Reynolds Middle School, Buncombe County 12/31/10 REAPPOINT REAPPOINT

8 Talbert, Benjamin Principal, McDowell High School, McDowell County 12/31/12 N/A N/A AT-LARGE Bunch, Wanda Business Representative 12/31/10 REAPPOINT REAPPOINT

Attachment 2 TCS 1



AT-LARGE Gaynor, Virginia Parent Representative, Pitt County (2nd term) 12/31/10 REPLACE Pamela Greene Guilford County

AT-LARGE Brady, Kevin Higher Education Representative, Assistant Professor, NCSU (2nd Term) 12/31/12 N/A N/A

AT-LARGE Eckel, Albert Business Representative (2nd term) 12/31/10 REPLACE Steven Goldsmith Syngenta Biotechnology, Inc.

AT-LARGE Hobbs Jr., Stewart Central Office Representative, Superintendent, Stokes County (2nd term) 12/31/12 N/A RECOMMEND AS CHAIR

AT-LARGE Max Walser Business Representative (2nd term)

12/31/10 REPLACE

WITH TEACHER

Kelly Lynn Blain ESL Teacher, Person County

SBE Member to be determined (Serves at Discretion of SBE)

Kelly Lynn Blain 3200 Cates Mill Rd. Roxboro, NC 27574 919-491-0341 [email protected]

“Mrs. Blain is in a position where she

is answering her calling.”

Stephen Hester Principal

Person County Schools, NC

“Mrs. Blain deserves to celebrate the

success of her students! She does an

excellent job and Person County has

been fortunate to have her working

with the ESL students

and their families.”

Ronnie Bugner Former Superintendent

Person County Schools, NC

Professional Profile An educator that is caring, dedicated, and driven to succeed in every aspect of the job.

• Experienced and committed to student learning. • Active participant in quality professional development and eager to learn

more. • Obtained Bachelor’s Degree in French and a HQT NC Teaching

Certification in French and ESL for K-12. • Skilled in use of educational software and practitioner of technology in the

classroom. • Dedicated to creating and nurturing a lifelong love of knowledge in children.

Education and Certifications Bachelor of Arts in Foreign Language- French Berry College, Rome, GA. 2000 Université de Bourgogne- France Semester Abroad- 1999

Pi Delta Phi Honor Society Member- Société honoraire de français

Provisional Certifications NC State French Education. 2008 NC State English as a Second Language. 2008

Employment History • Lead ESL Teacher (HQT/ NC Certified), August 2008- present

Person County Schools, Roxboro, NC • K-12 ESL Teacher (Lateral Entry), August 2005- July 2008 Person County Schools, Roxboro, NC • Childcare Program Assistant, September 2004- July 2005

YMCA, Canandaigua, NY • CPR/First Aid/ AED Instructor, August 2003- July 2005

KB Training, Canandaigua, NY • After School Program Coordinator, July 2002- June 2003 Community Action Partnership, Buffalo, NY • Substitute Teacher, Middle and High School, August 2001- June 2002

JFK Middle School, Cheektowaga, NY • After School Program Assistant, August 2001- June 2002 Community Action Partnership, Buffalo, NY • At-risk Youth Counselor, November 2000- June 2001 Three Springs, Blue Ridge, GA • Berry Day Camp Counselor, June 2000 to August 2000 Berry College, Rome, GA

Attachment 3 TCS 1


“I strongly believe that the success of

our students depends heavily on the

concerted effort of parents, educators

and community members. I would

welcome becoming part of ‘the village

that raises the child’ in your country.”

Kelly Blain Teacher

Key Qualifications

Experienced ESL Educator

* Taught varied levels of English Language Development for students in grades 9-12. * Planned and instructed each lesson using wide variety of teaching aids, motivational and implementation strategies to engage students in active learning. * Incorporated learning modality principles into classroom and individual instruction. * Provided pull out services for individual/ small group instruction in grades K-5 * Designed and conducted various faculty presentations/ trainings in modifying for ELL’s in the content area classroom, introducing the new WiDA standards, and SIOP. * Planned and organized field trips and an annual ESL Graduate Celebration.

Computer Skills

• Software- Microsoft Windows®: Word, Excel, Publisher, PowerPoint, Smart Board/ Mimio, CPS, Movie Maker, etc.

• Working knowledge of the use of internet in the classroom- web quests, classroom blogs, pod casts, Blackboard, Skype, etc.

• Trained/ experienced in use of ELLIS, Oddesyware, and Imagine Learning Professional References Mrs. Wendy Staskiewicz- [email protected] ESL Program Coordinator Person County Schools, Roxboro, NC Mrs. Harriett Tillett- [email protected] Program Specialist for Person County School District Person High School, Roxboro, NC Ms. Laura Carver- [email protected] Foreign Language Department Chair Person High School, Roxboro, NC Mr. Roderick Daye- [email protected] Spanish Teacher Person High School, Roxboro, NC Personal References Available Upon Request


PAMELA MINTOR JACKSON P.O.BOX 26151

Fayetteville, North Carolina 28314 Cell (910) 988-8229

E-mail: [email protected]

CURRICULUM VITAE

Objective Contribute to Cumberland County Schools as The Executive Director of Professional Development through utilizing my expertise to work effectively with all staff in developing multi-disciplinary approaches to successful educational outcomes.

Education • Master of School Administration, Fayetteville State University, Fayetteville, North Carolina,

May 2001. • Master’s Degree Program in Middle Childhood Education, Georgia State University 1988–

1989. • Bachelor of Science in Elementary Education, Tuskegee Institute, Tuskegee, Alabama, May

1980.

Administrative Experience Harnett County Schools, North Carolina, (July 1, 2010 - present),

• Director of Exceptional Children Programs, I provide leadership to the local educational agency for exceptional children's programs. My role includes the ability to provide professional development, lead, motivate, influence, and shape individuals to assure continuous organizational development and improvements. My areas of strength in leadership are, planning and improving curriculum and instruction through professional development, maintaining policy and procedures, community relations, personnel practices, and fiscal management. I monitor and compulate approximately 10 million dollars in federal, state and local funds at 26 pre k -12 schools. I facilitate 2505 EC students, 200 certified and non-certified.

Northampton County Schools, NC (2006- 2010

• Director of Exceptional Children Programs, I provide leadership to the local educational agency for exceptional children's programs. My role includes the ability to provide professional development, lead, motivate, influence, and shape individuals to assure continuous organizational development and improvement. My areas of strength in leadership are, planning and improving curriculum and instruction through professional development, maintaining policy and procedures, community relations, personnel practices, and fiscal management. I monitor and copulate approximately three million dollars in federal, state and local funds at seven pre k -12 schools. I facilitate 336 EC students, 215 AIG students, 50 certified and non-certified staff and bus monitors. I actively recruit new teachers and facilitate professional development for the LEA, individual schools and departments.

Cumberland County Schools, North Carolina (1990-2006)

• Title I Lead Teacher, Assistant Principal, Acting Assistant Principal, Administrative Intern,


mailto:[email protected]

Highlights of Administrative Professional Training

New Directors Institute No Child Left Behind INTASC Standards Responsiveness To Instruction Legal Issues Affecting Testing Human Resource Issues Failure is not An Option Ethics Training Law Updates NC Evaluation Processes

Student Accountability Standards Curriculum Design Exceptional Children Issues Safe Schools / Crisis Management

Student Services Best Practices Fiscal Management Testing Methods and Procedures IDEA Process & Practices Section 504 and ADA Positive Behavior Supports

Reading Foundations .

Professional Memberships National Association of School Administrators Academically Gifted Coordinator Council for Exceptional Children

Related Experience

Cumberland County, North Carolina; Atlanta, Georgia; Chesterfield, Missouri • Served in the capacity of Curriculum Administrator, system wide recruitment, classroom teacher,

lead teacher, curriculum chairperson, co-chairperson of the School Improvement Team, co-chairperson of School Accreditation Committee, grade level chairperson, department chairperson and grant writer 1985-2000.


