CONSOLIDATED STATE PERFORMANCE REPORT: Parts I and II

CONSOLIDATED STATE PERFORMANCE REPORT:

Parts I and II for

STATE FORMULA GRANT PROGRAMS under the

ELEMENTARY AND SECONDARY EDUCATION ACT

As amended in 2001

For reporting on

School Year 2012-13

NORTH CAROLINA

P ART I D UE F RIDAY , D ECEMBER 20, 2013

P ART II D UE F RIDAY , F EBRUARY 14, 2014

U.S. D

EPARTMENT OF

E

DUCATION

W

ASHINGTON

, DC 20202

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INTRODUCTION

Sections 9302 and 9303 of the Elementary and Secondary Education Act (ESEA), as amended in 2001 provide to States the option of applying for and reporting on multiple ESEA programs through a single consolidated application and report. Although a central, practical purpose of the Consolidated State Application and Report is to reduce "red tape" and burden on States, the Consolidated State Application and Report are also intended to have the important purpose of encouraging the integration of State, local, and ESEA programs in comprehensive planning and service delivery and enhancing the likelihood that the State will coordinate planning and service delivery across multiple State and local programs. The combined goal of all educational agencies–State, local, and Federal–is a more coherent, well-integrated educational plan that will result in improved teaching and learning. The

Consolidated State Application and Report includes the following ESEA programs:

o Title I, Part A – Improving Basic Programs Operated by Local Educational Agencies o Title I, Part B, Subpart 3 – William F. Goodling Even Start Family Literacy Programs o Title I, Part C – Education of Migratory Children (Includes the Migrant Child Count) o Title I, Part D – Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk o Title II, Part A – Improving Teacher Quality State Grants (Teacher and Principal Training and Recruiting Fund) o Title III, Part A – English Language Acquisition, Language Enhancement, and Academic Achievement Act o Title IV, Part A, Subpart 1 – Safe and Drug-Free Schools and Communities State Grants o Title IV, Part A, Subpart 2 – Safe and Drug-Free Schools and Communities National Activities (Community Service Grant Program) o Title V, Part A – Innovative Programs o Title VI, Section 6111 – Grants for State Assessments and Related Activities o Title VI, Part B – Rural Education Achievement Program o Title X, Part C – Education for Homeless Children and Youths

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The ESEA Consolidated State Performance Report (CSPR) for school year (SY) 2012-13 consists of two Parts, Part I and Part II.

PART I

Page 3

Part I of the CSPR requests information related to the five ESEA Goals, established in the June 2002 Consolidated State Application, and information required for the Annual State Report to the

Secretary, as described in Section 1111(h)(4) of the ESEA. The five ESEA Goals established in the June 2002 Consolidated State Application are:

●

Performance Goal 1: By SY 2013-14, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

●

Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

●

Performance Goal 3: By SY 2005-06, all students will be taught by highly qualified teachers.

●

Performance Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning.

●

Performance Goal 5: All students will graduate from high school.

Beginning with the CSPR SY 2005-06 collection, the Education of Homeless Children and Youths was added. The Migrant Child count was added for the SY 2006-07 collection.

PART II

Part II of the CSPR consists of information related to State activities and outcomes of specific ESEA programs. While the information requested varies from program to program, the specific information requested for this report meets the following criteria:

1. The information is needed for Department program performance plans or for other program needs.

2. The information is not available from another source, including program evaluations pending full implementation of required EDFacts submission.

3. The information will provide valid evidence of program outcomes or results.

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GENERAL INSTRUCTIONS AND TIMELINES

All States that received funding on the basis of the Consolidated State Application for the SY 2012-13 must respond to this Consolidated State Performance Report (CSPR). Part I of the Report is due to the Department by Friday, December 20, 2013. Part II of the Report is due to the Department by Friday, February 14, 2014. Both Part I and Part II should reflect data from the SY 2012-

13, unless otherwise noted.

The format states will use to submit the Consolidated State Performance Report has changed to an online submission starting with SY 2004-05. This online submission system is being developed through the Education Data Exchange Network (EDEN) and will make the submission process less burdensome. Please see the following section on transmittal instructions for more information on how to submit this year's Consolidated State Performance Report.

TRANSMITTAL INSTRUCTIONS

The Consolidated State Performance Report (CSPR) data will be collected online from the SEAs, using the EDEN web site. The EDEN web site will be modified to include a separate area (subdomain) for CSPR data entry. This area will utilize EDEN formatting to the extent possible and the data will be entered in the order of the current CSPR forms. The data entry screens will include or provide access to all instructions and notes on the current CSPR forms; additionally, an effort will be made to design the screens to balance efficient data collection and reduction of visual clutter.

Initially, a state user will log onto EDEN and be provided with an option that takes him or her to the "SY 2012-13 CSPR". The main CSPR screen will allow the user to select the section of the

CSPR that he or she needs to either view or enter data. After selecting a section of the CSPR, the user will be presented with a screen or set of screens where the user can input the data for that section of the CSPR. A user can only select one section of the CSPR at a time. After a state has included all available data in the designated sections of a particular CSPR Part, a lead state user will certify that Part and transmit it to the Department. Once a Part has been transmitted, ED will have access to the data. States may still make changes or additions to the transmitted data, by creating an updated version of the CSPR. Detailed instructions for transmitting the SY 2012-13 CSPR will be found on the main CSPR page of the EDEN web site

(https://EDEN.ED.GOV/EDENPortal/).

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Check the one that indicates the report you are submitting:

X Part I, 2012-13 Part II, 2012-13

Consolidated State Performance Report

For

State Formula Grant Programs under the

Elementary And Secondary Education Act as amended in 2001

Name of State Educational Agency (SEA) Submitting This Report:

NC Department of Public Instruction

Address:

6301 Mail Service Center

Raleigh, NC 27699-6301

Person to contact about this report:

Name: Karl R. Pond

Telephone: 919-807-3241

Fax: 919-807-4300 e-mail: kpond@dpi.state.nc.us

Name of Authorizing State Official: (Print or Type):

June St. Clair Atkinson

Friday, March 7, 2014, 11:40:15 AM

Signature Date

OMB Number: 1810-0614

Expiration Date: 11/30/2013

Page 5

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CONSOLIDATED STATE PERFORMANCE REPORT

PART I

For reporting on

School Year 2012-13

P ART I D UE D ECEMBER 20, 2012

5 PM EST

Page 6

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1.1 S

TANDARDS AND

A

SSESSMENT

D

EVELOPMENT

STANDARDS OF ASSESSMENT DEVELOPMENT

Page 7

This section requests descriptions of the State's implementation of the Elementary and Secondary Education Act, as amended (ESEA) academic content standards, academic achievement standards and assessments to meet the requirements of Section 1111(b)(1) of ESEA.

1.1.1 Academic Content Standards

Indicate below whether your state has made or is planning to make revisions to or change the State's academic content standards in mathematics, reading/language arts or science since the

State's content standards were most recently approved through ED's peer review process for State assessment systems. If yes, indicate specifically in what school year your State implemented or will implement the revisions or changes.

Response Options

No revisions or changes to academic content standards in mathematics,reading/language arts or science made or planned.

State has revised or changed

State has revised or changed its academic content standards in mathematics, reading/language arts or science or is planning to make revisions to or change its academic content standards in mathematics, reading/language arts or science. Indicate below the year these changes were or will be implemented or "Not Applicable" to indicate that changes were not made or will not be made in the subject area.

Acceptable responses are a school year (e.g., 2012-13) or Not Applicable.

Academic Content Standards

Mathematics

2012-13

Reading/Language Arts

2012-13

If the responses above do not fully describe revisions or changes to your State's academic content standards, describe the revisions or changes below.

The response is limited to 1,000 characters.

Science

2012-13

Common Core State Standards in English Language Arts/Reading and Mathematics and the Essential Standards in Science were adopted in 2010, aligned assessments were adminstered in

2012-13.

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1.1.1.1 Academic Achievement Standards in Mathematics, Reading/Language Arts and Science

Page 8

Indicate below whether your state has changed or is planning to change the State's academic achievement standards in mathematics, reading/language arts or science since the State's academic achievement standards were most recently approved through ED's peer review process for State assessment systems. If yes, indicate specifically in what school year your State implemented or will implement the changes.

As applicable, include changes to academic achievement standards based on any assessments (e.g., alternate assessments based on alternate achievement standards, alternate assessments based on modified achievement standards, native language assessments, or others) implemented to meet the assessment requirements under Section 1111(b)(3) of ESEA.

Response



Options

No revisions or changes to academic achievement standards in mathematics,reading/language arts or science made or planned.

State has changed its academic achievement standards or is planning to change its academic achievement standards in mathematics, reading/language arts or science. Indicate below either the school year in which these changes were or will be implemented or "Not Applicable" to indicate that changes were not made or will not be made in the subject area.

Academic Achievement Standards for

Regular Assessments in Grades 3-8

Regular Assessments in High School

Alternate Assessments Based on Grade-Level Achievement Standards (if applicable)

Alternate Assessments Based on Modified Achievement Standards (if applicable)

Alternate Assessments Based on Alternate Achievement Standards

Mathematics

2012-13

2012-13


2012-13

2012-13

Science

2012-13

2012-13

2012-13

2012-13

2012-13

2012-13

2012-13

2012-13

If the responses above do not fully describe revisions or changes to your State's academic achievement standards, describe the revisions or changes below.


In October 2013, the State Board of Education adopted Academic Achievement Standards (cut scores) and Academic Achievement Descriptors for the new assessments in English Language

Arts/Reading, Mathematics, and Science.

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1.1.2 Assessments in Mathematics and Reading/Language Arts and Science

Indicate below whether your state has changed or is planning to change the State's academic assessments in mathematics, reading/language arts or science since the State's academic assessments were most recently approved through ED's peer review process for State assessment systems. If yes, indicate specifically in what school year your State implemented or will implement the changes.

As applicable, include any assessments (e.g., alternate assessments based on alternate achievement standards, alternate assessments based on modified achievement standards, native language assessments, or others) implemented to meet the assessment requirements under Section 1111(b)(3) of ESEA.

Response Options



No changes to assessments in mathematics, reading/language arts or science made or planned.

State has changed or is planning to change its assessments in mathematics, reading/language arts or science. Indicate below the year these changes were implemented or "Not Applicable" to indicate that changes were not made or will not be made in the subject area.

Academic Assessments

Regular Assessments in Grades 3-8

Mathematics

2012-13

Regular Assessments in High School 2012-13

Alternate Assessments Based on Grade-Level Achievement Standards (if applicable)

Alternate Assessments Based on Modified Achievement Standards (if applicable)

Alternate Assessments Based on Alternate Achievement Standards

2012-13

2012-13

2012-13

2012-13

If the responses above do not fully describe revisions or changes to your State's academic achievement standards, describe the revisions or changes below.


Assessment aligned to the new content standards were administered in 2012-13.


2012-13

2012-13

Science

2012-13

2012-13

2012-13

2012-13

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1.1.3 Grants for State Assessments and Related Activities

1.1.3.1 Percentages of Funds Used for Standards and Assessment Development and Other Purposes

Page 10

For funds your State had available under ESEA section 6111 (Grants for State Assessments and Related Activities) during SY 2012-13, estimate what percentage of the funds your State used for the following (round to the nearest ten percent).

