North Carolina Report Year 1: School Year 2010 – 2011 U.S. Department of Education Washington, DC 20202 January 10, 2012 Executive Summary Race to the Top overview Race to the Top program review The American Recovery and Reinvestment As part of the Department’s commitment to supporting States as they implement ambitious Act of 2009 (ARRA) provided $4.35 reform agendas, the Department established the Implementation and Support Unit (ISU) in billion for the Race to the Top Fund, the Office of the Deputy Secretary to administer, among others, the Race to the Top program. of which approximately $4 billion was The goal of the ISU is to provide assistance to States as they implement unprecedented used to fund comprehensive statewide and comprehensive reforms to improve student outcomes. Consistent with this goal, the reform grants under the Race to the Top Department has developed a Race to the Top program review process that not only addresses program.1 In 2010, the U.S. Department the Department’s responsibilities for fiscal and programmatic oversight, but is designed to of Education (Department) awarded Race identify areas in which Race to the Top grantees need assistance and support to meet their to the Top grants to 11 States and the goals. Specifically, the ISU will work with Race to the Top grantees to differentiate support District of Columbia. The Race to the based on individual State needs, and help States work with each other and with experts to Top program is a competitive four-year grant program designed to encourage achieve and sustain educational reforms that improve student outcomes. and reward States that are creating the Grantees are accountable for the implementation of their approved Race to the Top plans, conditions for education innovation and and the information and data gathered throughout the program review help to inform reform; achieving significant improvement the Department’s management and support of the Race to the Top States, as well as provide in student outcomes, including making appropriate and timely updates to the public on their progress. In the event that adjustments substantial gains in student achievement; are required to an approved plan, the grantee must submit a formal amendment request to closing achievement gaps; improving high the Department for consideration. States may submit for Department approval amendment school graduation rates; and ensuring students are prepared for success in requests to a plan and budget provided that such changes do not significantly affect the college and careers. scope or objectives of the approved plans. In the event that the Department determines that a grantee is not meeting its goals, activities, timelines, budget, or annual targets or is not Since education is a complex system, fulfilling other applicable requirements, the Department will take appropriate enforcement sustained and lasting instructional action(s), consistent with 34 CFR section 80.43 in the Education Department General improvement in classrooms, schools, Administrative Regulations (EDGAR).2 local educational agencies (LEAs), and States will not be achieved through State-specific summary report piecemeal change. Instead, the Race to the Top program requires that States The Department uses the information gathered during the review process (e.g., through and LEAs take into account their local monthly calls, on-site reviews, and Annual Performance Reports (APRs)) to draft State- context to design and implement a comprehensive approach to innovation specific Race to the Top reports.3 The State-specific summary report serves as an assessment of and reform that meets the needs of their a State’s Year 1 Race to the Top implementation, highlighting successes and accomplishments, educators, students, and families. identifying challenges, and providing lessons learned from implementation to date. The Race to the Top program is built on the framework of comprehensive reform in four core education reform areas: • Adopting rigorous standards and assessments that prepare students for success in college and the workplace; • Recruiting, developing, retaining, and rewarding effective teachers and principals; • Building data systems that measure student success and inform teachers and principals how they can improve their practices; and 1 The remaining funds were awarded under the Race to the Top Assessment program. More information about the Race to the Top Assessment program is available at www.ed.gov/programs/racetothetop-assessment. • Turning around the lowest- 2 More information about the ISU’s program review process, State APR data, and State Scopes of Work can performing schools. be found at http://www2.ed.gov/programs/racetothetop/index.html. 3 Additional State-specific