STEVEN GOLDSMITH Steven Goldsmith is director of corporate communications for Syngenta Biotechnology, Inc., a leading agricultural technology company, based in Research Triangle Park, N.C. Steve has 20 years experience in a variety of corporate affairs functions, including internal and external communications, investor relations, corporate citizenship, public affairs, and marketing for Fortune 500 companies in the computing, communications, marine, pharmaceutical and biotechnology industries. He has served on numerous boards including the Foundation for Osceola (Fla.) Education, One Voice for Children (Pa.), and the Fond du Lac (Wis.) Children’s Museum. He currently serves on the Foundation Board of the American Agricultural Editors Association and is a coach in the Capital Area Soccer League (CASL). He has received Accreditation in Public Relations (APR) from the Public Relations Society of America. Steve lives with his wife and daughter in Raleigh, N.C.


JEFFREY P. PEAL 137 Stout Farm Road

Taylorsville, NC 28681 Home (828) 635-0997 Work (828) 632-7001 Cell (828) 514-7798

[email protected]

EDUCATION

GARDNER-WEBB UNIVERSITY, Boiling Springs, North Carolina

Ed. D. Educational Leadership, 2006 GARDNER-WEBB UNIVERSITY, Boiling Springs, North Carolina M.A. in School Administration (K-12), 1999 WEST LIBERTY STATE COLLEGE, West Liberty, West Virginia B.A. in Social Science Comprehensive (7-12), 1986

CERTIFICATION 011 Superintendent 012 Principal (Grades K-12) P (Master's) 113 Curriculum Instructional Specialist SG (Master's) 400 Social Studies (Grades 9-12) A (Bachelor's) 78400 Middle Social Studies (Grades 6-9) A (Bachelor's)

EXPERIENCE

2007 – Current – Adjunct Professor for Educational leadership (Ed.D. and MSA programs) Gardner-Webb University 2007 – Adjunct Professor, Appalachian State University 2006 – Current – Associate Superintendent – Alexander County Schools 2005-2006 - Davie County Schools - Executive Director, Human Resources and Personnel 2002-2005 – Middle School Principal – Wilkes County Schools 2001-2002 – High School Principal – Alleghany County Schools 1999-2001 – Assistant Principal – Wilkes County Schools 1986-1999 – Teacher/Coach – North Wilkes High School

OTHER

The Leadership Program for Assistant Principals (LPAP) PATL15 - Principals as Technology Leaders / PEP Certified SAC’s facilitator and chairperson Served on an advisory committee for North Carolina and ETS to resolve testing issues Nominated by Dr. Rick and Becky DuFour and accepted an appointment in the Professional Learning Communities Leaders’ Academy Conducted extensive research on Professional Learning Communities Presented research to doctoral students as well as schools and school districts Conducted sessions on hiring, firing, and finance for masters and doctoral students at Gardner-Webb University and Appalachian State University

RESEARCH

Dissertation: A Case Study of the Professional Learning Communities Process in Regard to Shaping the School Culture and

Improving Student Performance in Middle Schools



Muriel Thomas Summers

Muriel Thomas Summers started her teaching career 32 years ago, teaching first grade in Anson County, North Carolina. For fourteen years she taught elementary and middle school and served as a demonstration teacher for other educators in North Carolina and Maryland. She has been recognized as Teacher of the Year 3 times during her tenure as a teacher and in 2001 was named Wake County’s Principal of the Year. In 2009, she was named North Carolina Women to Watch by the Raleigh News and Observer. She presents at national, state and local conferences and consults with schools districts nationally and internationally. Most recently her circle of influence has been felt in Canada, Australia, Indonesia, Malaysia, Japan, China, Denmark, Thailand, Holland, South Africa, Pakistan, England, Mexico, Chile, Brazil and India. Using Stephen Covey’s 7 Habits of Highly Effective People, as the foundation of their leadership model along with the Baldrige Criteria for Excellence, Muriel and her staff have created the first leadership elementary school in the nation. Boasting students from over 64 countries, A. B. Combs is one of the most diverse elementary schools in North Carolina. Recognizing that each student possesses unique gifts and talents, and building on students’ strengths rather than their weaknesses, has resulted in students achieving high levels of academic performance, year after year. A.B. Combs has been featured on several national television programs during the past few years, including PBS, Good Morning America, The Today Show, and the Oprah Winfrey Show. A.B. Combs is also featured in Dr. Stephen Covey’s books, The 8th Habit and The Leader In Me. During her twelve - year tenure at A. B. Combs Leadership Magnet Elementary School, Muriel has guided her school in receiving numerous awards including the National Blue Ribbon School of Excellence, the Number One National Magnet School in America, the National Title 1 Distinguished School, the National Elementary School of the Year, the North Carolina Honor School of Excellence, the North Carolina Governor’s Entrepreneurial Award and the coveted National School of Character Award. Currently, Muriel is collaborating with the LEGO Corporation to seek ways to bring creativity back into the classroom.

Muriel is the proud mother of two children. Her daughter Banks attends UNC-W and her son Colin attends Wake Forest University. She enjoys working with other educators in an effort to make a difference for children all over the world. In her spare time, she loves reading, antiquing and spending time with family and friends.


Rubenia McGee Graham 616 North Harrell Street Wallace, North Carolina

28466 Telephones: (910) 285-9317

(910) 289-0610 E-mail: [email protected]

EDUCATION:

East Carolina University Greenville, North Carolina Masters of Mathematics Education Degree K-8 Mathematics Education Certification July, 2009 University of North Carolina at Wilmington Batchelor of Arts Degree Elementary Education Pre K-6 May, 1995 James Sprunt Community College Kenansville, North Carolina Associate of Arts Degree General Education August, 1993

EMPLOYMENT: Kenansville Elementary School Kenansville, North Carolina Grades 3, 4 and 5 Remediation Specialist April – June, 1995



Wallace Elementary School Wallace, North Carolina 4th grade position 5 years 5th grade position 10 years August 1995- Present Professional Memberships:

• Duplin County’s Reading Association (current) • National Council of Teachers of Mathematics (2007-2009) • North Carolina Teachers of Mathematics (2007-2009)

Professional Services: Regional Lead Math Teacher (North Carolina Partnerships in Math and Science) East Carolina University, Greenville, North Carolina

• Regional staff development facilitator serving Duplin, Pitt, and Craven Counties

• Team writer producing a staff development module (Integrating Literature and Mathematics)

Duplin County’s Lead Math Teacher (North Carolina Partnerships in Math and Science) University of North Carolina Wilmington, North Carolina serving Duplin County Schools

• Duplin County’s staff development facilitator (mathematics strategies) Duplin County Schools’ Initial License Teacher’s Mentor Conferences/workshops within last 5 years

1. Smart Notebook 1 &11 (integrating technologies into classrooms) 2. Raising Achievement & Closing Gaps Conference 11 and Pre-

workshops 3. Differentiated Instruction (effective teaching strategies for children

with various learning styles) 4. North Carolina’s Teacher’s Academy

• Integrating Technology into the Classroom • Data Analysis

5. 2008 NC Math Conference Presenter and Collaborator


Pamela G. Greene

Experience

2003-present Guilford County Schools High Point NC

Site Coordinator, Communities in Schools Recruited, trained and coordinated all volunteers for mentoring and tutoring of

elementary school students for programs including Grand Pals Case managed over 100 children in the TANF program for the North Carolina

Department of Social Services Managed all data input and system reporting for TQS program Other programs and projects have included grant writing, development, health fairs, after school programs and school celebrations 1997-2003 MFS Marketing, Inc. High Point NC

Interior Designer Self-employed in the interior design industry for residential and commercial clients Managed all functions of site design and implementation for multiple clients

Projects have included residential remodeling, new residential construction, showroom design and other commercial applications

1989-1997 Norling Studios, Inc. High Point NC

Senior Account Executive

Responsible for developing and maintaining customer base for photography, printing and fabric sampling company

Managed sales, marketing and customer service for fabric industry clients

Grew sales from start-up to over $1 million annually .