Purpose

Percentage (rounded to the

nearest ten percent)

To pay the costs of the development of the State assessments and standards required by Section 1111(b)

To administer assessments required by Section 1111(b) or to carry out other activities described in section 6111 and other activities related to ensuring that the State's schools and local educational agencies are held accountable for the results

80.00

20.00

Comments: The response is limited to 4,000 characters.

1.1.3.2 Uses of Funds for Purposes Other than Standards and Assessment Development

For funds your State had available under ESEA section 6111 (Grants for State Assessments and Related Activities) during SY 2012-13 that were used for purposes other than the costs of the development of the State assessments and standards required by section 1111(b), for what purposes did your State use the funds? (Enter "yes" for all that apply and "no" for all that do not apply).

Purpose

Used for Purpose

(yes/no)

Administering assessments required by Section 1111(b)

Developing challenging State academic content and student academic achievement standards and aligned assessments in academic subjects for which standards and assessments are not required by Section 1111(b)

Developing or improving assessments of English language proficiency necessary to comply with Section 1111(b)(7)

Yes

Yes

Yes

Ensuring the continued validity and reliability of State assessments, and/or refining State assessments to ensure their continued alignment with the State's academic content standards and to improve the alignment of curricula and instructional materials Yes

No Developing multiple measures to increase the reliability and validity of State assessment systems

Strengthening the capacity of local educational agencies and schools to provide all students the opportunity to increase educational achievement, including carrying out professional development activities aligned with State student academic achievement standards and assessments Yes

Expanding the range of accommodations available to students with limited English proficiency and students with disabilities (IDEA) to improve the rates of inclusion of such students, including professional development activities aligned with State academic achievement standards and assessments

Improving the dissemination of information on student achievement and school performance to parents and the community, including the development of information and reporting systems designed to identify best educational practices based on scientifically based research or to assist in linking records of student achievement, length of enrollment, and graduation over time

Other


Yes

Yes

No Response

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1.2 P

ARTICIPATION IN

S

TATE

A

SSESSMENTS

This section collects data on the participation of students in the State assessments.

Page 11

Note: States are not required to report these data by the seven (7) racial/ethnic groups; instead, they are required to report these data by the major racial and ethnic groups that are identified in their Accountability Workbooks. The charts below display racial/ethnic data that has been mapped back from the major racial and ethnic groups identified in their workbooks, to the 7 racial/ethnic groups to allow for the examination of data across states.

The "Asian/Pacific Islander" row in the tables below represent either the value reported by the state to the Department of Education for the major racial and ethnic group "Asian/Pacific Islander" or an aggregation of values reported by the state for the major racial and ethnic groups "Asian" and "Native Hawaiian/Other Pacific Islander or Pacific Islander" (and "Filipino" in the case of

California). When the values reported in the Asian/Pacific Islander row represent the U. S. Department of Education aggregation of other values reported by the state, the detail for "Asian" and

Native Hawaiian or Other Pacific Islander" are also included in the following rows. Disaggregated reporting for assessment participation data is done according to the provisions outlined within each state's Accountability Workbook. Accordingly, not every state uses major racial and ethnic groups which enable detail of Asian American/Pacific Islander (AAPI) populations.

1.2.1 Participation of all Students in Mathematics Assessment

In the table below, provide the number of students enrolled during the State's testing window for mathematics assessments required under Section 1111(b)(3) of ESEA (regardless of whether the students were present for a full academic year) and the number of students who participated in the mathematics assessment in accordance with ESEA. The percentage of students who were tested for mathematics will be calculated automatically.

The student group "children with disabilities (IDEA)" includes children who participated in the regular assessments with or without accommodations and alternate assessments. Do not include former students with disabilities (IDEA). Do not include students only covered under Section 504 of the Rehabilitation Act of 1973.

The student group "limited English proficient (LEP) students" includes recently arrived students who have attended schools in the United States for fewer than 12 months. Do not include former

LEP students.

Student Group # Students Enrolled # Students Participating Percentage of Students Participating

All students

American Indian or Alaska Native

Asian or Pacific Islander

Asian

Native Hawaiian or other Pacific Islander

794,067

10,923

21,219

20,501

718

789,840

10,859

21,090

20,380

710

99.47

99.41

99.39

99.41

98.89

Black or African American

Hispanic or Latino

White

Two or more races

Children with disabilities (IDEA)

Limited English proficient (LEP) students

208,213

108,966

415,341

29,405

106,118

44,337

Economically disadvantaged students

Migratory students

Male

Female


428,874

1,162

406,250

387,817

206,712

108,373

413,549

29,257

104,842

43,956

426,295

1,149

403,745

386,095

99.28

99.46

99.57

99.50

98.80

99.14

99.40

98.88

99.38

99.56

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1.2.2 Participation of Students with Disabilities (IDEA) in Mathematics Assessment

In the table below, provide the number of children with disabilities (IDEA) participating during the State's testing window in mathematics assessments required under Section 1111(b)(3) of ESEA

(regardless of whether the children were present for a full academic year) by the type of assessment. The percentage of children with disabilities (IDEA) who participated in the mathematics assessment for each assessment option will be calculated automatically. The total number of children with disabilities (IDEA) participating will also be calculated automatically.

The data provided below should include mathematics participation data from all students with disabilities as defined under the Individuals with Disabilities Education Act(IDEA). Do not include former students with disabilities (IDEA). Do not include students only covered under Section 504 of the Rehabilitation Act of 1973.

Type of Assessment

# Children with Disabilities (IDEA)

Participating

Percentage of Children with Disabilities (IDEA) Participating, Who Took the Specified

Assessment

Regular Assessment without Accommodations

Regular Assessment with Accommodations

Alternate Assessment Based on Grade-Level

Achievement Standards

18,660

55,590

0

17.80

53.02

0.00

Alternate Assessment Based on Modified


Alternate Assessment Based on Alternate


Total

23,393

7,199

104,842

22.31

6.87

//////////////////////////////////////////////////////////////////////////////

Comments: The response is limited to 4,000 characters. Participation on a particular assessment is determined by the IEP team, who confirms eligibility criteria has been met.

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1.2.3 Participation of All Students in the Reading/Language Arts Assessment

This section is similar to 1.2.1 and collects data on the State's reading/language arts assessment.

Student Group # Students Enrolled

All students


799,756

10,946

# Students Participating

797,088

10,913


Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

22,126

21,386

740

209,056

110,550

417,550

29,528

106,274

46,853

431,355

1,196

409,177

390,579

21,984

21,249

735

208,155

110,121

416,484

29,431

105,574

46,487

429,564

1,188

407,566

389,522

99.67

99.70

99.36

99.36

99.32

99.57

99.61

99.74

99.67

99.34

99.22

99.58

99.33

99.61

99.73

Percentage of Students Participating

Page 13


1.2.3.1 Recently Arrived LEP Students Taking ELP Assessments in Lieu of Reading/Language Arts Assessments

In the table below, provide the number of recently arrived LEP students (as defined in 34 C.F.R. Part 200.6(b)(4)) included in the participation counts in 1.2.3 who took an assessment of English language proficiency in lieu of the State's reading/language arts assessment, as permitted under 34 C.F.R. Part 200.20.

Recently Arrived LEP Students #

Recently arrived LEP students who took an assessment of

English language proficiency in lieu of the State's reading/language arts assessment 2,466

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1.2.4 Participation of Students with Disabilities (IDEA) in Reading/Language Arts Assessment

Page 14

This section is similar to 1.2.2 and collects data on the State's reading/language arts assessment.

The data provided should include reading/language arts participation data from all students with disabilities as defined under the Individuals with Disabilities Education Act (IDEA). Do not include former students with disabilities (IDEA). Do not include students only covered under Section 504 of the Rehabilitation Act of 1973.

Note: For this question only, report on students with disabilities (IDEA) who are also LEP students in the U.S. less than 12 months who took the ELP in lieu of the statewide reading/language arts assessment.



Participating

Percentage of Children with Disabilities (IDEA) Participating, Who Took the

Specified Assessment



21,269

49,401

20.15

46.79


Achievement Standards 0

Alternate Assessment Based on Modified Achievement

Standards 27,655

0.00

26.19

Alternate Assessment Based on Alternate Achievement

Standards

LEP < 12 months, took ELP

Total

7,200

49

105,574

6.82

0.05


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1.2.5 Participation of All Students in the Science Assessment

This section is similar to 1.2.1 and collects data on the State's science assessment.

Student Group # Students Enrolled

All students


325,578

4,452


Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

8,714

8,404

310

85,876

41,054

173,813

11,669

40,907

14,140

165,685

411

165,276

160,302


1.2.6 Participation of Students with Disabilities (IDEA) in Science Assessment

# Students Participating

321,046

4,358

8,501

8,197

304

84,433

40,414

171,838

11,502

39,869

13,684

163,146

400

162,670

158,376

98.61

97.89

97.56

97.54

98.06

98.32

98.44

98.86

98.57

97.46

96.78

98.47

97.32

98.42

98.80

Percentage of Students Participating

Page 15

This section is similar to 1.2.2 and collects data on the State's science assessment.

The data provided should include science participation results from all students with disabilities as defined under the Individuals with Disabilities Education Act (IDEA). Do not include former students with disabilities (IDEA). Do not include students only covered under Section 504 of the Rehabilitation Act of 1973.







Participating

9,808

18,321

Percentage of Children with Disabilities (IDEA) Participating, Who Took the

Specified Assessment

24.60

45.95

0 0.00

Alternate Assessment Based on Modified Achievement

Standards 8,634 21.66

Alternate Assessment Based on Alternate Achievement

Standards 3,106 7.79

Total 39,869


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1.3 S

TUDENT

A

CADEMIC

A

CHIEVEMENT

This section collects data on student academic achievement on the State assessments.

Page 16

Note: States are not required to report these data by the seven (7) racial/ethnic groups; instead, they are required to report these data by the major racial and ethnic groups that are identified in their Accountability Workbooks. The charts below display racial/ethnic data that has been mapped back from the major racial and ethnic groups identified in their workbooks, to the 7 racial/ethnic groups to allow for the examination of data across states.

The "Asian/Pacific Islander" row in the tables below represent either the value reported by the state to the Department of Education for the major racial and ethnic group "Asian/Pacific Islander" or an aggregation of values reported by the state for the major racial and ethnic groups "Asian" and "Native Hawaiian/Other Pacific Islander or Pacific Islander" (and "Filipino" in the case of

California). When the values reported in the Asian/Pacific Islander row represent the U. S. Department of Education aggregation of other values reported by the state, the detail for "Asian" and

Native Hawaiian or Other Pacific Islander" are also included in the following rows. Disaggregated reporting for academic achievement data is done according to the provisions outlined within each state's Accountability Workbook. Accordingly, not every state uses major racial and ethnic groups which enable detail of Asian American/Pacific Islander (AAPI) populations.

1.3.1 Student Academic Achievement in Mathematics

In the format of the table below, provide the number of students who received a valid score on the State assessment(s) in mathematics implemented to meet the requirements of Section 1111(b)

(3) of ESEA (regardless of whether the students were present for a full academic year) and for whom a proficiency level was assigned, and the number of these students who scored at or above proficient, in grades 3 through 8 and high school. The percentage of students who scored at or above proficient is calculated automatically.

The student group "children with disabilities (IDEA)" includes children who participated, and for whom a proficiency level was assigned in the regular assessments with or without accommodations and alternate assessments. Do not include former students with disabilities (IDEA). The student group "limited English proficient (LEP) students" does include recently arrived students who have attended schools in the United States for fewer than 12 months. Do not include former LEP students.