data on progress against annual performance measures and goals reported in the Year 1 APRs can be found on the Race to the Top Data Display at www.rtt-apr.us. Race to the Top 2 North Carolina Year 1: School Year 2010 – 2011 Executive Summary North Carolina’s education reform agenda In January 2010, the North Carolina Governor introduced a vision and inform educator practice; (3) increase teacher and principal for education, Career and College: Ready, Set, Go!, to drive the effectiveness, so that every student has a great teacher and every school State toward ensuring that every student graduates from high school has a great principal; and (4) turn around the State’s lowest-achieving prepared for success in a career, two- or four-year college, or technical schools, so that all students get the support they need to be successful. training program. This framework for reform is reflected in the State’s North Carolina’s Race to the Top grant of $399,465,769 expands on Race to the Top goals. Specifically, the Career and College: Ready, the commitment to education reform set forth by Career and College: Set, Go! plan directs North Carolina to: (1) ensure its standards and Ready, Set, Go!. Under the terms of Race to the Top award grants, the accountability system reflect internationally benchmarked standards; State must distribute at least half of the award amount to participating (2) establish advanced data systems that measure student success local educational agencies (LEAs). Local educational agency participation Based on the definition of “participating LEA” in the Race to the Top Notice Inviting Applications, in addition to North Carolina’s 115 LEAs, 51 charter schools that received Title I, Part A funding were eligible to receive funds from the LEA portion of the grant.4 As depicted in the graphs below, as of June 30, 2011, North Carolina reported 143 participating LEAs, which includes all 115 LEAs and 28 of the 51 charter schools that were eligible to participate based on the grant criteria. This represents 97.8 percent of the State’s K-12 students and more than 99.3 percent of its students in poverty. LEAs Participating K-12 Students in LEAs Students in Poverty in LEAs in North Carolina’s Participating in North Carolina’s Participating in North Carolina’s Race to the Top Plan Race to the Top Plan Race to the Top Plan 32,446 5,111 71 143 1,434,250 723,970 Participating LEAs (#) K-12 students (#) Students in poverty (#) as of June 30, 2011 in participating LEAs in participating LEAs Other LEAs K-12 students (#) Students in poverty (#) in other LEAs in other LEAs NOTE: In addition to 115 LEAs, North Carolina has 99 charters. Of the 99 charters, 51 were eligible to receive funds from the LEA portion of the State’s Race to the Top grant. Charters were eligible to become Race to the Top participating LEAs (and thus receive a share of the 50 percent of a State’s grant award that must be subgranted to LEAs) if they were eligible to receive Title I, Part A funding in fiscal year 2010. The 71 “other LEAs” reported here represents 23 eligible but not “participating LEA” charters and 48 charters that were not eligible to become “participating LEAs.” Accordingly, the 32,446 K-12 students and 5,111 students in poverty in “other LEAs” show both students in eligible charters that elected not to participate as well as those in charters that were not eligible to become “participating LEAs.” 4 Participating LEAs are LEAs that choose to work with the State to implement all or significant portions of the State’s Race to the Top plan, as specified in each LEA’s agreement with the State. Each participating LEA that receives funding under Title I, Part A will receive a share of the 50 percent of a State’s grant award that the State must subgrant to LEAs, based on the LEA’s relative share of Title I, Part A allocations in the most recent year, in accordance with section 14006(c) of the ARRA. Any participating LEA that does not receive funding under Title I, Part A (as well as one that does) may receive funding from the State’s other 50 percent of the grant award, in accordance with the State’s plan. Race to the Top 3 North Carolina Year 1: School Year 2010 – 2011 Executive Summary North Carolina Year 1 summary Accomplishments Challenges North Carolina is transitioning from its current Standard Course A key challenge that North Carolina faced in Year 1 was building of Study to new standards and assessments that prepare students for capacity within DPI. The State recognized the need to expand success in college and the workplace. The State adopted the Common its staff to manage and coordinate the multiple new projects and Core State Standards (CCSS) in June 2010 and created the North activities. In several of the Race to