1987-1989 Classic Gallery, Inc. High Point NC

Marketing and Design Executive

Managed marketing efforts for upholstered furniture manufacturer, including fabric selection, design of new products and showroom design

Developed and implemented plans for showroom use and functions for both residential and commercial accounts

Education

1980-1984 Appalachian State University Boone NC Bachelor of Science, Interior Design 1985-1987 Wake Forest University Winston-Salem NC Master of Business Administration

Activities Family Service of the Piedmont High Point Foundation Board of Directors, 2006-present Co-chair of Middle School Dance, 2006 and 2007

YWCA of High Point Board of Directors, 1993-2003 Treasurer, 1996-1997; Vice President, 1998-1999; President, 1999-2001

Junior League of High Point Member, 1992-2003 Publicity Committee Chair, 1996-1997 State Public Affairs Committee Secretary, 2000-2001 State Public Affairs Committee Treasurer, 2001-2003

United Way of Greater High Point, Allocations Panel, 1995-1996 Challenge: High Point, program participant, 1993

703 Hillcrest Drive High Point NC 27262

Phone: (336) 882-5600 Email: [email protected]


SBE Meeting 12/2010 Attachment : TCS 2

EXECUTIVE SUMMARY Title: DHHS Transition Plan for Organizational Structure and Student Instructional Services at the

Residential Schools Type of Executive Summary:


Policy Implications: Constitution General Statute #SL 2010-0031 SBE Policy # SBE Policy Amendment SBE Policy (New) APA # APA Amendment APA (New) Other

Presenter(s): Mr. Philip Price (Chief Financial Officer, Finandial and Business Services), Dr. Rebecca Garland

(Chief Academic Officer, Academic Services and Instructional Support), Mrs. Mary Watson (Director, Exceptional Children Division), and Mr. John Pruette (Director, Office of Early Learning)

Description: To comply with Section 1021 of Session Law 2010-31, the State Board of Education shall develop and implement a transition plan that addresses, at a minimum, each of the following: 1. Structural adjustments within the NCDPI. (Attachments 1, 2, 3, 4) 2. Proposed staffing and operating requirements for the provision of appropriate oversight. (Attachments 5, 6, 7, 8) 3. Collaboration with the Department of Health and Human Services (DHHS) in the provision of student health services, life skills, independent living services, and vocational instruction. 4. Continuation of educational and support services, including curriculum/instructional support; monitoring/evaluation; and licensure, certification, and teacher evaluation assistance to the remaining educational programs within the DHHS. (Attachment 9) 5. Targets for student achievement and recommended adjustments to the instructional services at the residential schools to improve educational outcomes, including: (Attachment 10) a. End-of-grade (EOG) and end-of-course (EOC) test scores; b. Academic pathway graduation rates; c. Completion of postsecondary education; and d. Postgraduation employment. Resources: NCDPI staff, DHHS staff, parents, advocates, Directors of the Separate Schools, web sites, separate school organization of other states. Input Process: Meetings with staff of the separate schools, Office of Education Services, Deputy Secretary of DHHS, NCDPI staff, LEAs, parents, and advocates. Stakeholders: Students with disabilities and their families; faculty and staff of the separate schools; LEAs, NCDPI, and DHHS. Timeline For Action: This item was Discussed at the November 2010 State Board of Education meeting with final Action at the December 2010 State Board of Education meeting. The plan must be submitted to various committees of the General Assembly in December 2010.

Recommendations: The State Board of Education is asked to approve the plan (attached) addressing the requirements,. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Audiovisual equipment requested for the presentation:


Audio Requirements (computer or other, except for PA system which is provided) Specify:


------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Motion By: ______________________________ Seconded By: ______________________________ Vote: Yes __________ No __________ Abstain __________ Approved __________ Disapproved __________ Postponed __________ Revised __________ ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- *Person responsible for SBE agenda materials and SBE policy updates: Teresa Matthews, 807-3600.

Attachment 1 TCS2 DHHS Transition Plan Addressing Structural Adjustments within NCDPI and Proposed Staffing Item 1 (Attachment 2) Establish the Three Residential Schools as an Entity That Operates Similar to a Local Education Agency with:

A. Establish a Governing Board for the Three Residential Schools that will Operate Similar to a Local School Board. The Board will consist of representatives from Visually Impaired (VI) Advocacy, Hearing Impaired (HI) Advocacy, NC School for the Deaf (NCSD), Eastern NC School for the Deaf (ENCSD), Governor Morehead School (GMS), NC State Board of Education appointee, and Exceptional Children (EC) Advisory Council appointee.

The term of office will be for four years except for the first term that will have four positions (VI Advocacy, NCSD, GMS, and EC Advisory Council) that serve three years.

Option1: The Board functions as an Advisory Board. The superintendent reports directly to the State Board of Education. Option 2: The Board functions as a local Board of Education. The superintendent reports directly to the Local Board for the three residential schools.

B. Establish a Small Central Office Similar to a Small Local Education Agency (Attachment 2)

The superintendent has three (3) positions reporting to him/her: Administrative Assistant, Education Director and Business/ Human Resources Director. The superintendent is in charge of the day to day operation of the schools and collaboration with both NCDPI and DHHS.

The Education Director oversees the following services at the three residential schools: General education, exceptional children, accountability, instructional technology, grants, data collection, residential life, athletics and after-school services.

The Business/Human Resources Director oversees the following services at the three residential schools: payroll, budgets, purchasing, human resources, personnel, licensure, transportation, facilities, maintenance, security, child nutrition, and health services.

DPI Links (Attachment 2) Effective June 1, 2011, the DPI will assume responsibility for the three state residential schools. This transition plan proposes four staff members to function as the “Central Office” to oversee all academic activities at these schools. These four staff members will work closely with all DPI divisions. Given the current size of the NCDPI, the scope of the work and support that is needed to support the “Central Office” and educational programming for three residential schools cannot be provided with the current DPI staff. In order to facilitate information sharing, improving instructional programs, provision of technical support and the implementation of State Board of Education policies and procedures and federal regulations, a minimum of eight additional staff are needed to carry out these tasks. (Areas including Business and Finance, Exceptional Children, Human Resources, Instruction, Accountability, Technology, Legal, Transportation, Office of Early Learning.)

Attachment 1 TCS2 Organization at Each School (Attachment 6) In order to positively impact student achievement, the position of Principal will need to be re-instated at each school. The Director has the total program including the residential components and cannot effectively serve as the instructional leader, evaluating instruction, tracking data, etc. This addition is shown on the organization chart for each school by a shaded area. This is the only position that will need to be added at the school level.

Attachment 2 TCS2

Central Office Superintendent

AaAtt

DPI Links: Additional Staff will be Needed to assist with these functions

Exceptional Children (Programs, Compliance, CECAS)

General Education/ Accountability/ Technology

Health/ Athletics/ Child Nutrition

Office of Early Learning (Licensure)

Finance

Human Resources

Licensure/ Evaluation

Legal Staff

Transportation/ Maintenance

Administrative Assistant

Local Board

VI Advocacy

HI Advocacy

NCSD

ENCSD

GMS

SBE Appt.

EC Advisory Council

Education Director

• General Ed.

• Exceptional Children

• Accountability

• Instructional Technology

• Grants/ Data CECAS

• Residential Life

• Athletics

• After School Services

Business/ Human Resource Director

• Payroll

• Budgets

• Purchasing

• Human Resources

• Personnel/ Licensure

• Transportation

• Facilities/ Maintenance

• Security

• Child Nutrition

• Health Services

1. Structural Adjustments within DPI

OES Preschool Programs

Overview The Office of Education Services provided support to three preschool programs serving children from birth through five years of age:

• Governor Morehead Preschool Program for Children with Visual Impairments

• Early Intervention Program for Children who are Deaf or Hard of Hearing

• Teacher Licensure Support Developmental Day Centers

Governor Morehead Preschool Program for Children with Visual Impairments

The Governor Morehead Preschool Program provides early intervention services to children from birth to five with visual impairments and their families. During the 2009‐10 school year services were provided to over 850 children in all 100 counties by early interventionists trained to meet the unique needs of children who are visually impaired. The program operates a preschool classroom on the Governor Morehead School campus and satellite programs in seventeen locations throughout North Carolina. Personnel include a director, two administrative assistants, forty itinerant teachers, two of whom also act as lead teachers, and ten related/support service providers.

Early Intervention Program for Children who are Deaf or Hard of Hearing

The Early Intervention Program provides services to children from birth to three who are deaf or hard of hearing and their families. During the 2009‐10 school year more than 670 children were served by trained early interventionists housed in a variety of settings throughout the state. Personnel include one director, two administrative assistants, two lead teachers, forty itinerant teachers, and seven related/support service providers.

Teacher Licensure Support Developmental Day Centers

Development Day Centers provide specialized services to children who have been diagnosed with developmental disabilities. Services are designed to meet the individual needs of children in the skill areas of self‐help, physical, language and speech, and cognitive and psychosocial development. Because teacher licensure is required for staff in developmental day centers, a licensure plan is required, as is the support and technical assistance to ensure adherence to the components of the licensure plan.