1.3.2 Student Academic Achievement in Reading/Language Arts

This section is similar to 1.3.1. The only difference is that this section collects data on the State's reading/language arts assessment, and the difference noted in the paragraph below.

The student group "limited English proficient (LEP) students" does not include recently arrived students who have attended schools in the United States for fewer than 12 months unless a state chooses to include these students. Do not include former LEP students.

1.3.3 Student Academic Achievement in Science

This section is similar to 1.3.1. The only difference is that this section collects data on the State's science assessment administered at least one in each of the following grade spans: 3 through 5,

6 through 9, and 10 through 12.

Limited English Proficient (LEP) students include recently arrived students who have attended schools in the United States for fewer than 12 months. Do not include former LEP students.

OMB NO. 1810-0614

1.3.1.1 Student Academic Achievement in Mathematics - Grade 3

Page 17

2,959

83

26,506

16,587

55,528

4,407

14,785

11,048

60,331

225

55,136

52,291

2,134

40

7,125

5,864

32,584

2,088

2,851

3,060

19,523

48

25,563

24,737

72.12

48.19

26.88

35.35

58.68

47.38

19.28

27.70

32.36

21.33

46.36

47.31

Students

Scoring at or

Above Proficient

46.82

34.27

71.47

Percentage of

Grade 3

All students



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

107,427

1,357

3,042

# Students Who Received a

Valid Score and for Whom a Proficiency

Level Was Assigned

50,300

465

2,174

# Students

Scoring at or


Comments: The response is limited to 4,000 characters. The State Board of Education adopted Academic Achievement Standards for the new assessments in Mathematics which are aligned with the Common Core State Standards.

1.3.2.1 Student Academic Achievement in Reading/Language Arts - Grade 3

Grade 3

All students



Asian



107,424

1,357

3,038

2,955

83

26,508




# Students

Scoring at or


48,537

430

1,895

1,856

39

7,197

45.18

31.69

62.38

62.81

46.99

27.15

Percentage of

Students

Scoring at or


Hispanic or Latino

White

Two or more races




16,582

55,532

4,407

14,790

11,042

60,332

4,526

32,352

2,137

2,576

1,807

18,092

27.29

58.26

48.49

17.42

16.36

29.99

Migratory students

Male

225

55,134

41

23,301

18.22

42.26

Female 52,290 25,236 48.26

Comments: The response is limited to 4,000 characters. The State Board of Education adopted Academic Achievement Standards for the new assessments in English Language Arts/Reading which are aligned with the Common Core State Standards.

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1.3.3.1 Student Academic Achievement in Science - Grade 3



Level Was Assigned Grade 3

All students



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

Comments: The response is limited to 4,000 characters. There is not a Grade 3 Science assessment.

Page 18

# Students

Scoring at or


Percentage of

Students

Scoring at or


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Page 19

3,113

94

29,055

17,514

59,781

4,620

16,615

7,276

64,910

182

59,293

56,459

2,267

47

7,745

6,381

35,931

2,245

3,086

1,258

21,288

58

28,626

26,485

72.82

50.00

26.66

36.43

60.10

48.59

18.57

17.29

32.80

31.87

48.28

46.91

Students

Scoring at or


47.61

31.43

72.15

Percentage of

Grade 4

All students



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

115,752

1,575

3,207




55,111

495

2,314

# Students

Scoring at or




Grade 4

All students



Asian



115,737

1,576

3,200

3,106

94

29,058




# Students

Scoring at or


50,562

440

1,917

1,876

41

7,465

43.69

27.92

59.91

60.40

43.62

25.69

Percentage of

Students

Scoring at or


Hispanic or Latino

White

Two or more races




17,502

59,783

4,618

16,618

7,258

64,903

4,708

33,928

2,104

2,497

536

18,385

26.90

56.75

45.56

15.03

7.38

28.33

Migratory students

Male

182

59,282

37

24,761

20.33

41.77

Female 56,455 25,801 45.70


OMB NO. 1810-0614





All students



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

Comments: The response is limited to 4,000 characters. There is not a Science assessment at grade 4.

Page 20

# Students

Scoring at or


Percentage of

Students

Scoring at or


OMB NO. 1810-0614


Page 21

3,062

112

29,909

17,111

59,668

4,398

16,593

6,748

64,765

201

59,304

56,456

2,319

50

8,356

6,820

35,151

2,091

2,634

1,300

21,657

63

27,927

27,343

75.73

44.64

27.94

39.86

58.91

47.54

15.87

19.26

33.44

31.34

47.09

48.43

Students

Scoring at or


47.75

32.20

74.64

Percentage of

Grade 5

All students



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

115,760

1,500

3,174




55,270

483

2,369

# Students

Scoring at or




Grade 5

All students



Asian



115,760

1,500

3,169

3,057

112

29,905




# Students

Scoring at or


45,679

388

1,796

1,758

38

6,275

39.46

25.87

56.67

57.51

33.93

20.98

Percentage of

Students

Scoring at or


Hispanic or Latino

White

Two or more races




17,109

59,679

4,398

16,599

6,740

64,765

4,044

31,361

1,815

2,110

356

15,832

23.64

52.55

41.27

12.71

5.28

24.45

Migratory students

Male

201

59,302

30

22,159

14.93

37.37

Female 56,458 23,520 41.66


OMB NO. 1810-0614


Page 22

All students

Grade 5



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

115,747

1,498

3,173

3,062

111

29,895

17,112

59,672

4,397

16,593

6,747

64,753

200

59,290

56,457




514

# Students

Scoring at or


52,566

2,046

2,002

44

7,777

5,413

34,732

2,084

2,893

739

20,088

40

28,169

24,397

65.38

39.64

26.01

31.63

58.20

47.40

17.44

10.95

31.02

20.00

47.51

43.21

Comments: The response is limited to 4,000 characters. The State Board of Education adopted Academic Achievement Standards for the new assessments in Science.

Percentage of

Students

Scoring at or


45.41

34.31

64.48

OMB NO. 1810-0614


Page 23

2,960

98

31,195

16,437

61,066

4,282

16,008

5,533

65,174

162

60,259

57,385

2,081

31

5,934

4,866

30,916

1,604

1,558

600

15,689

48

22,715

23,080

70.30

31.63

19.02

29.60

50.63

37.46

9.73

10.84

24.07

29.63

37.70

40.22

Students

Scoring at or


38.93

22.60

69.06

Percentage of

Grade 6

All students



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

117,644

1,606

3,058




45,795

363

2,112

# Students

Scoring at or




Grade 6

All students



Asian



117,649

1,607

3,054

2,956

98

31,199




# Students

Scoring at or


54,556

490

1,926

1,890

36

8,646

46.37

30.49

63.06

63.94

36.73

27.71

Percentage of

Students

Scoring at or


Hispanic or Latino

White

Two or more races




16,431

61,077

4,281

16,012

5,522

65,174

5,213

36,269

2,012

2,039

399

20,170

31.73

59.38

47.00

12.73

7.23

30.95

Migratory students

Male

162

60,266

42

26,329

25.93

43.69

Female 57,383 28,227 49.19


OMB NO. 1810-0614





All students



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female


Page 24

# Students

Scoring at or


Percentage of

Students

Scoring at or


OMB NO. 1810-0614


Page 25

2,920

109

31,136

15,272

61,202

4,102

15,125

5,403

62,783

153

59,578

56,899

2,096

31

5,804

4,368

30,649

1,510

1,198

508

14,586

25

22,217

22,645

71.78

28.44

18.64

28.60

50.08

36.81

7.92

9.40

23.23

16.34

37.29

39.80

Students

Scoring at or


38.52

23.27

70.22

Percentage of

Grade 7

All students



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

116,477

1,736

3,029




44,862

404

2,127

# Students

Scoring at or




Grade 7

All students



Asian



116,489

1,738

3,023

2,913

110

31,142




# Students

Scoring at or


55,701

551

1,995

1,951

44

8,878

47.82

31.70

65.99

66.98

40.00

28.51

Percentage of

Students

Scoring at or


Hispanic or Latino

White

Two or more races




15,266

61,214

4,106

15,143

5,390

62,789

5,267

37,005

2,005

2,010

423

20,441

34.50

60.45

48.83

13.27

7.85

32.56

Migratory students

Male

153

59,586

34

27,004

22.22

45.32

Female 56,903 28,697 50.43


OMB NO. 1810-0614





All students



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female


Page 26

# Students

Scoring at or


Percentage of

Students

Scoring at or


OMB NO. 1810-0614


Page 27

2,797

115

30,807

14,050

60,670

3,922

14,494

5,451

59,872

133

58,004

55,983

1,779

44

4,737

3,450

27,336

1,272

1,002

491

11,786

21

19,639

19,307

63.60

38.26

15.38

24.56

45.06

32.43

6.91

9.01

19.69

15.79

33.86

34.49

Students

Scoring at or


34.17

20.17

62.60

Percentage of

Grade 8

All students



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

113,987

1,626

2,912




38,946

328

1,823

# Students

Scoring at or




Grade 8

All students



Asian



113,995

1,625

2,906

2,791

115

30,813




# Students

Scoring at or


46,721

432

1,653

1,606

47

7,237

40.99

26.58

56.88

57.54

40.87

23.49

Percentage of

Students

Scoring at or


Hispanic or Latino

White

Two or more races




14,047

60,679

3,925

14,512

5,445

59,870

4,147

31,564

1,688

1,461

363

15,470

29.52

52.02

43.01

10.07

6.67

25.84

Migratory students

Male

134

58,013

21

21,556

15.67

37.16

Female 55,982 25,165 44.95


OMB NO. 1810-0614


Page 28

All students

Grade 8



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

113,828

1,620

2,909

2,794

115

30,737

14,022

60,620

3,920

14,438

5,438

59,759

132

57,894

55,934




730

# Students

Scoring at or


67,269

2,202

2,128

74

11,960

6,892

43,071

2,414

3,699

1,254

26,702

37

35,339

31,930

76.16

64.35

38.91

49.15

71.05

61.58

25.62

23.06

44.68

28.03

61.04

57.09


Percentage of

Students

Scoring at or


59.10

45.06

75.70

OMB NO. 1810-0614

1.3.1.7 Student Academic Achievement in Mathematics - High School

Page 29

2,569

99

28,104

11,402

55,634

3,526

11,222

2,497

48,460

93

52,171

50,622

1,617

40

5,782

3,364

26,929

1,341

1,106

133

11,835

9

19,103

20,395

62.94

40.40

20.57

29.50

48.40

38.03

9.86

5.33

24.42

9.68

36.62

40.29

Students

Scoring at or


38.42

29.13

62.11

Percentage of

High School

All students



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

102,793

1,459

2,668




39,498

425

1,657

# Students

Scoring at or



1.3.2.7 Student Academic Achievement in Reading/Language Arts - High School

High School

All students



Asian



107,568

1,503

2,877

2,768

109

29,321




# Students

Scoring at or


56,238

539

1,857

1,786

71

9,742

52.28

35.86

64.55

64.52

65.14

33.23

Percentage of

Students

Scoring at or


Hispanic or Latino

White

Two or more races




11,891

58,300

3,676

11,851

2,624

50,086

4,871

37,209

2,020

1,708

132

18,045

40.96

63.82

54.95

14.41

5.03

36.03

Migratory students

Male

96

54,661

20

25,634

20.83

46.90

Female 52,907 30,604 57.84

Comments: The response is limited to 4,000 characters. The State Board of Education adopted Academic Achievement Standards for the new assessments in English Language Arts which are aligned with the Common Core State Standards.