the Top initiatives, the State Carolina Essential Standards for all content areas not covered by underestimated the time necessary to move from planning to the CCSS. The State will implement the CCSS in school year (SY) implementation, and the State’s procurement and hiring processes 2012–2013 and is already taking steps to offer training and support imposed additional delays, resulting in contract delays and setbacks structures to build readiness and understanding for the CCSS and in hiring key personnel. North Carolina Essential Standards. To provide strategic support Strategies for moving forward to teachers around standards and other education reforms underway, the State also established a framework known as the Professional North Carolina recognizes the need to continue to build capacity Development Initiative (PDI). According to the State, the PDI at DPI to carry out the initiatives in its Race to the Top plan. As of builds on the State’s existing regional and statewide professional October 2011, the State has already filled approximately 80 percent development programs and resources to provide a comprehensive, of the 118 new DPI staff positions outlined in its approved plan. targeted, and flexible system to increase the State and LEA’s capacity Given the high level of interest in advertised positions, the State to provide effective professional development. During Year 1, the believes that it will be able to successfully recruit for the remaining State’s PDI conducted a series of regional trainings on the CCSS vacant positions. In addition to hiring new staff, North Carolina and North Carolina Essential Standards that reached approximately will support its Race to the Top initiatives by continuously improving 2,500 educators. The State reports that establishing the PDI was internal coordination across DPI offices. The State will also continue a major infrastructure accomplishment that will inform systems to support LEAs and charter schools through eight Regional of teacher support beyond the Race to the Top grant period. Education Service Alliances (RESAs), which provide targeted, job- embedded, and blended professional development. In addition, during Year 1, North Carolina began planning and coordinating within the North Carolina Department of Public Instruction (DPI), among LEAs, and across stakeholder groups and potential vendors to lay the groundwork for statewide technology initiatives, including the North Carolina K-12 Education Cloud and Instructional Improvement System (IIS). These statewide technology systems will help LEAs increase efficiency and provide robust digital resources to students and educators through a single-user interface. Race to the Top 4 North Carolina Year 1: School Year 2010 – 2011 State Success Factors Building capacity to support LEAs Project coordinators have been embedded in standing DPI divisions, including Educator Recruitment and Development and District and Performance management School Transformation, to oversee projects supported through Race to the Top. The Race to the Top Director convenes this group of project The State Superintendent and her Race to the Top Leadership Team coordinators weekly to discuss progress and address issues. Additionally, are responsible for ensuring successful implementation of all Race the State has embedded additional staffing in each of the DPI support to the Top initiatives. The Leadership Team includes the Race to the divisions: finance and business services, communications, and human Top Director, the DPI senior managers who serve as Race to the resources. The Governor’s Education Transformation Commission, led Top initiative leads, and staff from the Office of the State Board of by the Chair of the SBE, and its subcommittees, provide oversight and Education (SBE). This team meets weekly to drive the work and ensure guidance to the Race to the Top Leadership Team on a monthly basis. that it stays well-coordinated. In accordance with its Race to the Top plan, DPI entered into a The North Carolina Race to the Top Program Management Office contract with a consortium of North Carolina universities to conduct (PMO), led by the Race to the Top Director, is a new office created an evaluation that informs continuous improvement of the State’s Race within DPI to increase State capacity to manage the Race to the Top to the Top initiatives and guides future policy and funding decisions. implementation. Various initiatives in North Carolina’s Race to the The State will use the evaluation to identify projects that could benefit Top plan build upon existing work in the State agency. The PMO from adjustments or modifications. The Evaluation Team comprises provides both coordination among State-level initiatives and oversight staff