Recommendations for the transfer of OES Preschool Programs to the Department of Public Instruction

Structural Adjustments within the Department of Public Instruction

• It is recommended that the Office of Early Learning assume responsibility for oversight of the Governor Morehead Preschool (GMPS) and Early Intervention Services (EIS) for Deaf & Hard of Hearing. Responsibilities being assumed include:

o Program management and oversight o Personnel management and performance evaluation o Financial management and oversight o Quality assurance and compliance and related professional development o Oversight of Teacher Licensure

• It is also recommended that the Office of Early Learning assume responsibility for development and implementation of a teacher licensure plan for Lead Teachers in Developmental Day Centers

Proposed Staffing for Provision of Oversight

• Additional OEL positions necessary to assume oversight include the following: o Special Programs Section Chief: responsible for program oversight, policy development

and implementation, supervision of personnel, compliance with IDEA, budget oversight, accountability for both GMPS and EIS

o Consultant for Teacher Licensure Unit: responsible for monitoring implementation of licensure plan for licensed personnel at GMPS and EIS, as well as lead teachers in developmental day centers

o Licensure Specialist: responsible for managing licensure paperwork for personnel at GMPS, EIS, and Developmental Day Centers

o Finance Position: responsible for budget and contracts management (this position can be accomplished by repurposing a current finance position within the Office of Early Learning)

• Assuming these responsibilities for 107 field‐based personnel requires additional capacity in others areas of DPI as well:

o IT services Technical support and computer repairs

o Human Resources Position classification, hiring, disciplinary actions, compliance with GS 115C‐325,

background checks, maintenance of personnel files o Financial and Business Services

Payroll, travel reimbursements, lease agreements, phone bills,

• Existing structures within the OEL will assume responsibility for routine processing of paperwork, including 10‐8s, travel reimbursements, phone bills, state cars, asset management, maintenance of the GMPS and EIS website

OFFICE OF EARLY LEARNING (PreK-Grade 3) Inclusion of Special Programs from DHHS Office of Educational Services

Orange boxes denote 3 new positions requested: 1) Special Programs Section Chief; 2) TLU Education Consultant; and 3) TLU Licensure Specialist. NOTE: The proposed finance position can be achieved by repurposing an existing position in Budget, Management and Analysis. Green boxes denote placement of Governor Morehead Preschool Program and Early Intervention Services for Deaf and hard of Hearing in Office of Early Learning.

EXECUTIVE DIRECTOR

ASSISTANT DIRECTOR

Head Start Collaboration Office

Budget, Management and Analysis (includes finance position to be repurposed to accommodate OES Program Transfer)


Teacher Licensure

Policy and Planning

Research and Data Support

Executive Assistant


Section Chief Program TA, Training,

Monitoring

State-funded Pre-K (MAF)

Preschool Disabilities

Title I Preschool

Even Start Family Literacy

Primary Education

Family Engagement

K-12 Curriculum and Instruction

District and School Transformation

Section Chief Special Programs

GM Preschool

EIS/DHH

Dev. Day Licensure

Plan One (1) for Residential Schools Organization Proposal: This scenario proposes that the three residential schools continue to serve students with their current model. The administrative organizational structure at each school will be the same. Each school will have a Human Rights Commission with representatives from the following groups: DPI Human Resources Division, DPI Exceptional Children Division, DPI Licensure Division, Exceptional Children Assistance Center (ECAC), and a parent organization. The representative from the Human Resources Division will chair the committee. This commission will meet, at a minimum, six times per year to address all grievances. (The complete responsibilities of this commission should be developed by the Department of Public Instruction Human Resources Division in collaboration with the Department of Health and Human Services and reviewed by the State Board of Education attorney.) Rationale:

- Maintains and promotes a full continuum of service delivery options - Allows for instructional programming focus for these two disability areas - Aligns most directly with the tenets of a Type I Transfer - Maintains reduced travel for students who are deaf and hard of hearing - Provides continuity to families and students who are currently enrolled

Business/ Operations Manager

Business Office

Budgets

Contracts

Purchasing

Warehouse

Print shop

Food Services

Housekeeping

Maintenance

Electronic Tech

Safety Officer Security

Support Services Director

Principal

Student Life

Director

Technology Support

Nursing

Interpreting

Braillist

Social Work

Psychology

Speech/ Language

Counselors

Prof Development

Assistive Techn

OT / PT

Athletics

Transportation

Life Skills

Recreation

Dorm Coordinators

After School

Program

Academic Program

Lead Teacher

Teachers

Teacher

Assistants

BEACON

Personnel

Office of State – Operated Programs

Superintendent

Curriculum/ Compliance Specialist

General Education

Compliance

Exceptional

Children

Licensure

Accountability

Instructional Technology

Grants/Data

HR Manager


School Director

Human Rights Committee

Administrative Structure for: NC School for the Deaf Eastern NC School for the Deaf Governor Morehead School

State Board of Education

SOP Advisory Board VI Advocacy – 3 years HI Advocacy – 4 years NCSD – 3 years ENCSD – 4 years GMS – 3 years SBE Appt. – 4 years EC Advisory Council – 3 years

Plan 1

New Position

Attachment 7 TCS2

Item #4 Department of Health and Human Services (DHHS) Hospital Schools Staff should be designated at the Division of State Operated Healthcare Facilities (DSOHF) to be the primary educational contact for these schools to coordinate the academic services and implementation of all federal and state educational regulations for services to the students placed in any of the hospitals. Designated staff at DSOHF will:

• Provide all teacher and educational staff evaluations. (this position must maintain a current principal certification.)

• Coordinate provision of the NC Standard Course of Study • Coordinate implementation of all IDEA requirements, including all reporting (i.e.,

child count, Continuous Improvement Performance Plan data, etc.) and the Title VI-B Grant applications,

• Coordinate all NC state testing requirements, and • Manage all IDEA funding.

DSOHF-Hospital Schools will be assigned an LEA number.

Attachment 8 TCS2

Item #5 Targets for Student Achievement and Recommended Adjustments in Instructional Services to Improve Educational Outcomes

EOG and EOC Test Scores

Introduction: The End of Grade (EOG) and End of Course (EOC) Tests are designed to measure student achievement on the North Carolina Standard Course of Study. All students with disabilities, including those at the Governor Morehead School, the North Carolina School for the Deaf and the Eastern North Carolina School for the Deaf, are included in the administration of the EOGs and EOCs. The percentage of residential school students scoring proficient on the EOGs and EOCs has been significantly and consistently lower than the percentages for students identified as ‘visually impaired’ or ‘hearing impaired’ throughout North Carolina. Variances in student characteristics and demographics do not account for this discrepancy, as the decisions on assessment participation (i.e., regular assessment, regular assessment with accommodations, alternate assessments) are made on an individual basis and students take the test that is deemed appropriate for their instructional level.

The chart below lists EOGs and EOCs and the percentages of students identified as deaf/hard of hearing (hearing impaired ‐ HI) and visually impaired (VI), across North Carolina as a whole and at the residential schools, who scored Proficient (Level III or above). Scores included all assessment types, including regular assessments, regular assessments with accommodations and alternate assessments.

School Year 2005‐06 2006‐07 2007‐08 2008‐09 2009‐10

State Res.

Schools State

Res. Schools

StateRes.

SchoolsState

Res. Schools

State Res.

Schools

Reading Grades 3‐8 Composite

HI 50.8 14.7 52.9 8.3 23.8 35.2 9.4 36.7 14.2

VI 71.1 38.5 72.9 44.4 45.6 57.9 35.7 63.7 40.9

Math Grades 3‐8 Composite

HI 33.6 8.8 39.0 8.3 47.4 58.3 20.8 62.8 34.9

VI 46.5 21.4 48.5 0 56.0 67.8 33.3 71.6 45.5

EOC Composite

HI 47.0 10.4 34.6 <5 37.5 41.9 6.5 56.0 23.9

VI 61.7 50.0 58.3 13.0 62.4 66.0 32.0 73.2 42.9

Discussion: The data shows clear and consistent trends for lower percentages of students in the residential schools to score proficient than other North Carolina students with visual impairments and those who are deaf/hard of hearing. (NOTE: Data was not available for residential school performance for the 2007‐08 school year.) If alternate assessment data is removed from this chart, the discrepancies between the residential schools and the rest of the state are even larger. Though some explanations

Attachment 8 TCS2

regarding student demographics (e.g., multiple disabilities) have been offered to account for these differences, these do not hold up to the facts 1) that LEAs also have students with these varying demographics, and 2) that assessment decisions are made by each student’s IEP Team based on the instruction and abilities of each specific student.