OMB NO. 1810-0614

1.3.3.7 Student Academic Achievement in Science - High School

Page 30

All students

High School



Asian



Hispanic or Latino

White

Two or more races




Migratory students

Male

Female

91,471

1,240

2,419

2,341

78

23,801

9,280

51,546

3,185

8,838

1,499

38,634

68

45,486

45,985




434

# Students

Scoring at or


46,629

1,685

1,639

46

7,328

3,725

31,787

1,670

1,777

90

13,602

30

23,552

23,077

70.01

58.97

30.79

40.14

61.67

52.43

20.11

6.00

35.21

44.12

51.78

50.18


Percentage of

Students

Scoring at or


50.98

35.00

69.66

OMB NO. 1810-0614

1.4 S

CHOOL AND

D

ISTRICT

A

CCOUNTABILITY

This section collects data on the Adequate Yearly Progress (AYP) status of schools and districts.

1.4.1 All Schools and Districts Accountability

Page 31

For an SEA that has not received ESEA flexibility, or an SEA that received ESEA flexibility without the optional waiver to not make AYP determinations for LEAs and schools:

In the table below, provide the total number of public elementary and secondary schools and districts in the State, including charters, and the total number of those schools and districts that made AYP based on data for SY 2012-13. The percentage that made AYP will be calculated automatically.

Entity Total #

Total # that Made AYP

in SY 2012-13

Percentage that Made

AYP in SY 2012-13

Schools

Districts


.

For an SEA with an approved ESEA flexibility request that includes the optional waiver to not make AYP determinations for LEAs and schools:

In the table below, provide the total number of public elementary and secondary schools and districts in the State, including charters, and the total number of those schools and districts that made all of their AMOs, the 95 percent participation rate, and other academic indicator

3

based on data for SY 2012-13. The percentage will be calculated automatically.

Entity Total #

Total # that Met All AMOs, 95 Percent Participation Rate, and Other Academic

Indicator in SY 2012-13

Percentage that Met All AMOs, 95 Percent Participation Rate and Other

Academic Indicator in SY 2012-13

Schools 2,439 840

Districts 115 7

34.44

6.09


3

For a high school, the other academic indicator is always graduation rate.

1.4.2 Title I School Accountability


In the table below, provide the total number of public Title I schools by type and the total number of those schools that made AYP based on data for SY 2012-13. Include only public Title I schools.

Do not include Title I programs operated by local educational agencies in private schools. The percentage that made AYP will be calculated automatically.

Title I School

# Title I

Schools

# Title I Schools that Made AYP

in SY 2012-13

Percentage of Title I Schools that Made

AYP in SY 2012-13

All Title I schools

Schoolwide (SWP) Title I schools

Targeted assistance (TAS) Title I schools



In the table below, provide the total number of public Title I schools by type and the total number of those schools that made all of their AMOs, the 95 percent participation rate, and the other academic indicator

4

based on data for SY 2012-13. Include only public Title I schools. Do not include Title I programs operated by LEAs in private schools. The percentage will be calculated automatically.

Title I School

# Title I

Schools

# Title I Schools that Met All AMOs, 95 Percent

Participation Rate, and Other Academic Indicator in SY

2012-13

Percentage of Title I Schools that Met All AMOs, 95 Percent

Participation Rate, and Other Academic Indicator in SY 2012-

13

All Title I schools

Schoolwide (SWP) Title I schools

1,283

1,230

329

302

25.64

24.55

Targeted assistance (TAS) Title I schools 53 27 50.94

Comments: The response is limited to 4,000 characters. NC does not understand the way that the SWP schools are being calculated and has raised concerns with the number that is being displayed above. We have reviewed both the CSPR/EDEN crosswalk as well as the Data Key provided by PSP and have yet to get a satisfactory explanation for how this number was derived.

We are at the deadline and have been instructed to Certify in spite of our concerns, and reserve the right to request a reopen once we have been provided enough information to fully understand this prepop.

4


1.4.3 Accountability of Districts That Received Title I Funds


In the table below, provide the total number of districts that received Title I funds and the total number of those districts that made AYP based on data for SY 2012-13. The percentage that made

AYP will be calculated automatically.

# Districts That Received Title I

Funds in SY 2012-13 # Districts That Received Title I Funds and Made AYP in SY 2012-13

Percentage of Districts That Received Title I Funds and Made AYP in SY

2012-13



In the table below, provide the total number of districts that received Title I funds and the total number of those districts that met all of their AMOs, the 95 percent participation rate, and other academic indicator

5

based on data for SY 2012-13. The percentage will be calculated automatically.

# Districts That Received Title I # Districts That Received Title I Funds and Met All AMOs, 95 percent

Funds in SY 2012-13 Participation Rate, and Other Academic Indicator

Percentage of Districts That Received Title I Funds and Met All AMOs, 95

percent Participation Rate, and Other Academic Indicator

6.09 115 7


5


OMB NO. 1810-0614 Page 32

1.4.4.3 Corrective Action

In the table below, for schools in corrective action, provide the number of schools for which the listed corrective actions under ESEA were implemented in SY 2012-13 (based on SY 2011-12 assessments under Section 1111 of ESEA).

Corrective Action

# of Title I Schools in Corrective Action in Which the Corrective Action was Implemented in

SY 2012-13

Required implementation of a new research-based curriculum or instructional program

Extension of the school year or school day

Replacement of staff members, not including the principal, relevant to the school's low performance

Significant decrease in management authority at the school level

Replacement of the principal

Restructuring the internal organization of the school

Appointment of an outside expert to advise the school

Comments: The response is limited to 4,000 characters. Through its ESEA Flexibility Request, North Carolina has an approved waiver to the requirements in ESEA section 1111 for an SEA to identify for improvement or corrective action, as appropriate, a school that, for two consecutive years or more, fails to make AYP, and for a school so identified to take certain corrective actions.

The waiver was approved on May 29, 2012. Therefore no schools were identified for corrective action in 2012-13.

1.4.4.4 Restructuring – Year 2

In the table below, for schools in restructuring – year 2 (implementation year), provide the number of schools for which the listed restructuring actions under ESEA were implemented in SY 2012-

13 (based on SY 2011-12 assessments under Section 1111 of ESEA).

Restructuring Action # of Title I Schools in Restructuring in Which Restructuring Action Is Being Implemented

Replacement of all or most of the school staff (which may include the principal)

Reopening the school as a public charter school

Entering into a contract with a private entity to operate the school

Takeover the school by the State

Other major restructuring of the school governance

Comments: The response is limited to 4,000 characters. Through its ESEA Flexibility Request, North Carolina has an approved waiver to the requirements in ESEA section 1111 for an SEA to identify for improvement or corrective action, as appropriate, a school that, for two consecutive years or more, fails to make AYP, and for a school so identified to take certain restructuring actions. The waiver was approved on May 29, 2012. Therefore no schools were identified for restructuring action in 2012-13.

In the space below, list specifically the "other major restructuring of the school governance" action(s) that were implemented.


N/A

OMB NO. 1810-0614 Page 33

1.4.5.2 Actions Taken for Districts That Received Title I Funds and Were Identified for Improvement

In the space below, briefly describe the measures being taken to address the achievement problems of districts identified for improvement or corrective action. Include a discussion of the technical assistance provided by the State (e.g., the number of districts served, the nature and duration of assistance provided, etc.).


Through its ESEA Flexibility Request, North Carolina has an approved waiver to the requirements in ESEA section 1116(c) for an SEA to identify for improvement or corrective action, as appropriate, an LEA that, for two consecutive years or more, fails to make AYP, and for an LEA so identified and its SEA to take certain improvement actions. The waiver was approved on May

29, 2012. Therefore no districts were identified for corrective action in 2012-13.

OMB NO. 1810-0614 Page 34

1.4.5.3 Corrective Action

In the table below, for districts in corrective action, provide the number of districts in corrective action in which the listed corrective actions under ESEA were implemented in SY 2012-13 (based on SY 2011-12 assessments under Section 1111 of ESEA).

Corrective Action

# of Districts receiving Title I funds in Corrective Action in Which Corrective Action was Implemented in SY

2012-13

Implemented a new curriculum based on State standards

Authorized students to transfer from district schools to higher performing schools in a neighboring district

Deferred programmatic funds or reduced administrative funds

Replaced district personnel who are relevant to the failure to make

AYP

Removed one or more schools from the jurisdiction of the district

Appointed a receiver or trustee to administer the affairs of the district

Restructured the district

Abolished the district (list the number of districts abolished between the end of SY 2011-12 and beginning of SY 2012-13 as a corrective action)

Comments: The response is limited to 4,000 characters. Through its ESEA Flexibility Request, North Carolina has an approved waiver to the requirements in ESEA section 1116(c) for an SEA to identify for improvement or corrective action, as appropriate, an LEA that, for two consecutive years or more, fails to make AYP, and for an LEA so identified and its SEA to take certain improvement actions. The waiver was approved on May 29, 2012. Therefore no districts were identified for corrective action in 2012-13.

1.4.7 Appeal of AYP and Identification Determinations

In the table below, provide the number of districts and schools that appealed their AYP designations based on SY 2012-13 data and the results of those appeals.

# Appeals Resulted in a Change in the AYP Designation Entity

Districts

Schools

0

0

# Appealed Their AYP Designations

Date (MM/DD/YY) that processing appeals based on SY 2012-13 data was complete

0

0

Comments: The response is limited to 4,000 characters. None

In the table below, provide the data by which processing appeals based on SY 2012-13 data was complete.

Processing Appeals completion

0

Date

OMB NO. 1810-0614

1.4.8 Sections 1003(a) and (g) School Improvement Funds

In the section below, "schools in improvement" refers to Title I schools identified for improvement, corrective action, or restructuring under Section 1116 of ESEA .

1.4.8.5 Use of Sections 1003(a) and (g) School Improvement Funds.

1.4.8.5.1 Section 1003(a) State Reservations

Page 35

In the space provided, enter the percentage of the FY 2012 (SY 2012-13) Title I, Part A allocation that the SEA reserved in accordance with Section 1003(a) of ESEA and §200.100(a) of ED's regulations governing the reservation of funds for school improvement under Section 1003(a) of ESEA: %


OMB NO. 1810-0614 Page 36

1.4.8.5.2 Section 1003(a) and 1003(g) Allocations to LEAs and Schools

The data for this question are reported through EDFacts files and compiled in the EDEN012 "Section 1003(a) and 1003(g) Allocations to LEAs and Schools" report in the EDFacts Reporting

System (ERS). The EDFacts files and data groups used in this report are listed in the CSPR Crosswalk. The CSPR Data Key contains more detailed information on how the data are populated into the report.

Before certifying Part I of the CSPR, a state user must run the EDEN012 report in ERS and verify that the state's data are correct. The final, certified data from this report will be made publicly available alongside the state's certified CSPR PDF.

OMB NO. 1810-0614 Page 37

1.4.8.5.3 Use of Section 1003(g)(8) Funds for Evaluation and Technical Assistance

Section 1003(g)(8) of ESEA allows States to reserve up to five percent of Section 1003(g) funds for administration and to meet the evaluation and technical assistance requirements for this program. In the space below, identify and describe the specific Section 1003(g) evaluation and technical assistance activities that your State conducted during SY 2012-13.

This response is limited to 8,000 characters.