from the SERVE Center at the University of North Carolina at of local initiatives. Greensboro, the Friday Institute for Educational Innovation at North North Carolina Race to the Top Oversight and Implementation Organization RttT Management Governor (Governor’s Office) • Governor’s Advisor for Education Transformation • Budget Analyst • 2 Internal Auditors State Board of Education Executive Director • Policy Analyst RttT Evaluation Governor’s Education Project Coordinator Transformation Commission Department of Public Instruction (DPI) Senior Policy Advisor State Superintendent to the State Superintendent Program Support Educator District and RttT Program Chief Recruitment School Deputy Chief • Chief Financial/Information Officer Management Office (DPI) Academic and Transformation Academic • Communications Director • RttT Program Director Officer Development Executive Officer • NC Virtual Public Schools Director • 2 Program Management Director Director • Data, Research & Federal Policy Director Office Coordinators (Local • Human Resources Director Program Management, RttT Educator RttT RttT Turning RttT • Instructional Technology Director Reporting, General Program Effectiveness Professional Around the Standards and Management) Development Lowest- Assessment • Regional Leads Director Project Achieving Coordinator 2 Project Schools 3 Project Coordinators Coordinators RttT Budget RttT NC Project Project Coordinator Education Cloud Coordinator RttT Project Coordinator Instructional RttT Communication Improvement 2 Project Coordinators RttT Virtual and System Blended Courses 2 Project RttT HR Project Coordinator Coordinators Project Coordinator RttT STEM Project Coordinator As of November 1, 2011 According to the State: 1. This chart illustrates the functional relationships between entities involved in managing NC’s RttT Initiative; this is not a subset of or substitute for NCDPI’s official agency organizational chart. 2. All RttT Project Coordinators in the NCDPI organization report dually to the RttT Program Director as an extension of the RttT Program Management Office. Race to the Top 5 North Carolina Year 1: School Year 2010 – 2011 State Success Factors Carolina State University, and the Carolina Institute for Public In creating the Cloud, the State aims to improve service reliability, Policy at the University of North Carolina at Chapel Hill. In Year 1, increase efficiency, and decrease long-term IT costs. The Cloud evaluators created theories of action (or plans) for each initiative area, infrastructure will reduce overall costs and technical assistance needs, including developing timelines for reports, highlighting key research as LEAs will no longer need to maintain their own systems. It will questions, and noting potential data sources (surveys, observations also ensure that all LEAs, regardless of differences in local funding, of teachers, etc.). Evaluators also collected baseline data that will have access to the same high-quality technological resources. North enable them to track progress on Race to the Top initiatives and Carolina envisions that it will provide LEAs with a more cost- guide ongoing evaluation. In Year 2, the Evaluation Team will collect efficient and reliable means to host, store, and deliver resources implementation data and begin to provide reports and formative than is currently possible when each LEA purchases and manages analysis to the State. technical resources independently. LEA implementation and accountability To ensure that the Cloud project serves educators and students as effectively as possible, North Carolina is engaged in an extensive Race to the Top grantees were required to evaluate and approve LEA development process. In order to inventory current systems and and charter school Scopes of Work within 90 days of their award identify the needs of educators in the field, the State developed an date. Given the short timetable, North Carolina developed a two-step in-depth survey and conducted follow-up meetings at more than 120 process for Scope of Work approval. The State approved LEAs’ and LEAs and charter schools. In addition, the State engaged with vendors charter schools’ Year 1 Scopes of Work by November 2010. After regarding the technical aspects of the project. As North Carolina approving the Year 1 Scopes of Work, the State worked with LEAs moves forward with this vital component of its education reform and charter schools to create a comprehensive Scope of Work for Years infrastructure, its extensive outreach efforts will help mitigate some 2 through 4, including a complete budget with planned uses of the of the risk associated with creating a system of this scale. During Year Race to the Top allocation as well as additional funding sources, which 