Targets: As the discrepancy between residential school and statewide proficiency performance has ranged between 20% and 50%, it is recommended that targets for improvement be bold and significant, but staggered. Student achievement, as measured by proficiency levels in Reading EOGs (Grades 3‐8 composite), Math EOGs (Grades 3‐8 composite) and EOCs (Composite), should increase by ten percentage points per year, beginning with the 2011‐12 school year, to fully address the discrepancy between the residential schools and the rest of North Carolina within five years. In addition, the Department of Public Instruction may consider assessing other important academic‐related areas. Most notably, language development is a critical area for students with hearing loss and has a direct impact on the academic areas measured by EOGs and EOCs, particularly reading but also in other content areas.

Recommended Adjustments in Instructional Services: The assessment data implies substantial adjustments to promote increase academic progress as evidenced by the EOGs and EOCs. Correct identification of the factors contributing to the achievement discrepancy is critical. Other low‐performing schools in North Carolina are assisted by the District and School Transformation Division within DPI. This assistance includes conducting a Comprehensive Needs Assessment to determine needs and set priorities. Considering the substantial needs as evidenced by the assessment data, it is recommended that the District and School Transformation Division offer its support to the Interim Superintendent (and later to the permanent Superintendent), in collaboration with representatives of the Exceptional Children Division.

ACADEMIC PATHWAY GRADUATION RATES, COMPLETION OF POSTSECONDARY EDUCATION AND POSTGRADUATION EMPLOYMENT

Introduction: The issues of graduation rates, postsecondary education completion and postgraduation employment are long‐term outcomes that reflect a multitude of inputs over educational careers. Students at the residential schools are the products not only of these schools but also their local school systems. The residential school is but one in the continuum of placement options and the intent of such placement is to be temporary in nature, not the permanent school to which a student is assigned his/her entire educational career. In fact, a successful utilization of a residential school option is to equip the student to quickly return to their local schools where they can more fully participate in education with their nondisabled peers. Assigning graduation rates, postsecondary education rates and postgraduation employment solely to the residential schools clouds that mission and implies that a student stays at the residential school until graduation once assigned.

Recommended Adjustments: The residential schools should be included in a statewide effort on improvement in graduation rates, postsecondary education and postgraduation employment for student with visual impairments and students who are deaf/hard of hearing. The programs and

Attachment 8 TCS2

positions that transferred from the Office of Education Services on October 1, 2010, are being transformed into a Statewide System of Support for Students with Visual Impairments and a Statewide System of Support for Students Who are Deaf/Hard of Hearing. These systems will have consultants assigned as liaisons to the residential schools to offer support on these and many other matters. This inclusion will foster greater collaboration between LEAs and the residential schools and coordination on important subjects like these critical outcomes. Progress in these areas requires dedicated attention to educational needs these students have other than those addressed in the general academic curriculum. For students who are deaf/hard of hearing, continuous attention must be given to language development in the full range of settings and situations. For students with visual impairments, focus must be given to the Expanded Core Curriculum, which addresses a variety of important areas, such as independent living, career preparation, and orientation and mobility. Statewide improvement targets will be established. As these are addressed in a statewide systematic effort, professionals and students in the residential schools will be included.

SBE Meeting 12/2010 Attachment TCS3

EXECUTIVE SUMMARY Title: Additional Schools Selected from Applications for the Reading Diagnostic Initiative Type of Executive Summary:


Policy Implications: Constitution General Statute # SBE Policy # SBE Policy Amendment SBE Policy (New) APA # APA Amendment APA (New) Other

Presenter(s): Dr. Rebecca Garland (Chief Academic Officer, Academic Services and Instructional Support) and

Ms. Carolyn Guthrie (Director, Early Childhood/Elementary Projects, Special Assistant to the Chief Academic Officer, Academic Services and Instructional Support)

Description: There are currently 183 schools participating in Governor Perdue’s Reading Diagnostic initiative. There were 27 pilot schools last year. 156 more schools were added at the beginning of this year which includes 73 Reading First schools, all Halifax elementary schools and 76 schools that were invited to participate and referred to as Cohort I. A list of the original pilot schools, Reading First schools, and Halifax schools have already been approved by the State Board of Education. A list of Cohort I schools is attached for approval. Invitations were sent out to all superintendents, curriculum specialists, and principals at the end of September to invite more schools to become a part of this initiative. Three informational webinars were held over a two-week period for school and central office staff to learn more about the initiative. The deadline for applications was Friday, October 15, 2010. This year the Department of Public Instruction is working in partnership with the North Carolina Teacher Academy to provide support and professional development to all the schools involved. 368 applications were received. The State Management Team which includes members from the Governor’s Office, the Department of Public Instruction, and the North Carolina Teacher Academy selected 238 new schools to join the initiative in November. An effort was made to ensure that the schools chosen represented a diverse group of schools from all across North Carolina. The Management Team reviewed performance composite scores, size of schools, location of schools, Title I status, and other district schools that were currently involved with this initiative. These 238 new schools were approved by the State Board of Education at the November meeting and will be referred to as Cohort II. After reviewing costs for subscriptions, devices, and benchmarking kits, it was determined that more schools could be added to the initiative. The proposed list of additional schools is attached and presented for State Board approval as Cohort III. Resources: N/A Input Process: Schools selected from applications Stakeholders: Public schools, students, and parents

2

Timeline For Action: This item is being presented as Action on First Reading at the December 2010 State Board meeting. Recommendations: It is recommended that the State Board of Education approve the list of Cohort I and Cohort III schools as a part of the Reading Diagnostic Assessment initiative. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Audiovisual equipment requested for the presentation:




------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Motion By: ______________________________ Seconded By: ______________________________ Vote: Yes __________ No __________ Abstain __________ Approved __________ Disapproved __________ Postponed __________ Revised __________ ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- *Person responsible for SBE agenda materials and SBE policy updates: Susan Auton, 807-3435