The North Carolina Department of Public Instruction (NCDPI) reserved five (5) percent of the School Improvement Grant for administration, evaluation, and monitoring of its SIG funded implementation. Funds were used as follows:

1. The provision of technical assistance to LEAs to assist with plan development including two statewide meetings with current and potential Priority/SIG schools. The statewide meetings included presentations from SEA specialists on topics such as English Language Learners, Exceptional Children, and Parent Engagement.

2. An increase in resources to support the application review process and monitoring requirements including contracts with outside experts. North Carolina contracted with a retired state Title I

Director (and former United States Department of Education monitor), and a retired North Carolina Associate State Superintendent with significant experience regarding the statewide system of support.

3. The enhancement of existing DPI data systems to include required SIG data reporting elements. NCDPI is currently working with the Center on Innovation and Improvement to implement the

Indistar School Improvement Grants Online Planning Tool (NC Indistar) for all SIG/Priority schools.

4. Completion of the evaluation process for each LEA receiving SIG funds. In addition to monitoring visits conducted for SIG schools in year one of implementation, LEAs/Schools submitted revisions to their initial grant in June 2012. Revisions were reviewed and approved in the fall of 2012.

5. An increase in direct services to LEAs determined to have low capacity for implementing interventions in coordination with the Statewide System of Support and the Race to the Top initiative.

School Transformation Coaches from NCDPI work with identified schools and a contract for support was also established with the Executive Director of the North Carolina Association for

Supervision and Curriculum Development.

OMB NO. 1810-0614 Page 38

1.4.8.6 Actions Taken for Title I Schools Identified for Improvement Supported by Funds Other than Those of Section 1003(a) and 1003(g).

In the space below, describe actions (if any) taken by your State in SY 2012-13 that were supported by funds other than Section 1003(a) and 1003(g) funds to address the achievement problems of schools identified for improvement, corrective action, or restructuring under Section 1116 of ESEA.


North Carolina has an approved waiver to the requirements in ESEA section 1116(b) for an LEA to identify for improvement, corrective action, or restructuring, as appropriate, a Title I school that fails, for two consecutive years or more, to make AYP, and for a school so identified and its LEA to take certain improvement actions. NC received approval on May 29, 2012, so no Title I schools were identified for improvement in 2012-13.

Title I schools not receiving funds under 1003(a) or 1003(g) are supported through a Statewide System of Support. North Carolina's statewide system of support is coordinated and monitored through three interlocking roundtables. The roundtable structure includes a Strategic Roundtable, an Agency Roundtable, and eight Regional Roundtables.

The Strategic Roundtable is comprised of NCDPI senior leadership and meets quarterly to manage the selection of districts and schools that will receive the most intensive support as well as monitoring progress toward the State's priority objectives.

The Agency Roundtable is comprised of all NCDPI division directors and meets monthly to facilitate ongoing initiatives within the statewide system of support. The state's Title I Director serves on this roundtable. The Roundtable identifies current initiatives being provided to the region by the agency; reviews comprehensive needs assessment outcomes; identifies gaps and redundancies; targets available resources to identified needs; and routes continued services through NCDPI staff assigned to regions, districts, and schools.

The eight Regional Roundtables are comprised of regional NCDPI staff and representatives of the Regional Education Services Areas (RESAs). The Regional Roundtables meet monthly to identify current initiatives underway in each district in the region, to identify common needs across each region, and to coordinate technical assistance provided for the districts and schools identified as having the greatest need for support. Regional Roundtables are facilitated by NCDPI Regional Leads, one assigned to each of the eight regions across North Carolina. These

Regional Leads attend the Agency Roundtable to ensure that communication regarding the needs of districts and schools, as well as initiatives addressing those needs, are continually reassessed and adjusted as appropriate. A Title I consultant serves on each Regional Roundtable in order to ensure that statutory requirements are understood by all parties and appropriate services and support are brokered for Title I schools.

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1.4.9 Public School Choice and Supplemental Educational Services

This section collects data on public school choice and supplemental educational services.

1.4.9.1 Public School Choice

This section collects data on public school choice. FAQs related to the public school choice provisions are at the end of this section.

1.4.9.1.2 Public School Choice – Students

Page 39

In the table below, provide the number of students who were eligible for public school choice, the number of eligible students who applied to transfer, and the number who transferred under the provisions for public school choice under Section 1116 of ESEA. The number of students who were eligible for public school choice should include:

1. All students currently enrolled in a Title I school identified for improvement, corrective action or restructuring.

2. All students who transferred in the current school year under the public school choice provisions of Section 1116, and

3. All students who previously transferred under the public school choice provisions of Section 1116 and are continuing to transfer for the current school year under Section 1116.

The number of students who applied to transfer should include:

1. All students who applied to transfer in the current school year but did not or were unable to transfer.

2. All students who transferred in the current school year under the public school choice provisions of Section 1116; and

3. All students who previously transferred under the public school choice provisions of Section 1116 and are continuing to transfer for the current school year under Section 1116.

For any of the respective student counts, States should indicate in the Comment section if the count does not include any of the categories of students discussed above.

Public School Choice # Students

Eligible for public school choice

Applied to transfer

Transferred to another school under the Title I public school choice provisions

Comments: The response is limited to 4,000 characters. Through its ESEA Flexibility Request, North Carolina has an approved waiver to the requirements in ESEA section 1111 for an SEA to identify for improvement or corrective action, as appropriate, a school that, for two consecutive years or more, fails to make AYP, and for a school so identified to take certain improvement actions. The waiver was approved on May 29, 2012. Therefore no schools were identified for improvement action and no schools offered Public School Choice or Supplemental Educational

Services in 2012-13.

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1.4.9.1.3 Funds Spent on Public School Choice

In the table below, provide the total dollar amount spent by LEAs on transportation for public school choice under Section 1116 of ESEA.

Transportation for Public School Choice

Dollars spent by LEAs on transportation for public school choice

1.4.9.1.4 Availability of Public School Choice Options

In the table below provide the number of LEAs in your State that are unable to provide public school choice to eligible students due to any of the following reasons:

1. All schools at a grade level in the LEA are in school improvement, corrective action, or restructuring.

2. LEA only has a single school at the grade level of the school at which students are eligible for public school choice.

3. LEA's schools are so remote from one another that choice is impracticable.

Unable to Provide Public School Choice # LEAs

LEAs Unable to Provide Public School Choice

FAQs about public school choice:

$

Page 40

Amount a. How should States report data on Title I public school choice for those LEAs that have open enrollment and other choice programs? For those LEAs that implement open enrollment or other school choice programs in addition to public school choice under Section 1116 of ESEA, the State may consider a student as having applied to transfer if the student meets the following:

●

●

●

Has a "home" or "neighborhood" school (to which the student would have been assigned, in the absence of a school choice program) that receives Title I funds and has been identified, under the statute, as in need of improvement, corrective action, or restructuring; and

Has elected to enroll, at some point since July 1, 2002 (the effective date of the Title I choice provisions), and after the home school has been identified as in need of improvement, in a school that has not been so identified and is attending that school; and

Is using district transportation services to attend such a school.

In addition, the State may consider costs for transporting a student meeting the above conditions towards the funds spent by an LEA on transportation for public school choice if the student is using district transportation services to attend the non-identified school. b. How should States report on public school choice for those LEAs that are not able to offer public school choice? In the count of LEAS that are not able to offer public school choice (for any of the reasons specified in 1.4.9.1.4), States should include those LEAs that are unable to offer public school choice at one or more grade levels. For instance, if an LEA is able to provide public school choice to eligible students at the elementary level but not at the secondary level, the State should include the LEA in the count. States should also include LEAs that are not able to provide public school choice at all (i.e., at any grade level). States should provide the reason(s) why public school choice was not possible in these LEAs at the grade level(s) in the

Comment section. In addition, States may also include in the Comment section a separate count just of LEAs that are not able to offer public school choice at any grade level.

For LEAs that are not able to offer public school choice at one or more grade levels, States should count as eligible for public school choice (in 1.4.9.1.2) all students who attend identified

Title I schools regardless of whether the LEA is able to offer the students public school choice.


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1.4.9.2 Supplemental Educational Services

This section collects data on supplemental educational services.

1.4.9.2.2 Supplemental Educational Services – Students

Page 41

In the table below, provide the number of students who were eligible for, who applied for, and who received supplemental educational services under Section 1116 of ESEA.

The number of students who received supplemental educational services should include all students who were enrolled with a provider and participated in some hours of services. States and

LEAs have the discretion to determine the minimum number of hours of participation needed by a student to be considered as having received services.

Supplemental Educational Services # Students

Eligible for supplemental educational services

Applied for supplemental educational services

Received supplemental educational services



1.4.9.2.3 Funds Spent on Supplemental Educational Services

In the table below, provide the total dollar amount spent by LEAs on supplemental educational services under Section 1116 of ESEA.

Spending on Supplemental Educational Services Amount

Dollars spent by LEAs on supplemental educational services $



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1.5 T

EACHER

Q

UALITY

This section collects data on "highly qualified" teachers as the term is defined in Section 9101(23) of ESEA.

1.5.1 Core Academic Classes Taught by Teachers Who Are Highly Qualified

Page 42

In the table below, provide the number of core academic classes for the grade levels listed, the number of those core academic classes taught by teachers who are highly qualified, and the number taught by teachers who are not highly qualified. The percentage of core academic classes taught by teachers who are highly qualified and the percentage taught by teachers who are not highly qualified will be calculated automatically. Below the table are FAQs about these data.

Classes

Number of Core

Academic Classes

(Total)

Number of Core Academic

Classes Taught by Teachers

Who Are Highly Qualified

Percentage of Core Academic

Classes Taught by Teachers Who

Are Highly Qualified

Number of Core Academic Classes

Taught by Teachers Who Are NOT

Highly Qualified

Percentage of Core Academic

Classes Taught by Teachers Who

Are NOT Highly Qualified

82,626 98.54 1,225 1.46 All classes

All elementary classes

83,851

45,074

All secondary classes 38,777

44,795

37,831

99.38

97.56

279

946

0.62

2.44

Do the data in Table 1.5.1 above include classes taught by special education teachers who provide direct instruction core academic subjects?

Data table includes classes taught by special education teachers who provide direct instruction core academic subjects.

If the answer above is no, please explain below. The response is limited to 8,000 characters.

Yes

Does the State count elementary classes so that a full-day self-contained classroom equals one class, or does the State use a departmentalized approach where a classroom is counted multiple times, once for each subject taught?


In North Carolina, elementary schools may report their classes as a full-day self-contained classroom or use a departmentalized approach. It is the school's decision as to which they use and they may use both. For example, a K-5 school may use a self-contained approach for grades K-3 and a departmentalized approach for grades 4 and 5.

