Onslow County Board of Education Vision Excellence in Education Mission The Onslow County Schools Community will prepare students to be globally competitive and responsible citizens in the 21st Century.
New Board Member Booklet
1. Onslow County School Contacts
2. NCSBA Information
3. Board Development Activities
4. Ethics 101
5. Governing Statutes for Board of Education
6. Onslow County Schools Local Policy for Board of Education
7. Onslow County Schools District Strategic Plan
8. Proposed 2014-2015 Local Current Expense and Capital Outlay Budgets
9. Joint Educational Funding Policy
10. Long Range Facility Needs Assessment Summary
Alexander, Heather Maintenance DRAFT
20542
Jones, Bobbie B. Anderson Sec. 20275 Onslow County Schools Central Office Extension Directory
Transportation (Bus Garage)
21000 5/8/2014
Anderson, Brent 2nd Ed.
20228
Jones, Carolyn Property Control
20600
Tucker, Madeline VoCATS
20223
Armour, Sherri ESL Dept
20278
Jones, Maureen Aux. Serv. Sec.
20500
Ulbrich, Susie Community Relat.
20418
Bestwetheric, Donna Social Worker
20420
20239
Vail, Gloria Preschool Fam. Spec.
56052
Bouknight, Debbie Payroll
20612
Jones, Michael Psychologist Jordan, Michael HVAC
20548
Vaughn, Glenn Shop 4
20553
Bowers, Scott Dir. Comp. Serv. Fin.
20607
Jones, William HVAC "Billy"
20554
Wedlock, Vilinda Payroll
20613
Brewer, Melissa Accountant
20606
Killins, Kathe Ch. Nutri. Super.
20570
Weimer, David LAN Coord.
20513
Brewer, Pam Acad.Innov.Sec
20261
Kirkpatrick, Stephen Systems Admin
20521
Weis, Holly Dr. Korenek's Asst.
20411
Bright, Crystal Payroll
20608
Korenek, CJ Dir Human Res
20403
Whitacre, Amanda Lisa T Sec
20266
Brown, Angela L. Eason Sec
20200
Lanier, Chelsey Accounts Payable
20615
Williams, Cheryl Human Res
20415
Bullock, David Maint. Dir.
20541
Lanier, Kendall Inventory Control
20656
Williams, Misty Homebound/504 Cord
20238
Bulris, Mark Title I Director
20204
Lanier, Odice AV Technician
20516
Williams, Wayne Fac. Mgmt. Sec.
20543
Burner, Louise
20215
Lee, Terri Student Services
20419
Wilson, Phylis ETTP
20412
Burt, Nancy HR HRMS Campbell, Sally Budget Anaylst
20416
Lee, Stacy IT Director
20507
Woodward, Charlie Distribution
20657
20604
Long, Susanne CRD Director
20212
Woodward, Joy Printing Services
20580
Carter, Megan Safe Schools Asst.
20267
Lucas, Tilwanja Child Nutr. Dir.
20504
Worrell, Donald Technical Sup.
20515
Chadwick, Michelle Coord. Acdem. Inov.
20258
Macfarlane, Doris Payroll Super.
20617
Yeager, Judy Safe Schools Direc.
20211
Collins, Barry Asst Sup HR
20400
Mallard, Kathy CECAS
20225
Fax Numbers
Collins, Rebecca Ch. Nutri. Super.
20571
Marshburn, Edie Instruction
20277
Auxililary Services
989-2130
Computer Help Desk
20555
Marshburn, Justin
Warehouse driver
20574
Bus Garage
455-5986
Copeland, Janae Art/For.Cur.Cord.
20122
Marchman, Tiffany Purchasing
20652
Career & Tech
455-0343
Copeland, Judy
20205
McCandless, Pam Dr. Bulris' Sec
20244
Central Office
455-1965
Costner, Wanda J. Shannon Sec.
20220
McGowan, Cindy I.T. Secretary
20510
Child Nutrition
989-2008
Crawford, Myra Payroll Deduct
20611
Miller, Tammy Maint. Sec/Recep.