Attachment 1 TCS3

SBE Region LEA Name School Name

1 Pitt Northwest Elementary

1 Pitt Sadie Saulter Elementary

1 Pitt Pactolus Elementary

1 Pitt South Greenville Elementary

1 Pitt Wahl Coates Elementary

2 Greene Snow Hill Primary

2 Greene West Greene Elementary

2 Wayne Fremont STARS

2 Lenoir Southeast Elementary

2 Lenoir Northeast Elementary

3 Alamance-Burlington Eastlawn Elementary

3 Alamance-Burlington Haw River Elementary

3 Alamance-Burlington Harvey R Newlin

Cohort 1

3 Durham Public Schools Y E Smith Elementary

3 Durham Public Schools Spring Valley Elementary

3 Durham Public Schools W G Pearson Elementary

3 Durham Public Schools Eastway Elementary

3 Durham Public Schools C C Spaulding Elementary

3 Durham Public Schools E K Powe Elementary

3 Durham Public Schools Bethesda Elementary

3 Durham Public Schools Merrick-Moore

3 Edgecombe W A Pattillo A+

3 Granville West Oxford Elementary

3 Granville C G Credle Elementary

3 Vance County Schools L B Yancey Elementary

1

Attachment 1 TCS3


3 Wake County Schools Barwell Road Elementary

3 Wake County Schools Creech Road Elementary

3 Wake County Schools Wilburn Elementary

3 Nash-Rocky Mount Williford Elementary

4 Columbus Chadbourn Elementary

4 Cumberland Cumberland Mills Elem

4 Cumberland Elizabeth M Cashwell

4 Cumberland Connie Canady

4 Harnett Harnett Primary

4 Robeson Magnolia Elementary

4 Robeson Saint Pauls Elementary

4 Robeson Rosenwald Elementary

4 Richmond Mineral Springs

4 Richmond Monroe Avenue

5 Caswell Stoney Creek Elementary

5 Rockingham Lawsonville Ave Elem

5 Rockingham Draper Elementary

5 Forsyth Cook Elementary

5 Forsyth Forest Park Elementary

5 Forsyth Petree Elementary

5 Forsyth Easton Elementary

5 Forsyth Ashley Elementary

5 Guilford Wiley Elementary

5 Guilford Parkview Village

5 Guilford Union Hill Elementary

5 Guilford Oak Hill Elementary

2

Attachment 1 TCS3


5 Guilford Fairview Elementary

5 Guilford Julius I Foust Elementary

5 Guilford W M Hampton

5 Guilford Bessemer Elementary

5 Guilford Sedgefield Elementary

5 Guilford Allen Jay Elementary

5 Guilford Clara J Peck Elementary

5 Guilford Ceasar Cone Elementary

5 Guilford Washington Montessori

5 Guilford Central Office

6 Gaston Woodhill Elementary

6 Gaston Pleasant Ridge Elementary

6 Gaston Sadler Elementary

6 Union Rock Rest Elementary

6 Charlotte-Mecklenburg Billingsville Elementary

6 Charlotte-Mecklenburg Reid Park Elementary

6 Charlotte-Mecklenburg Druid Hills Elementary

6 Charlotte-Mecklenburg Walter G Byers

6 Charlotte-Mecklenburg Bruns Avenue Elementary

6 Charlotte-Mecklenburg Pawtuckett Elementary

6 Charlotte-Mecklenburg Sedgefield Elementary

6 Charlotte-Mecklenburg Thomasboro Elementary

6 Charlotte-Mecklenburg Allenbrook Elementary

6 Charlotte-Mecklenburg Hickory Grove

7 Caldwell Whitnel Elementary

3

Attachment 2 TCS3


1 Pitt Wintergreen Primary

1 Pitt Elmhurst Elementary

2 Brunswick Jessie Mae Monroe

2 Brunswick Virginia Williamson

2 Brunswick Bolivia Elementary

2 Sampson Hargrove Elem

2 Lenoir Banks Elem

2 Lenoir Pink Hill Elem

2 New Hanover Hubert Eaton Elem

2 New Hanover Codington

2 New Hanover Holly Tree Elem

2 Onslow Queens Creek Elem

2 Onslow Summersill Elem

Cohort III

2 Onslow Hunters Creek Elem

2 Onslow Richlands Elem

2 Onslow Sandy Ridge Elem

3 Granville Joe Toler-Oak Hill Elementary

3 Wake Lockhart Yr Rd Elem

3 Wake Northwoods Elem

3 Wake Vandora Springs

3 Nash-Rocky Mt Bailey Elem

3 Nash-Rocky Mt Cedar Grove Elem

3 Nash-Rocky Mt Coopers Elem

3 Nash-Rocky Mt Englewood Elem

4

Attachment 2 TCS3


3 Nash-Rocky Mt Nashville Elem

3 Nash-Rocky Mt Red Oak Elem

3 Nash-Rocky Mt Winstead Ave

3 Weldon City Weldon Middle

4 Montgomery Page Street

4 Moore Southern Pines Elementary

4 Cumberland Alderman Rd Elem

4 Rowan Salisbury Rockwell Elem

5 Person North End Elem

5 Guilford Jones Elem

5 Stokes Pine Hall Elem

6 Lincoln Pumpkin Ctr Prim

6 Stokes Francisco

7 Avery Banner Elk Elementary

7 Avery Crossnore Elementary

7 Avery Freedom Trail Elementary

7 Avery Newland Elementary

7 Avery Riverside Elementary

7 Rowan Salisbury Faith Elem

7 Catawba Maiden Elem

7 Catawba Balls Creek Elem

7 Davie Cornatzer Elem

7 Davie Shady Grove

7 Davie Mocksville Elem

7 Davie Pinebrook Elem

5

Attachment 2 TCS3


7 Iredell-Statesville Woodland Elem

7 Iredell-Statesville Union Grove Elem

7 Iredell-Statesville Shepherd Elem

7 Iredell-Statesville Cool Spring Elem

7 Watauga Cove Creek

7 Watauga Mabel Elem

7 Watauga Valle Crucis

8 Cherokee Martins Creek

8 Haywood Meadowbrook Elem

8 Haywood Junaluska Elem

8 Haywood Central Elementary

8 Henderson Clear Creek Elem

8 Henderson Dana Elementary

8 Henderson Edneyville Elem

8 Henderson Hendersonville Elem

8 McDowell Glenwood Elementary

8 McDowell Old Fort Elem

8 McDowell Marion Elementary

6


EXECUTIVE SUMMARY Title: Race to the Top (RttT) – Incentives To Support Teacher Recruitment and Retention in the Lowest-

achieving Schools Type of Executive Summary:

Action Action on First Reading Discussion Information

Policy Implications: Constitution General Statute # SBE Policy # SBE Policy Amendment SBE Policy (New) APA # APA Amendment APA (New) Other: Race to the Top Grant

Presenter(s): Mr. Philip Price (Chief Financial Officer, Financial and Business Services) and Mrs. Alexis

Schauss (Assistant Director, Division of School Business) Description: In the Race to the Top (RttT) application, Section D3 (2), the following initiative was included: NC will provide every new teacher who chooses to work in the lowest-achieving schools – regardless of her or his point of entry (through TFA, through the NC Teacher Corps, through lateral entry, or through traditional routes) – with a voucher that can be used for either:

• The forgiveness of student loans for each year of teaching; • Tuition for obtaining a Master’s degree in education, educational administration, or the content

area in which she or he teaches; • Housing; or • Any combination of the three.

The value of the voucher will be equivalent to the cost of two semesters of coursework, two courses per semester, at an in-state degree-granting program. The State Board of Education will approve the definitions used within the above RttT initiative. Resources: The Department of Public Instruction, Division of School Business

Input Process: N/A Stakeholders: Department of Public Instruction, Financial and Business Services (Division of School Business), Educator Recruitment and Development), and the Local Education Agencies

Timeline For Action: This item is being presented for Discussion at the December 2010 SBE meeting and will be presented for Action at the January 2011 SBE meeting. Recommendations: It is recommended that the Board approve the Race to the Top (RttT) incentives to support teacher recruitment and retention in the lowest-achieving schools. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Audiovisual equipment requested for the presentation:




------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Motion By: ______________________________ Seconded By: ______________________________ Vote: Yes __________ No __________ Abstain __________ Approved __________ Disapproved __________ Postponed __________ Revised __________ ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- *Person responsible for SBE agenda materials and SBE policy updates: Doris McCain (919) 807-3702

Attachment 1 TCS4

1

Recruitment Incentive for Lowest Achieving Schools (A Race to the Top Initiative)

The following initiative was included in the Race to the Top (RttT) application, section D3 (2), NC will provide every new teacher who chooses to work in the lowest-achieving schools – regardless of her or his point of entry (through TFA, through the NC Teacher Corps, through lateral entry, or through traditional routes) – with a voucher that can be used for either:

• The forgiveness of student loans for each year of teaching; • Tuition for obtaining a Master’s degree in education, educational administration,

or the content area in which she or he teaches; • Housing; or • Any combination of the three.

The value of the voucher will be equivalent to the cost of two semesters of coursework, two courses per semester, at an in-state degree-granting program.

The State Board of Education will approve the definitions to be used within the above RttT initiative.

1) Define the term “new teacher”

2) Approve the schools selected to be eligible.

3) Determine the length of time the teachers, defined in 1) above, are eligible for the voucher

4) Determine the documentation responsibilities for the payments.

1) Define “new teacher” - A certified classroom teacher. - Instructional support and school based administrators are not eligible. - A teacher is “new” if they have not worked in a lowest achieving school within the

LEA in the previous 12 months. - A new teacher is eligible regardless of their years of experience or education level.

2) Selected Lowest Achieving Schools. Schools were selected from the population of lowest achieving schools. Lowest achieving schools are those with a graduation rate less than 60% (9 schools) and the lowest 5% of conventional schools. The list does not include alternative, hospital, special or charter schools.

Attachment 1 TCS4

2

In order to avoid competition between schools within the same LEA, all lowest achieving schools are grouped within the LEA. Therefore, if a LEA is selected, all the lowest achieving schools within that LEA are selected for the program. Only the 35 LEAs with at least one lowest achieving school are considered. LEAs were selected based on - LEA 3 year average teacher turnover rate - LEA geographic location. The 10 LEAs selected are 1. the LEA in each region with the highest 3 year average teacher turnover rate. 2. the LEAs with a 3 year average teacher turnover rate greater than 20% were included. Note: Region 8 has no lowest achieving schools. None of the large urban districts met the selection criteria. These LEAs have current programs addressing recruitment.

3) How long are the new teachers eligible for the voucher?