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FAQs about highly qualified teachers and core academic subjects:

Page 43 a. What are the core academic subjects? English, reading/language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography [Title IX,

Section 9101(11)]. While the statute includes the arts in the core academic subjects, it does not specify which of the arts are core academic subjects; therefore, States must make this determination. b. How is a teacher defined? An individual who provides instruction in the core academic areas to kindergarten, grades 1 through 12, or ungraded classes, or individuals who teach in an environment other than a classroom setting (and who maintain daily student attendance records) [from NCES, CCD, 2001-02] c. How is a class defined? A class is a setting in which organized instruction of core academic course content is provided to one or more students (including cross-age groupings) for a given period of time. (A course may be offered to more than one class.) Instruction, provided by one or more teachers or other staff members, may be delivered in person or via a different medium. Classes that share space should be considered as separate classes if they function as separate units for more than 50% of the time [from NCES Non-fiscal Data Handbook for

Early Childhood, Elementary, and Secondary Education, 2003]. d. Should 6th-, 7th-, and 8th-grade classes be reported in the elementary or the secondary category? States are responsible for determining whether the content taught at the middle school level meets the competency requirements for elementary or secondary instruction. Report classes in grade 6 through 8 consistent with how teachers have been classified to determine their highly qualified status, regardless of whether their schools are configured as elementary or middle schools. e. How should States count teachers (including specialists or resource teachers) in elementary classes? States that count self-contained classrooms as one class should, to avoid overrepresentation, also count subject-area specialists (e.g., mathematics or music teachers) or resource teachers as teaching one class. On the other hand, States using a departmentalized approach to instruction where a self-contained classroom is counted multiple times (once for each subject taught) should also count subject-area specialists or resource teachers as teaching multiple classes. f. How should States count teachers in self-contained multiple-subject secondary classes? Each core academic subject taught for which students are receiving credit toward graduation should be counted in the numerator and the denominator. For example, if the same teacher teaches English, calculus, history, and science in a self-contained classroom, count these as four classes in the denominator. If the teacher is Highly Qualified to teach English and history, he/she would be counted as Highly Qualified in two of the four subjects in the numerator. g. What is the reporting period? The reporting period is the school year. The count of classes must include all semesters, quarters, or terms of the school year. For example, if core academic classes are held in summer sessions, those classes should be included in the count of core academic classes. A state determines into which school year classes fall.

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1.5.2 Reasons Core Academic Classes Are Taught by Teachers Who Are Not Highly Qualified

In the tables below, estimate the percentages for each of the reasons why teachers who are not highly qualified teach core academic classes. For example, if 900 elementary classes were taught by teachers who are not highly qualified, what percentage of those 900 classes falls into each of the categories listed below? If the three reasons provided at each grade level are not sufficient to explain why core academic classes at a particular grade level are taught by teachers who are not highly qualified, use the row labeled "other" and explain the additional reasons. The total of the reasons is calculated automatically for each grade level and must equal 100% at the elementary level and 100% at the secondary level.

Note: Use the numbers of core academic classes taught by teachers who are not highly qualified from 1.5.1 for both elementary school classes (1.5.2.1) and for secondary school classes

(1.5.2.2) as your starting point.

1.5.2.1 Elementary School Classes

Percentage Elementary School Classes

Elementary school classes taught by certified general education teachers who did not pass a subject-knowledge test or (if eligible) have not demonstrated subject-matter competency through HOUSSE

Elementary school classes taught by certified special education teachers who did not pass a subject-knowledge test or have not demonstrated subject-matter competency through HOUSSE

Elementary school classes taught by teachers who are not fully certified (and are not in an approved alternative route program)

Other (please explain in comment box below)

Total


38.30

7.40

22.10

32.20

100.00

1.5.2.2 Secondary School Classes

Secondary School Classes Percentage

Secondary school classes taught by certified general education teachers who have not demonstrated subject-matter knowledge in those subjects (e.g., out-of-field teachers) 27.00

Secondary school classes taught by certified special education teachers who have not demonstrated subject-matter competency in those subjects

Secondary school classes taught by teachers who are not fully certified (and are not in an approved alternative route program)

Other (please explain in comment box below)

Total


25.40

32.60

15.00

100.00

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1.5.3 Poverty Quartiles and Metrics Used

Page 45

In the table below, provide the number of core academic classes for each of the school types listed and the number of those core academic classes taught by teachers who are highly qualified.

The percentage of core academic classes taught by teachers who are highly qualified will be calculated automatically. The percentages used for high- and low-poverty schools and the poverty metric used to determine those percentages are reported in the second table. Below the tables are FAQs about these data.

NOTE: No source of classroom-level poverty data exists, so States may look at school-level data when figuring poverty quartiles. Because not all schools have traditional grade configurations, and because a school may not be counted as both an elementary and as a secondary school, States may include as elementary schools all schools that serve children in grades K through 5

(including K through 8 or K through 12 schools).

This means that for the purpose of establishing poverty quartiles, some classes in schools where both elementary and secondary classes are taught would be counted as classes in an elementary school rather than as classes in a secondary school in 1.5.3. This also means that such a 12th grade class would be in a different category in 1.5.3 than it would be in 1.5.1.

School Type Number of Core Academic Classes (Total)

Number of Core Academic Classes

Taught by Teachers Who Are


Percentage of Core Academic Classes

Taught by Teachers Who Are


Elementary Schools

High Poverty Elementary Schools 9,953 9,855 99.02

Low-poverty Elementary Schools

Secondary Schools

High Poverty secondary Schools

Low-Poverty secondary Schools

Secondary schools

13,537

4,625

11,688

13,456

4,324

11,467

99.40

93.49

98.11

1.5.3.1 Poverty Quartile Breaks

In the table below, provide the poverty quartiles breaks used in determining high- and low-poverty schools and the poverty metric used to determine the poverty quartiles. Below the table are

FAQs about the data collected in this table.

High-Poverty Schools

(more than what %)

Low-Poverty Schools

(less than what %)

Elementary schools 78.20 45.40

Poverty metric used Per guidance Section 1111(h)(1)(C)(viii) defines high-poverty schools as schools in the top quartile of poverty in the State.

Section 1111(h)(1)(C)(viii) defines low-poverty schools as schools in the bottom quartile of poverty in the State.

Separately rank order elementary and secondary schools from highest to lowest on your percentage poverty measure. Divide the list into four equal groups.

Schools in the first (highest group) are high-poverty schools. Schools in the last group (lowest group) are the low-poverty schools. Generally, States use the percentage of students who qualify for the free or reduced-price lunch program for this calculation.

States may include as elementary schools all schools that serve children in grades K through 5 (including K through 8 or K through 12 schools) and would therefore include as secondary schools those that exclusively serve children in grades 6 and higher.

67.20 36.70

Poverty metric used Per guidance Section 1111(h)(1)(C)(viii) defines high-poverty schools as schools in the top quartile of poverty in the State.

Section 1111(h)(1)(C)(viii) defines low-poverty schools as schools in the bottom quartile of poverty in the State.

Separately rank order elementary and secondary schools from highest to lowest on your percentage poverty measure. Divide the list into four equal groups.

Schools in the first (highest group) are high-poverty schools. Schools in the last group (lowest group) are the low-poverty schools. Generally, States use the percentage of students who qualify for the free or reduced-price lunch program for this calculation.

States may include as elementary schools all schools that serve children in grades K through 5 (including K through 8 or K through 12 schools) and would therefore include as secondary schools those that exclusively serve children in grades 6 and higher.

OMB NO. 1810-0614 Page 46

FAQs on poverty quartiles and metrics used to determine poverty a. What is a "high-poverty school"? Section 1111(h)(1)(C)(viii) defines "high-poverty" schools as schools in the top quartile of poverty in the State. b. What is a "low-poverty school"? Section 1111(h)(1)(C)(viii) defines "low-poverty" schools as schools in the bottom quartile of poverty in the State. c. How are the poverty quartiles determined? Separately rank order elementary and secondary schools from highest to lowest on your percentage poverty measure. Divide the list into four equal groups. Schools in the first (highest group) are high-poverty schools. Schools in the last group (lowest group) are the low-poverty schools. Generally, States use the percentage of students who qualify for the free or reduced-price lunch program for this calculation. d. Since the poverty data are collected at the school and not classroom level, how do we classify schools as either elementary or secondary for this purpose? States may include as elementary schools all schools that serve children in grades K through 5 (including K through 8 or K through 12 schools) and would therefore include as secondary schools those that exclusively serve children in grades 6 and higher.

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1.6 T

ITLE

III

AND

L

ANGUAGE

I

NSTRUCTIONAL

P

ROGRAMS

This section collects annual performance and accountability data on the implementation of Title III programs.

1.6.1 Language Instruction Educational Programs

Page 47

In the table below, place a check next to each type of language instruction educational programs implemented in the State, as defined in Section 3301(8), as required by Sections 3121(a)(1),

3123(b)(1), and 3123(b)(2).

Table 1.6.1 Definitions:

1. Types of Programs = Types of programs described in the subgrantee's local plan (as submitted to the State or as implemented) that is closest to the descriptions in http://www.ncela.gwu.edu/files/rcd/BE021775/Glossary_of_Terms.pdf

.

2. Other Language = Name of the language of instruction, other than English, used in the programs.

Check Types of Programs

Yes

No

Yes

Yes

Type of Program

Dual language

Two-way immersion

Transitional bilingual programs

Developmental bilingual

Yes

Yes

No

No

Yes

Yes

Yes

Heritage language

Sheltered English instruction

Structured English immersion

Specially designed academic instruction delivered in English (SDAIE)

Content-based ESL

Pull-out ESL

Other (explain in comment box below)


Other - ESL Co-teaching and Newcomer Program

Other Language

Spanish, Chinese(Mandarin),Japanese, German, French, Arabic, and Cherokee

Spanish

Spanish

Spanish, French

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//////////////////////////////////////////////////////////////////////////////

//////////////////////////////////////////////////////////////////////////////

//////////////////////////////////////////////////////////////////////////////

//////////////////////////////////////////////////////////////////////////////

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1.6.2 Student Demographic Data

1.6.2.1 Number of ALL LEP Students in the State

In the table below, provide the unduplicated number of ALL LEP students in the State who meet the LEP definition under Section 9101(25).

Page 48

●

●

Include newly enrolled (recent arrivals to the U.S.) and continually enrolled LEP students, whether or not they receive services in a Title III language instruction educational program.

Do not include Former LEP students (as defined in Section 200.20(f)(2) of the Title I regulation) and monitored Former LEP students (as defined under Section 3121(a)(4) of Title III) in the

ALL LEP student count in this table.

Number of ALL LEP students in the State 102,311


1.6.2.2 Number of LEP Students Who Received Title III Language Instruction Educational Program Services

In the table below, provide the unduplicated number of LEP students in the State who received services in Title III language instructional education programs.

LEP Students Receiving Services

LEP students who received services in a Title III language instruction educational program in grades K through 12 for this reporting year.


#

101,143

1.6.2.3 Most Commonly Spoken Languages in the State

In the table below, provide the five most commonly spoken languages, other than English, in the State (for all LEP students, not just LEP students who received Title III services). The top five languages should be determined by the highest number of students speaking each of the languages listed.

Language # LEP Students

Spanish; Castilian

Arabic

Vietnamese

Chinese

Hmong

Report additional languages with significant numbers of LEP students in the comment box below.


85,572

1,911

1,406

1,403

1,201

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1.6.3 Student Performance Data

This section collects data on LEP students' English language proficiency, as required by Sections 1111(h)(4)(D) and 3121(a)(2).

1.6.3.1.1 All LEP Students Tested on the State Annual English Language Proficiency Assessment

In the table below, please provide the number of ALL LEP students tested and not tested on annual State English language proficiency (ELP) assessment (as defined in 1.6.2.1).

All LEP Testing #

Page 49

Number tested on State annual ELP assessment

Number not tested on State annual ELP assessment

97,608

222

Total 97,830

Comments: The response is limited to 4,000 characters. The number of students tested on the State annual ELP assessment reflects all students who are enrolled during the testing window.