1, the State completed its initial plan for deploying the Cloud and would be used to achieve Race to the Top objectives. Between fall established mechanisms to continue to involve LEAs throughout the 2010 and summer 2011, the State supported LEA and charter school development, migration, and full deployment phases. planning by providing materials through the NC Race to the Top website, and collaborating with the RESAs to deliver regional face- Stakeholder engagement to-face technical assistance meetings and webinars. As of November 2011, the State had approved the majority of the LEAs’ and charter schools’ refined Scopes of Work. Key activities and stakeholders During Year 1, the State’s technical assistance sessions were well- Through the Governor’s Education Transformation Commission, attended with more than 1,400 members of LEA leadership teams stakeholders play a key role in the implementation and oversight participating. These supports ensured that LEAs and charter schools of North Carolina’s Race to the Top programs. The commission’s 26 integrated their Scopes of Work with other State goals and initiatives members include educational representatives, business entities, and and that they served as useful tools during implementation. State and local government personnel. Its four subcommittees each The State also provided individualized attention through a review focus on a key area of Race to the Top: Standards and Assessments, process during which it clarified information, pointed LEAs to Data Systems, Great Teachers and Leaders, and School Turnaround. useful resources, and offered feedback on each area of the plan. The State also includes stakeholders in the oversight process through In addition, the State made detailed instructions, examples, and North Carolina SBE meetings and meetings of superintendents. other resources available on its website. In order to cater its professional development efforts, the State Building SEA technology infrastructure solicited and incorporated feedback from educators, business to support LEAs leaders, and national experts. In addition, the State administered surveys to determine its LEAs’ present use of benchmark In addition to North Carolina’s support to LEAs in developing assessments, teachers’ use of online assessment tools, and their reform plans, the State also engaged with LEAs to determine educators’ perception of the CCSS trainings. According to DPI, technology priorities and service needs. North Carolina is instituting these surveys helped the State gather information about current a technology infrastructure for LEAs known as the NC K-12 practices and target the State’s professional development offerings Education Cloud (Cloud). Through the Cloud, the State will provide to support educators’ needs. its educators with an information technology (IT) infrastructure that The State also implemented a variety of communications strategies enables their access to important materials. For example, learning to build understanding and support among stakeholders. To management systems hosted through the Cloud will provide online specifically inform audiences about Race to the Top, the team courses and resources for teachers and students alike. The Cloud created three videos, including a Race to the Top overview video, will also feature blogs, wikis, social networking tools, technological a “Teachers are the Key” video that describes teachers’ role in the resources, and curricular tools. Race to the Top 6 North Carolina Year 1: School Year 2010 – 2011 State Success Factors success of the initiative, and an overview of the Summer Institutes Looking ahead to Year 2 on CCSS and North Carolina Essential Standards.5 The State also created a Race to the Top Weekly Update email to inform North Carolina has a better understanding of the amount of staff stakeholders statewide about the current and upcoming activities necessary to implement its Race to the Top plan. As of October related to the State’s plan. Currently, more than 1,300 teachers, 2011, the State filled approximately 80 percent of the SEA staff administrators, and other partners receive this update.6 positions outlined in its approved plan. The State will also continue to support LEAs and charter schools through RESAs and the PDI. In addition to these stakeholder engagement efforts, the State conducted many outreach and engagement activities specific In addition, through the work of the Evaluation Team, the PMO to other reform areas. These activities are described in detail in the expects to have quantitative and qualitative formative data to inform following sections. management decisions and continuous improvement. In Year 1, the Race to the Top Evaluation Team coordinated with initiative leads to develop