Teachers will be eligible for the voucher for each year that they work at the selected school. A new teacher who works a portion of the year will be eligible for a pro rata share of the voucher. The RttT budget for the recruitment vouchers is approximately $1million for each of the 3 years, starting in 2010-11 school year. At the end of the RttT grant, the effectiveness of the program will be and presented to the General Assembly for funding continuation.

4) Monitoring Requirements The voucher shall be paid to the teacher through payroll and related taxes will be assessed, if applicable. The LEAs are responsible for obtaining documentation from the teacher, proving the funds were used for the allowable expenses. This documentation shall be maintained at the central office and made available for audit purposes.

Attachment 2 TCS4Listing of Lowest Achieving Schools Selectedto Receive RttT Recruitment Stipend

Sch # RegionTurnover

Avg SchoolClassroom

TeacherEst. New CT FTE

Budget Per Year

1 17.03% Hertford County Schools460318 Hertford County Middle 38.81 6.61 38,140$ 460332 Riverview Elementary 36.5 6.22 35,890$ 460340 Student Development Center 6 1.02 5,885$

2 16.40% Lenoir County Public Schools540325 Northeast Elementary 32 5.25 30,293$ 540330 Rochelle Middle 37.75 6.19 35,717$ 540338 Southeast Elementary 26 4.26 24,580$

3 20.27% Edgecombe County Public School330312 Coker-Wimberly Elementary 28.73 5.82 33,582$ 330330 W A Pattillo A+ Elementary Sch 28.35 5.75 33,178$ 330334 Princeville Montessori 24.88 5.04 29,081$

3 23.33% Halifax County Schools420304 Aurelian Springs Elementary 23.5 5.48 31,620$ 420316 Dawson Elementary 10 2.33 13,444$ 420324 Enfield Middle 27 6.30 36,351$ 420328 Everetts Elementary 21 4.90 28,273$ 420340 Inborden Elementary 20.88 4.87 28,100$ 420346 Northwest High 51.96 12.12 69,933$ 420348 Pittman Elementary 9.96 2.32 13,386$ 420356 Scotland Neck Primary 10 2.33 13,444$ 420358 Southeast Halifax High 42.02 9.80 56,546$ 420376 William R Davie Middle 33 7.70 44,429$

3 28.57% Weldon City Schools422318 Weldon Middle 25.97 7.42 42,814$ 422700 Weldon STEM High School 31.67 9.05 52,219$

3 20.10% Vance County Schools910376 L B Yancey Elementary 26.97 5.42 31,274$

4 20.77% Hoke County Schools470330 Hawk Eye Elementary 30.64 6.36 36,697$

5 20.03% Thomasville City Schools292318 Thomasville Primary 60.5 12.12 69,933$

6 17.47% Anson County Schools040309 Anson Middle 40.37 7.05 40,679$ 040324 Morven Elementary 19.93 3.48 20,080$ 040330 Wadesboro Elementary 14.01 2.45 14,137$ 040306 Anson High School 66.5 11.62 67,048$

7 12.27% Rowan-Salisbury Schools800363 Knox Middle 47.93 5.88 33,928$ 800376 North Rowan High 49.55 6.08 35,082$

Total FTE 922.38 181.24 1,045,762$

3 year total 3,137,286.06$

Notes:1) Turnover Avg based on the 3 year average Classroom teacher turnover from Fiscal years 2008 - 20102) Budget assumes that the number of new teachers is turnover rate x classroom teacher FTE.3) Imputed income for the stipends is taxable, budget includes the states portion of social security calculated at 7.65%4) Estimated Stipend amount based on cost of 2 courses per semester for 2 semesters at UNC CH ($5,360)

Attachment 3 TCS4Listing Lowest Achieving School Not Selectedto Receive Recruitment Stipend


AvgLEA

Name SchoolClassroom


Budget Per Year

1 14.67% Pitt County Schools740310 Belvoir Elementary 40 5.87 33,870$ 740374 North Pitt High 62.72 9.20 53,084$ 740375 Northwest Elementary 34.01 4.99 28,793$ 740376 Pactolus Elementary 46.98 6.89 39,756$ 740382 Sadie Saulter Elementary 20.98 3.08 17,772$ 740402 Wellcome Middle 31.62 4.64 26,773$

1 14.80% Washington County Schools940314 Pines Elementary 48 7.10 40,967$ 940328 Washington County Union 34.95 5.17 29,831$

1 11.37% Hyde County Schools480307 Mattamuskeet High 16.44 1.87 10,790$

1 13.63% Pasquotank County Schools700320 P W Moore Elementary 37.29 5.08 29,312$

1 16.83% Tyrrell County Schools890304 Columbia High 17.55 2.95 17,022$

2 13.67% Duplin County Schools310336 Warsaw Elementary 32.96 4.50 25,965$

2 13.37% Greene County Schools400308 Greene Central High 59.89 8.01 46,218$ 400312 Greene County Middle 43.72 5.84 33,697$

2 10.23% New Hanover County Schools650384 A H Snipes Academy of Arts/ 35.25 3.61 20,830$

2 12.27% Wayne County Public Schools960326 Dillard Middle 49.5 6.07 35,024$ 960335 Goldsboro High 50.69 6.22 35,890$

3 14.70% Nash-Rocky Mount Schools640326 D S Johnson Elementary 30.5 4.48 25,850$ 640354 O R Pope Elementary 19.43 2.86 16,502$ 640396 Williford Elementary 30.84 4.53 26,138$

3 18.13% Durham Public Schools320310 Eastway Elementary 50 9.07 52,334$ 320314 Chewning Middle 39.84 7.22 41,660$ 320320 Glenn Elementary 53.5 9.70 55,969$ 320325 Hillside High 82.81 15.02 86,666$ 320344 Fayetteville Street Elementar 20 3.63 20,945$ 320346 Lowe's Grove Middle 44.42 8.05 46,449$ 320355 Neal Middle 46.5 8.43 48,641$ 320368 Southern High 77 13.96 80,550$ 320376 Spring Valley Elementary 36.19 6.56 37,851$ 320388 W G Pearson Elementary 42 7.62 43,968$ 320400 Y E Smith Elementary 26.51 4.81 27,754$

3 14.57% Wilson County Schools980318 Beddingfield High 63.25 9.21 53,142$ 980356 Margaret Hearne Elementary 31.06 4.52 26,081$ 980357 Vick Elementary 26.23 3.82 22,042$

4 12.80% Columbus County Schools240318 Boys and Girls Home 6 0.77 4,443$

4 16.33% Richmond County Schools



AvgLEA



Budget Per Year

770344 Mineral Springs Elementary 31 5.06 29,196$ 4 15.73% Robeson County Schools

780324 Fairgrove Middle 24 3.78 21,811$ 780341 Lumberton Junior High 36.4 5.73 33,062$ 780344 Magnolia Elementary 43.4 6.83 39,409$ 780393 Red Springs Middle 35.9 5.65 32,601$ 780408 Southside/Ashpole Elem 20.55 3.23 18,637$ 780410 Townsend Middle 17.2 2.71 15,637$

4 17.27% Scotland County Schools830702 SHS-Visual & Performing Art 20 3.45 19,907$

5 13.63% Alamance-Burlington Schools010326 Eastlawn Elementary 41.97 5.72 33,005$ 010357 Haw River Elementary 36.17 4.93 28,446$ 010303 Alamance-Burlington Middle 7 0.95 5,482$

5 9.10% Rockingham County Schools790322 Draper Elementary 28 2.55 14,714$ 790338 Lawsonville Ave Elem 20 1.82 10,501$

5 11.00% Forsyth County Schools340330 Carver High 52.42 5.77 33,293$ 340351 Cook Elementary 23.1 2.54 14,656$ 340368 Easton Elementary 52.26 5.75 33,178$ 340376 Forest Park Elementary 44.8 4.93 28,446$ 340396 Hill Middle 33.87 3.73 21,522$ 340490 Petree Elementary 33.49 3.68 21,234$ 340492 Philo Middle 36.27 3.99 23,022$ 340700 Sch Computer Technology At 32.48 3.57 20,599$ 340701 Sch of Biotechnology Atkins H 21.28 2.34 13,502$ 340702 Sch Pre-Engineering Atkins H 16.3 1.79 10,328$