1.6.3.1.2 ALL LEP Student English Language Proficiency Results

All LEP Results #

16,913

17.50

Number attained proficiency on State annual ELP assessment

Percent attained proficiency on State annual ELP assessment


OMB NO. 1810-0614

1.6.3.2.1 Title III LEP Students Tested on the State Annual English Language Proficiency Assessment

In the table below, provide the number of Title III LEP students tested on annual State English language proficiency assessment.

Title III LEP Testing

Page 50

96,399

222

#

Number tested on State annual ELP assessment

Number not tested on State annual ELP assessment

Total 96,621

Comments: The response is limited to 4,000 characters. The number of students tested on the State annual ELP assessment reflects all students who are enrolled during the testing window.

In the table below, provide the number of Title III students who took the State annual ELP assessment for the first time and whose progress cannot be determined and whose results were not included in the calculation for AMAO 1. Report this number ONLY if the State did not include these students in establishing AMAO 1/ making progress target and did not include them in the calculations for AMAO 1/ making progress (# and % making progress).

Title III First Time Tested #

Number of Title III students who took the State annual ELP assessment for the first time whose progress cannot be determined and whose results were not included in the calculation for AMAO 1.

1.6.3.2.2 Title III LEP English Language Proficiency Results

20,653

This section collects information on Title III LEP students' development of English and attainment of English proficiency.

Table 1.6.3.2.2 Definitions:

1. Annual Measureable Achievement Objectives (AMAOs) = State targets for the number and percent of students making progress and attaining proficiency.

2. Making Progress = Number and percent of Title III LEP students that met the definition of "Making Progress" as defined by the State and submitted to ED in the Consolidated State

Application (CSA), or as amended.

3. Attained Proficiency = Number and percent of Title III LEP students that met the State definition of "Attainment" of English language proficiency submitted to ED in the Consolidated State

Application (CSA), or as amended.

4. Results = Number and percent of Title III LEP students that met the State definition of "Making Progress" and the number and percent that met the State definition of "Attainment" of English language proficiency.

In the table below, provide the State targets for the number and percent of students making progress and attaining English proficiency for this reporting period. Additionally, provide the results from the annual State English language proficiency assessment for Title III-served LEP students who participated in a Title III language instruction educational program in grades K through 12. If your State uses cohorts, provide us with the range of targets, (i.e., indicate the lowest target among the cohorts, e.g., 10% and the highest target among a cohort, e.g., 70%).

Title III Results

Results

#

Results

%

Targets

#

Targets

%

Making progress

Attained proficiency


44,184

16,752

58.33

17.38

42,828

13,033

57.10

13.50

OMB NO. 1810-0614

1.6.3.5 Native Language Assessments

This section collects data on LEP students assessed in their native language (Section 1111(b)(6)) to be used for AYP determinations.

1.6.3.5.1 LEP Students Assessed in Native Language

In the table below, check "Yes" if the specified assessment is used for AYP purposes.

State offers the State reading/language arts content tests in the students' native language(s).

State offers the State mathematics content tests in the students' native language(s).

State offers the State science content tests in the students' native language(s).


1.6.3.5.2 Native Language of Mathematics Tests Given

In the table below, report the language(s) in which native language assessments are given for ESEA accountability determinations for mathematics.

Language(s)

English Only


Page 51

No

No

No

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1.6.3.5.3 Native Language of Reading/Language Arts Tests Given

In the table below, report the language(s) in which native language assessments are given for ESEA accountability determinations for reading/language arts.

Language(s)

English Only


1.6.3.5.4 Native Language of Science Tests Given

In the table below, report the language(s) in which native language assessments are given for ESEA accountability determinations for science.

Language(s)

English Only


Page 52

OMB NO. 1810-0614

1.6.3.6 Title III Served Monitored Former LEP (MFLEP) Students

This section collects data on the performance of former LEP students as required by Sections 3121(a)(4) and 3123(b)(8).

1.6.3.6.1 Title III Served MFLEP Students by Year Monitored

Page 53

In the table below, report the unduplicated count of monitored former LEP students during the two consecutive years of monitoring, which includes both MFLEP students in AYP grades and in non-AYP grades.

Monitored Former LEP (MFLEP) students include:

●

●

Students who have transitioned out of a language instruction educational program.

Students who are no longer receiving LEP services and who are being monitored for academic content achievement for 2 years after the transition.


1. # Year One = Number of former LEP students in their first year of being monitored.

2. # Year Two = Number of former LEP students in their second year of being monitored.

3. Total = Number of monitored former LEP students in year one and year two. This is automatically calculated.

# Year One

16,742


14,603

# Year Two

31,345

Total

1.6.3.6.2 MFLEP Students Results for Mathematics

In the table below, report the number of MFLEP students who took the annual mathematics assessment. Please provide data only for those students who transitioned out of language instruction educational programs and who no longer received services under Title III in this reporting year. These students include both students who are monitored former LEP students in their first year of monitoring, and those in their second year of monitoring.


1. # Tested = State-aggregated number of MFLEP students who were tested in mathematics in all AYP grades.

2. # At or Above Proficient = State-aggregated number of MFLEP students who scored at or above proficient on the State annual mathematics assessment.

3. % Results = Automatically calculated based on number who scored at or above proficient divided by the number tested.

4. # Below proficient = State-aggregated number of MFLEP students who did not score proficient on the State annual mathematics assessment. This will be automatically calculated.

# Tested # At or Above Proficient

24,548 10,380


42.28

% Results

14,168

# Below Proficient

OMB NO. 1810-0614

1.6.3.6.3 MFLEP Students Results for Reading/Language Arts

Page 54

In the table below, report results for MFLEP students who took the annual reading/language arts assessment. Please provide data only for those students who transitioned out of language instruction educational programs and who no longer received services under Title III in this reporting year. These students include both students who are monitored former LEP students in their first year of monitoring, and those in their second year of monitoring.


1. # Tested = State-aggregated number of MFLEP students who were tested in reading/language arts in all AYP grades.

2. # At or Above Proficient = State-aggregated number of MFLEP students who scored at or above proficient on the State annual reading/language arts assessment.

3. % Results = Automatically calculated based on number who scored at or above proficient divided by the total number tested. This will be automatically calculated.

4. # Below proficient = State-aggregated number MFLEP students who did not score proficient on the State annual reading/language arts assessment.

# Tested # At or Above Proficient

24,600 7,552


30.70

% Results

17,048

# Below Proficient

1.6.3.6.4 MFLEP Students Results for Science

In the table below, report results for MFLEP students who took the annual science assessment. Please provide data only for those students who transitioned out of language instruction educational programs and who no longer received services under Title III in this reporting year. These students include both students who are MFLEP students in their first year of monitoring, and those in their second year of monitoring.


1. # Tested = State-aggregated number of MFLEP students who were tested in science.

2. # At or Above Proficient = State-aggregated number of MFLEP students who scored at or above proficient on the State annual science assessment.

3. % Results = Automatically calculated based on number who scored at or above proficient divided by the total number tested. This will be automatically calculated.

4. # Below proficient = State-aggregated number MFLEP students who did not score proficient on the State annual science assessment.

# Tested # At or Above Proficient % Results # Below Proficient

39.51 7,109 11,752 4,643


OMB NO. 1810-0614

1.6.4 Title III Subgrantees

This section collects data on the performance of Title III subgrantees.

1.6.4.1 Title III Subgrantee Performance

Page 55

In the table below, report the number of Title III subgrantees meeting the criteria described in the table. Do not leave items blank. If there are zero subgrantees who met the condition described, put a zero in the number (#) column. Do not double count subgrantees by category.

Note: Do not include number of subgrants made under Section 3114(d)(1) from funds reserved for education programs and activities for immigrant children and youth. (Report Section 3114(d)

(1) subgrants in 1.6.5.1 ONLY.)

Title III Subgrantees #

Total number of subgrantees for the year 92

////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

Number of subgrantees that met all three Title III AMAOs 48

Number of subgrantees that met AMAO 1

Number of subgrantees that met AMAO 2

62

86

Number of subgrantees that met AMAO 3 74

////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

Number of subgrantees that did not meet any Title III AMAOs 0

////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

Number of subgrantees that did not meet Title III AMAOs for two consecutive years (SYs 2011-12 and 2012-13) 4

5

9

Number of subgrantees implementing an improvement plan in SY 2012-13 for not meeting Title III AMAOs for two consecutive years

Number of subgrantees that have not met Title III AMAOs for four consecutive years (SYs 2009-10, 2010-11, 2011-12, and 2012-13)

Provide information on how the State counted consortia members in the total number of subgrantees and in each of the numbers in table 1.6.4.1.



1.6.4.2 State Accountability

In the table below, indicate whether the State met all three Title III AMAOs.

Note: Meeting all three Title III AMAOs means meeting each State-set target for each objective: Making Progress, Attaining Proficiency, and Making AYP for the LEP subgroup.

State met all three Title III AMAOs


No

1.6.4.3 Termination of Title III Language Instruction Educational Programs

This section collects data on the termination of Title III programs or activities as required by Section 3123(b)(7).

Were any Title III language instruction educational programs or activities terminated for failure to reach program goals?

If yes, provide the number of language instruction educational programs or activities for immigrant children and youth terminated.


No

OMB NO. 1810-0614

1.6.5 Education Programs and Activities for Immigrant Students

This section collects data on education programs and activities for immigrant students.

Note: All immigrant students are not LEP students.

Page 56

1.6.5.1 Immigrant Students

In the table below, report the unduplicated number of immigrant students enrolled in schools in the State and who participated in qualifying educational programs under Section 3114(d)(1).

Table 1.6.5.1 Definitions:

1. Immigrant Students Enrolled = Number of students who meet the definition of immigrant children and youth under Section 3301(6) and enrolled in the elementary or secondary schools in the State.

2. Students in 3114(d)(1) Program = Number of immigrant students who participated in programs for immigrant children and youth funded under Section 3114(d)(1), using the funds reserved for immigrant education programs/activities. This number should not include immigrant students who only receive services in Title III language instructional educational programs under Sections 3114(a) and 3115(a).

3. 3114(d)(1)Subgrants = Number of subgrants made in the State under Section 3114(d)(1), with the funds reserved for immigrant education programs/activities. Do not include Title III

Language Instruction Educational Program (LIEP) subgrants made under Sections 3114(a) and 3115(a) that serve immigrant students enrolled in them.

# Immigrant Students Enrolled # Students in 3114(d)(1) Program # of 3114(d)(1) Subgrants

25 12,450 1,141

If state reports zero (0) students in programs or zero (0) subgrants, explain in comment box below.


OMB NO. 1810-0614

1.6.6 Teacher Information and Professional Development

This section collects data on teachers in Title III language instruction educational programs as required under Section 3123(b)(5).

1.6.6.1 Teacher Information

Page 57

This section collects information about teachers as required under Section 3123 (b)(5).

In the table below, report the number of teachers who are working in the Title III language instruction educational programs as defined under Section 3301(8) and reported in 1.6.1 (Types of language instruction educational programs) even if they are not paid with Title III funds.

Note: Section 3301(8) – The term ‘ Language instruction educational program ’ means an instruction course – (A) in which a limited English proficient child is placed for the purpose of developing and attaining English proficiency, while meeting challenging State academic content and student academic achievement standards, as required by Section 1111(b)(1); and (B) that may make instructional use of both English and a child's native language to enable the child to develop and attain English proficiency and may include the participation of English proficient children if such course is designed to enable all participating children to become proficient in English as a second language.

Title III Teachers #

Number of all certified/licensed teachers currently working in Title III language instruction educational programs.