evaluation plans, establish timelines for reports, and Lessons learned determine key research questions. Evaluators collected baseline data that will enable them to track progress on Race to the Top initiatives During Year 1 of Race to the Top implementation, the State and guide ongoing evaluation. recognized that more staff was needed to address project management and oversight support needs, in addition to the positions included in its Race to the Top application. North Carolina added three positions in the Race to the Top PMO, one in the SBE, and one in the Office of the Governor to help coordinate and support implementation. Student Proficiency, NAEP Reading 2011 Student Proficiency, NAEP Mathematics 2011 e 500 e 500 or or c c s s e e al 400 al 400 c c s s e 264 e 288 g g vera 300 221.4 223 259.5 262.9 vera 300 248 284.3 286.3 A 219.3 A 243.8 244.5 200 200 100 100 0 0 Grade 4 Grade 8 Grade 4 Grade 8 Baseline: 2008—2009 Baseline: 2008—2009 Actual: 2010—2011 Actual: 2010—2011 Target from North Carolina’s Target from North Carolina’s approved plan: 2010—2011 approved plan: 2010—2011 North Carolina’s grade 4 reading score was not significantly different North Carolina’s grade 4 mathematics score was not significantly different in 2011 than in 2009. in 2011 than in 2009. North Carolina’s grade 8 reading score was significantly higher (p < .05) North Carolina’s grade 8 mathematics score was not significantly different in 2011 than in 2009. in 2011 than in 2009. 5 See http://www.ncpublicschools.org/readysetgo/multimedia/. 6 See http://www.ncpublicschools.org/rttt/updates/. Race to the Top 7 North Carolina Year 1: School Year 2010 – 2011 State Success Factors Achievement Gap on North Carolina’s ELA Assessment SY 2010–2011 60 White/Black Gap White/Hispanic Gap 50 e nc Children without e differ 40 36.1 3367..93 Dw iistha bDiliistiaebs/ilCitihesild Greanp oint 30 2384..54 27.1 Not Limited English age p 20 2276..25 2263..97 PEnrogfilicsihe nPtr/oLfiimciietendt G ap nt e c Not Low Income/ Per 10 5.6 6.3 Low Income Gap 0 Female/Male Gap Baseline: 2009–2010 Actual: 2010–2011 Preliminary SY 2010–2011 data reported as of: November 14, 2011 NOTE: Over the last two years, a number of States adopted new assessments and/or cut scores. For State-reported context, please refer to the APR Data Display at www.rtt-apr.us. OOvveerraallll PPrroofificciieennccyy oonn NNoorrtthh CCaarroolliinnaa’’ss EELLAA AAsssseessssmmeenntt SSYY 22001100––22001111 100% 81.5% 78.7% 80% 70.7% 73.7% 73.9% 68% 67.6% nt ficie 60% 58.3% 54.4% 57.8% 57.8% o pr nt 38% 36.2% e 40% c er P 20% 0% All American Asian Black or Hispanic Native White Two Children Limited Low Female Male Students Indian or African or Latino Hawaiian or More with English Income Alaska American or Other Races Disabilities Proficient Native Pacific Islander AAccttuuaall:: 22001100––22001111 SSuubbggrroouupp PPrreelliimmiinnaarryy SSYY 22001100––22001111 ddaattaa rreeppoorrtteedd aass ooff:: NNoovveemmbbeerr 1144,, 22001111 NNOOTTEE:: OOvveerr tthhee llaasstt ttwwoo yyeeaarrss,, aa nnuummbbeerr ooff SSttaatteess aaddoopptteedd nneeww aasssseessssmmeennttss aanndd//oorr ccuutt ssccoorreess.. For State-reported context, please refer to the APR Data Display at www.rtt-apr.us. Race to the Top 8 North Carolina Year 1: School Year 2010 – 2011 State Success Factors Achievement Gap on North Carolina’s Mathematics Assessment SY 2010–2011 White/Black Gap 60 White/Hispanic Gap 50 e Children without c n Disabilities/Children ere 40 with Disabilities Gap diff nt 30 30.8 Not Limited English oi 28.6 Proficient/Limited p ge 20 21.8 20.3 English Proficient Gap enta 1174..96 1175..67 Not Low Income/ erc 10 12.3 10.9 Low Income Gap P 2 2.3 Female/Male Gap 0 Baseline: 2009–2010 Actual: 2010–2011 Preliminary SY 2010–2011 data reported as of: November 14, 2011 NOTE: Over the last two years, a number of States adopted new assessments and/or cut scores. For State-reported context, please refer to the APR Data Display at www.rtt-apr.us. Overall Proficiency on North Carolina’s Mathematics Assessment SY 2010–2011 100% 91.9% 89.9% 82.8% 81.9% 84.1% 84% 81.7% 79% 80% 75.6% 74.4% 69.6% 68.1% nt e fici 60% 55.8% o pr nt ce 40% er P 20% 0% All American Asian Black or Hispanic Native White Two Children Limited Low Female Male Students Indian or African or Latino Hawaiian or More with English Income Alaska American or Other Races Disabilities Proficient Native Pacific Islander Actual: 2010–2011 Subgroup Preliminary SY 2010–2011 data reported as of: November 14, 2011 NOTE: Over the last two years, a number of States adopted new assessments and/or cut scores. For State-reported context, please refer to the APR Data Display at www.rtt-apr.us. Race to the Top 9 North Carolina Year 1: School Year 2010 – 2011 