5 13.00% Guilford County Schools410319 T Wingate Andrews High 66.04 8.59 49,565$ 410355 Dudley High 91.82 11.94 68,894$ 410364 Fairview Elementary 33.25 4.32 24,927$ 410373 Julius I Foust Elementary 24.59 3.20 18,464$ 410499 Oak Hill Elementary 35.86 4.66 26,888$ 410511 Parkview Village Elementary 34.83 4.53 26,138$ 410544 Ben L Smith High 87.48 11.37 65,605$ 410580 Union Hill Elementary 33.87 4.40 25,388$ 410598 Wiley Elementary 29.8 3.87 22,330$

5 14.93% Asheboro City Schools761320 Charles W McCrary Elementa 33.25 4.97 28,677$

6 12.50% Gaston County Schools360480 Pleasant Ridge Elementary 19 2.38 13,733$ 360520 Woodhill Elementary 28.15 3.52 20,311$

6 13.37% Charlotte-Mecklenburg Schools600335 Billingsville Elementary 35.8 4.79 27,638$ 600374 Druid Hills Elementary 34.4 4.60 26,542$ 600376 E E Waddell High 79.07 10.57 60,989$ 600386 Hawthorne High 32.83 4.39 25,330$ 600448 Martin Luther King Jr Middle 60.35 8.07 46,564$



AvgLEA



Budget Per Year

600489 Bruns Avenue Elementary 38.46 5.14 29,658$ 600495 Pawtuckett Elementary 18.5 2.47 14,252$ 600517 Reid Park Elementary 43 5.75 33,178$ 600519 Sedgefield Elementary 29.5 3.94 22,734$ 600541 Bishop Spaugh Community M 42.97 5.74 33,120$ 600553 Thomasboro Elementary 30.07 4.02 23,196$ 600574 Walter G Byers Elementary 33.52 4.48 25,850$ 600576 West Charlotte High 141.88 18.96 109,400$ 600579 West Mecklenburg High 142.17 19.00 109,631$ 600581 J T Williams Middle 42.36 5.66 32,658$

6 13.30% Union County Public Schools900351 Rock Rest Elementary 48.91 6.51 37,563$

7 10.83% Caldwell County Schools140396 Whitnel Elementary 31.85 3.45 19,907$

Total FTE 3,500.07 491.14 2,833,897

8,501,692$

Notes:1) lassroom teacher turnover from Fiscal years 2008 - 20102) teachers is turnover rate x classroom teacher FTE.3)ncludes the states portion of social security calculated at 7.65%4)courses per semester for 2 semesters at UNC CH ($5,360)


EXECUTIVE SUMMARY Title: NCVPS Advisory Board: Membership Nominees Type of Executive Summary:

Action Action on First Reading Discussion Information

Policy Implications: Constitution General Statute # SBE Policy # SBE Policy Amendment SBE Policy (New) APA # APA Amendment APA (New) Other

Presenter(s): Mr. Bryan Setser (Executive Director, NC Virtual Public School) Description: To improve the depth and breadth of stakeholders as a part of the NCVPS Advisory Board, NCVPS solicited nominations via NCDPI listserves and the NCVPS website. The resulting nominations were sorted by SBE regions. A survey was submitted to the current members of the NCVPS Advisory Board to involve them in the selection process. The resulting roster, to include members not only from the area of education, representing SBE educational regions, but also at-large members from higher education, business and industry is herewith submitted for the approval of the NC State Board of Education. Resources: Attachments include a list of individuals who have agreed to membership on the NCVPS Advisory Board and documentation of the selection process. Input Process: NCVPS Staff under the advisement of NCDPI Legal Division. Stakeholders: LEAs, students, parents Timeline For Action: This item is being presented for Discussion at the December State Board of Education meeting and will be presented for Action at January 2011 meeting. Recommendations: The State Board of Education is asked to approve the attached roster of individuals recommended for membership for the NCVPS Advisory Board, 2011. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Audiovisual equipment requested for the presentation:




-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Motion By: ______________________________ Seconded By: ______________________________ Vote: Yes __________ No __________ Abstain __________ Approved __________ Disapproved __________ Postponed __________ Revised __________ ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- *Person responsible for SBE agenda materials and SBE policy updates: Teresa Matthews, 807-3600.

Attachment 1 TCS5

Advisory Board Selection Process current as of 11-4-10

The North Carolina Virtual School solicited nominations for new members of the Advisory Board by posting a message on the www.ncvps.org website requesting interested parties to contact the NCVPS office by November 1, 2010. A request for nominations via email was sent twice (October 15, 2010 and October 25, 2010) to superintendents and central office staff through the NCDPI Communications Office's Superintendents weekly message.

After the final deadline to submit nominations, candidates were compiled and sorted by State Board of Education district, stakeholder groups, and job title. Notification letters were emailed to nominees asking for confirmation of their willingness to serve on the Advisory Board, if approved. Several candidates declined, citing scheduling conflicts. To assure geographic, stakeholder, and job title representation, some of the candidates were added to the Advisory Board. The remaining nominations were submitted to the current Advisory Board on November 5, 2010, for a vote to select the final set of candidates for confirmation by the State Board of Education. NCVPS staff compiled the votes to determine the final nominations and submitted them to the State Board of Education for confirmation.

NCVPS Advisory Board Nominees and Current MembersDecember 2010

Attachment 2 TCS5

Salutation Full Name First Name Last Name Job Title Affiliation Status DistrictMs. Meghan Doyle Meghan Doyle Superintendent Currituck Co. Nominee 1Ms. Tonya Gent Tonya Gent Technology Literacy Coach and DLA Craven Co. Nominee 2Mr. Lucas Gillispie Lucas Gillispie Instructional Technology Coordinator Pender Co. Nominee 2Dr. Susan Purser Susan Purser Superintendent Moore Co. Nominee 4Dr. Dale Ellis Dale Ellis Superintendent Montgomery Co. Nominee 4Dr. Donald L Martin Donald L. Martin Superintendent W-S/Forsyth Schools Nominee 5Mr. David Scholl David Scholl LEA School Board Member Union Co. BOE Nominee 6Dr. Randy Bledsoe Randy Bledsoe Superintendent Elkin City Schools Nominee 7Dr. Todd Holden Todd Holden Exec Dir of Sec Education Iredell/Statesville Schools Nominee 7

Mrs. Sharon Rhodes Sharon Rhodes DLC/Curriculum Director Buncombe Co. Schools Nominee 8Mr. Edmar Correia Edmar Correia HS Student Durham Public Schools Nominee at-large (3)Ms. Dawn Shepard Pope Dawn Shepard Pope Gov.Liasion Governor's Office ex-officio at-large (3)Dr. Ed Dunlap Ed Dunlap Executive Director NCSBA ex-officio at-large (3)Mrs. Jane Smith Patterson Jane Patterson Executive Director e-NC Authority/E-Learning Comm. Nominee at-large (3)Ms. Amy Cheney Amy Cheney IT Professor ASU Nominee at-large (7)

Mr. Wayne White Wayne White LEA School Board Member Camden Co. Member 1Ms. Melannee Mills Melannee Mills NC School Counselors Assoc. Kearnersville MS Member 5Mr. Chris Hall Chris Hall Distance Learning/Online Coor. Gaston Co. Member 6Mr. Peter Asmar Peter Asmar Associate Superintendent NCDPI Member at-large (3)Mrs. Cindy Bennett Cindy Bennett NCDPI State Supt. Designee NCDPI Member at-large (3)Ms. Myra Best Myra Best Executive Director BETA/NC Network Member at-large (3)Mr. Philip Price Philip Price Associate Superintendent NCDPI Member at-large (3)Mr. Bill Randall Bill Randall V-P for Learning Technology Systems NCCCS Member at-large (3)Ms. Elaine Rideout Elaine Rideout President Economic Investment Strategies (EIS) Member at-large (3)Ms. Melissa Thibault Melissa Thibault Executive Director LEARN NC Member at-large (3)Rep. Joe Tolson Joe Tolson Representative 23rd District NC General Assembly Member at-large (3)Ms. Kay Zimmerman Kay Zimmerman Assistant Provost DELTA/NCSU Member at-large (3)

Current NCVPS Advisory Board Members

NCVPS Advisory Board Nominees

SBE Meeting 12/2010 Attachment TCS 1 - North … State Board of Education established the Compliance...

Documents

Transcript of SBE Meeting 12/2010 Attachment TCS 1 - North … State Board of Education established the Compliance...