Estimate number of additional certified/licensed teachers that will be needed for Title III language instruction educational programs in the next 5 years*.

1,716

674

Explain in the comment box below if there is a zero for any item in the table above.


By survey, LEAs reported the following for 2012-2013:

ESL Certified Teachers = 1,716

Dual Language, Tranistional, and Developmental Billingual Teachers = 183

Heritage Language Teachers = 83

* This number should be the total additional teachers needed for the next 5 years, not the number needed for each year. Do not include the number of teachers currently working in Title III English language instruction educational programs.

OMB NO. 1810-0614

1.6.6.2 Professional Development Activities of Subgrantees Related to the Teaching and Learning of LEP Students

In the tables below, provide information about the subgrantee professional development activities that meet the requirements of Section 3115(c)(2).

Page 58


1. Professional Development Topics = Subgrantee professional development topics required under Title III.

2. #Subgrantees = Number of subgrantees who conducted each type of professional development activity. A subgrantee may conduct more than one professional development activity. (Use the same method of counting subgrantees, including consortia, as in 1.6.1 and 1.6.4.)

3. Total Number of Participants = Number of teachers, administrators and other personnel who participated in each type of the professional development activities reported.

4. Total = Number of all participants in professional development (PD) activities.

Professional Development (PD) Topics

Instructional strategies for LEP students

Understanding and implementation of assessment of LEP students

Understanding and implementation of ELP standards and academic content standards for LEP students

Alignment of the curriculum in language instruction educational programs to ELP standards

Subject matter knowledge for teachers

Other (Explain in comment box)

PD Participant Information

PD provided to content classroom teachers

PD provided to LEP classroom teachers

PD provided to principals

PD provided to administrators/other than principals

PD provided to other school personnel/non-administrative

PD provided to community based organization personnel

Total


89

89

90

80

80

0

# Subgrantees

# Subgrantees

85

71

65

52

16

42

////////////////////////////////////////

# Participants

21,451

1,833

1,075

1,055

307

1,316

27,037

OMB NO. 1810-0614

1.6.7 State Subgrant Activities

This section collects data on State grant activities.

1.6.7.1 State Subgrant Process

Page 59

In the table below, report the time between when the State receives the Title III allocation from ED, normally on July 1 of each year for the upcoming school year, and the time when the State distributes these funds to subgrantees for the intended school year. Dates must be submitted using the MM/DD/YY format.


1. Date State Received Allocation = Annual date the State receives the Title III allocation from US Department of Education (ED).

2. Date Funds Available to Subgrantees = Annual date that Title III funds are available to approved subgrantees.

3. # of Days/$$ Distribution = Average number of days for States receiving Title III funds to make subgrants to subgrantees beginning from July 1 of each year, except under conditions where funds are being withheld.

Example: State received SY 2012-13 funds July 1, 2012, and then made these funds available to subgrantees on August 1, 2012, for SY 2012-13 programs. Then the "# of days/$$ Distribution" is

30 days.

Date State Received Allocation Date Funds Available to Subgrantees # of Days/$$ Distribution

7/9/12


8/29/12 49

1.6.7.2 Steps To Shorten the Distribution of Title III Funds to Subgrantees

In the comment box below, describe how your State can shorten the process of distributing Title III funds to subgrantees.


The Title III application process was initiated earlier in an effort to better streamline the review process and increase efficiency.

OMB NO. 1810-0614

1.7 P

ERSISTENTLY

D

ANGEROUS

S

CHOOLS

Page 60

In the table below, provide the number of schools identified as persistently dangerous, as determined by the State, by the start of the school year. For further guidance on persistently dangerous schools, refer to Section B "Identifying Persistently Dangerous Schools" in the Unsafe School Choice Option Non-Regulatory Guidance, available at: http://www.ed.gov/policy/elsec/guid/unsafeschoolchoice.pdf

.

Persistently Dangerous Schools #

0 Persistently Dangerous Schools


OMB NO. 1810-0614

1.9 E

DUCATION FOR

H

OMELESS

C

HILDREN AND

Y

OUTHS

P

ROGRAM

Page 61

This section collects data on homeless children and youth and the McKinney-Vento grant program.

In the table below, provide the following information about the number of LEAs in the State who reported data on homeless children and youth and the McKinney-Vento program. The totals will be will be automatically calculated.

LEAs # # LEAs Reporting Data

LEAs without subgrants

LEAs with subgrants

Total


73

42

115

73

42

115

OMB NO. 1810-0614

1.9.1 All LEAs (with and without McKinney-Vento subgrants)

The following questions collect data on homeless children and youth in the State.

1.9.1.1 Homeless Children And Youth

In the table below, provide the number of homeless children and youth by grade level enrolled in public school at any time during the regular school year. The totals will be automatically calculated:

Age/Grade

# of Homeless Children/Youth Enrolled in Public School in LEAs Without

Subgrants

Page 62

# of Homeless Children/Youth Enrolled in Public School in LEAs With

Subgrants

Age 3 through 5 (not

Kindergarten)

K

1

2

3

111

506

510

438

355

208

2,116

2,158

1,840

1,788

4

5

6

7

8

9

385

383

391

340

344

372

1,854

1,754

1,692

1,651

1,558

1,761

10

11

12

Ungraded

292

262

379

1,332

1,117

1,472

Total 5,068 22,301

Comments: The response is limited to 4,000 characters. North Carolina does not administer science assessment in grades 3, 4, 6 or 7 so these grades should be empty per requirements; have logged error ticket number 196007 and are waiting to hear back and will make adjustments if needed.

1.9.1.2 Primary Nighttime Residence of Homeless Children and Youth

In the table below, provide the number of homeless children and youth by primary nighttime residence enrolled in public school at any time during the regular school year. The primary nighttime residence should be the student's nighttime residence when he/she was identified as homeless. The totals will be automatically calculated.

Primary Nighttime Residence

# of Homeless Children/Youth - LEAs Without

Subgrants

# of Homeless Children/Youth - LEAs With

Subgrants

1,935

17,449

Shelters, transitional housing, awaiting foster care

Doubled-up (e.g., living with another family)

Unsheltered (e.g., cars, parks, campgrounds, temporary trailer, or abandoned buildings)

Hotels/Motels

Total

638

3,798

86

546

5,068


1.9.1.3 Subgroups of Homeless Students Enrolled

In the table below, please provide the following information about the homeless students enrolled during the regular school year.

1,007

1,910

22,301

Special Population

Unaccompanied homeless youth 576

# Homeless Children/Youth - LEAs Without Subgrants

Migratory children/youth 39

Children with disabilities (IDEA) 799

Limited English Proficient (LEP) students 273


# of Homeless Children/Youth - LEAs With Subgrants

2,115

71

3,782

1,592

OMB NO. 1810-0614

1.9.2 LEAs with McKinney-Vento Subgrants

The following sections collect data on LEAs with McKinney-Vento subgrants.

1.9.2.1 Homeless Children and Youth Served by McKinney-Vento Subgrants

Page 63

In the table below, provide the number of homeless children and youth by grade level who were served by McKinney-Vento subgrants during the regular school year. The total will be automatically calculated.

Age/Grade # Homeless Children/Youth Served by Subgrants

Age Birth Through 2

Age 3 through 5 (not Kindergarten)

K

1

2

0

157

1,947

1,975

1,714

3

4

5

6

7

8

9

10

11

12

Ungraded

Total

1,640

1,717

1,615

1,546

1,507

1,429

1,593

1,170

972

1,302

0

20,284


1.9.2.2 Subgroups of Homeless Students Served

In the table below, please provide the following information about the homeless students served during the regular school year.

Subgroup

Unaccompanied homeless youth 1,807

64

3,461

1,511

Migratory children/youth


Limited English Proficient (LEP) students


# Homeless Students Served

OMB NO. 1810-0614

1.9.3 Academic Achievement of Homeless Students

The following questions collect data on the academic achievement of enrolled homeless children and youth.

1.9.3.1 Reading Assessment

Page 64

In the table below, provide the number of enrolled homeless children and youth who were tested on the State reading/language arts assessment and the number of those tested who scored at or above proficient. Provide data for grades 9 through 12 only for those grades tested for ESEA.

Grade


Subgrants

# Homeless Children/Youth Who Received a Valid

# of Homeless Children/Youth -

LEAs Without Subgrants


Subgrants



LEAs With Subgrants

Score and for Whom a Proficiency Level Was

Assigned

# Homeless Children/Youth

Scoring at or above Proficient


Assigned



3

4

266

313

61

73

1,526

1,614

345

330

5

6

7

8

288

316

278

282

High School 210


49

83

80

59

67

1,560

1,443

1,412

1,319

982

272

323

340

215

260

1.9.3.2 Mathematics Assessment

This section is similar to 1.9.3.1. The only difference is that this section collects data on the State mathematics assessment.

Grade


Subgrants







Subgrants






Assigned Scoring at or above Proficient Assigned Scoring at or above Proficient

3

4

5

6

7

8

267

313

288

316

279

282

58

72

62

44

41

26

1,526

1,614

1,560

1,440

1,414

1,321

339

358

377

202

229

155

High School 185


32 910 142

1.9.3.3 Science Assessment

This section is similar to 1.9.3.1. The only difference is that this section collects data on the State science assessment.

Grade


Subgrants



Assigned






Subgrants



Assigned





3

4

5 287 62 1,557 339

6

7

8 280

High School 156

97

42

1,314

763

410

213

Comments: The response is limited to 4,000 characters. North Carolina does not administer science assessment in grades 3, 4, 6 or 7 so these grades should be empty per requirements; have logged error ticket number 196007 and are waiting to hear back and will make adjustments if needed.

CONSOLIDATED STATE PERFORMANCE REPORT: Parts I and II

CONSOLIDATED STATE PERFORMANCE REPORT:

Parts I and II for

STATE FORMULA GRANT PROGRAMS under the

ELEMENTARY AND SECONDARY EDUCATION ACT

As amended in 2001

For reporting on

School Year 2012-13

NORTH CAROLINA

P ART I D UE F RIDAY , D ECEMBER 20, 2013

P ART II D UE F RIDAY , F EBRUARY 14, 2014

EPARTMENT OF

DUCATION

ASHINGTON

Consolidated State Application and Report includes the following ESEA programs:

PART II

GENERAL INSTRUCTIONS AND TIMELINES

TRANSMITTAL INSTRUCTIONS

CONSOLIDATED STATE PERFORMANCE REPORT

PART I

For reporting on

School Year 2012-13

P ART I D UE D ECEMBER 20, 2012

5 PM EST

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CONSOLIDATED STATE PERFORMANCE REPORT: Parts I and II

CONSOLIDATED STATE PERFORMANCE REPORT:

Parts I and II for

STATE FORMULA GRANT PROGRAMS under the

ELEMENTARY AND SECONDARY EDUCATION ACT

As amended in 2001

For reporting on

School Year 2012-13

NORTH CAROLINA

P ART I D UE F RIDAY , D ECEMBER 20, 2013

P ART II D UE F RIDAY , F EBRUARY 14, 2014

EPARTMENT OF

DUCATION

ASHINGTON

Consolidated State Application and Report includes the following ESEA programs:

PART II

GENERAL INSTRUCTIONS AND TIMELINES

TRANSMITTAL INSTRUCTIONS

CONSOLIDATED STATE PERFORMANCE REPORT

PART I

For reporting on

School Year 2012-13

P ART I D UE D ECEMBER 20, 2012

5 PM EST

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