Standards and Assessments Implementing rigorous college- and career-ready standards and assessments that prepare students for success in college and career is an integral aspect of education reform in all Race to the Top States. Adoption of college- and career-ready provided all LEA and charter schools with online professional standards and high-quality assessments development opportunities on the CCSS and North Carolina Essential Standards as well as the North Carolina Educator Evaluation Process that were developed through collaboration In June 2010, North Carolina’s SBE voted to adopt the CCSS. between national experts and representatives from DPI. Additional The State will fully implement the standards for English language online resources are in development, including learning maps and a arts (ELA) and mathematics in SY 2012–2013 and has already guide to developing local curricula. adopted Common Core-aligned materials in its ELA classrooms. Lessons learned Supporting the transition to college- and career-ready standards and high- North Carolina provided opportunities for feedback from various quality assessments internal and external stakeholders during the development phases of crosswalk documents and modules to support the transition to the North Carolina is a governing State in the SMARTER Balanced CCSS. The State recognized the importance of involving stakeholders Assessment Consortium (SBAC), which is developing Common early in the transition process to ensure a smooth adoption of CCSS. Core-aligned assessments. The consortium’s computer-adaptive The State plans to continue to provide ongoing support through a train- tests will measure students’ attainment of the standards in grades the-trainer structure at the local level, online resources, and “live chats” between SEA and LEA staff to offer support and fidelity checks. 3–8 and 11, including assessments of writing, problem-solving, and critical-thinking skills. The consortium is also developing interim and formative assessments that will help teachers assess student Looking ahead to Year 2 progress toward the standards throughout the school year. The State will roll out new CCSS- and North Carolina Essential Standards- To organize the professional development initiatives that support aligned summative assessments in SY 2012-2013 and plans to the transition to the CCSS, the State created a SY 2011–2012 implement the SBAC assessments in SY 2014–2015.7 professional development schedule for teachers, university teacher In addition to face-to-face sessions, as part of its blended approach preparation faculty, and other educators.9 In October 2011, the State to prepare educators to transition to the CCSS, North Carolina began outreach with institutions of higher education (IHEs) to help offered a variety of support activities to its educators. In June and ensure consistency with K-12 and higher education implementation July of 2011, the State conducted six regional summer institutes of the CCSS and North Carolina Essential Standards. on the CCSS and NC Essential Standards that provided professional Since the State has articulated college and career readiness as a development to about 2,500 educators from LEA teams around paramount goal of the State’s Race to the Top plan, as well as the the State. These LEA team members are working with their local Governor’s Ready, Set, GO! initiative, it developed several optional schools and leaders to prepare for the full roll-out in SY 2012–2013. performance measures to track its progress. In Year 2, North Other trainings were conducted as well, including a one-day session Carolina will continue to examine trends in student participation in Cumberland County with 200 educators in attendance. In and scores on Advanced Placement (AP) and Scholastic Aptitude addition to these trainings, the State offered a series of professional Test (SAT) exams. The State also will monitor progress against development sessions specifically for school administrators. targets related to the percentage of North Carolina high school North Carolina created five online modules, a best practices guide graduates who need to take remedial level courses at the North for online assessments, and Crosswalk and Unpacking Standards Carolina Community College System and the University of North documents to assist LEAs as they transition to the CCSS.8 The State Carolina System. 7 These summative assessments are not funded by Race to the Top. 8 See http://www.ncpublicschools.org/acre/standards/common-core-tools/ and http://www.ncpublicschools.org/acre/standards/support-tools/. 9 The schedule is available at http://www.ncpublicschools.org/docs/acre/profdev/district/statewide.pdf. Race to the Top 10 North Carolina Year 1: School Year 2010 – 2011