20540
Distribution Center
455-4281
Crickmore, Lisa Payroll Deduct
20610
Minard, Pam Payroll
20609
Exceptional Children
455-0376
Crowder, Lauri Studio
50828
Morton, Emmett Elect. Sup.
20550
Facility Management
346-1325
Denson, Heidi Comp Tech
20518
Myers, Steve Asst Sup Aux.
20500
FEPD Center
455-5401
Devanney, Lesley Licensure
20413
Neumann, Luisa
20230
Finance Department
938-2289
Distribution Counter
20657
Norris, Vickie Ch. Nutri. Sec.
20572
Headstart
989-2292
Distribution Dock
20659
Oates, Jessica EC Recept/Medicaid
20224
Health Benefits
455-1524
VOIP
Dougherty, Sandra EC Records
20233
Oliver, Dusty Fac. Management
20544
Human Resources
989-2094
Drew, Katrina J. Copeland Sec
20268
Parnell, Schelaine Purchasing
20653
IT
455-0377
Drewry, Robert Buyer/Supervisor
20654
Piner, Vera Title I
20209
Instructional Superintendent
455-8226
Eason, Lesley Asst Sup Instruction
20200
Plankey, Charles Plumbing Super.
20549
Media & Instruct. Technology
455-3733
EC Receptionist
20224
Pongratz, John Grounds Superv.
20630
Instructions
989-2012
Elder Michael Academic Innov. Dir.
20264
Price, Katelan Internal Auditor
20605
Maintenance
455-0189
Employment Verifications
20619
Pritts, Katie Audiologist
20243
Purchasing
455-1548
Estep, Shari MIT Coordinator
20207
Pruitt, Melissa Testing Sec.
20265
Safe/Drug
989-2012
Feldhaus, Laura T. Lucas' Asst.
20573
Ramsey, Jodie Admin Assistant
20100
Security & Safety
989-2301
Friebel, Ross MIT Director
20269
Raynor, Aaron Comp Tech
20517
Student Services
455-0459
Front Desk
20000
Raynor, Becky Fac Mgmt.
20546
Superintendent
455-3027
Fulghum, Jim Printing Serv
20581
Receiving Warehouse
20659
Testing
455-5708
Garrett, Harry
20655
Rhodes, Dusty Sec.Spec. Dir.
20508
Title I Services
989-2304
Gleeson, Debby Fed.Proj.Sec.
20247 20259
Sanbeg, David Systems Admin. Scalzo, Gail Ch. Nutrition Supv
20514
Gonzalez, Tonya AIG
Thompson Early Childhood Center Alphin, Teresa Early Child. Pro. Dir. 56058
Gordon, Sholanthe R. Friebel Sec.
20262
Scott, Brenda EC AT Cord
20231
Head Start
56056
Grantham, Wendy DATA Coord.
20213
Shannon, John CTE
20202
Lanier, James Director of TECC
56022
Gray, Daniel Custodial Sup.
20552
Shepard, Danny Dir. Purchasing
20603
Macias, Gwen ED Specialist
56072
Gray, Francisca Career Dev. Cord.
20221
Smith, Cathy Asst. Finance Officer
20602
Marshburn, Janie PSCH Fam. Spec.
56053
Griffin, Rhonda
20506
Smith, Heather AIG
20259
Pontenberg, Debra Pre-Sch. Edu. Spec.
56059
Halley, Michele Dir. Prof. Develop.
20214
Snowden, Dwayne Dir. Elem. Sch.
20208
Ramsey, Tilue Preschool Fam. Spec
56054
Harper, Debbie Before/After School
20120
Spence, Harold David Web Tech
20522
56057
Harrell, Keith Carpentry Supervisor
20551
20100
Help Desk ( IT)
20555
Stout, Rick Superintendent Sypsomos, Erika M. Halley Sec.
Rogers, Chris Mental Health Coord. Snowden, Winsome EC Director
20274
Watkins, Melinda Presch Admin Assist.
56049
Henderson, Mike Trans. Director
21001
Talton, Clara EC Prog. Admin
20203
Yates, Traci Preschool Fam. Spec
56051
Henry, Leann AIG
20259
Tarter, Julie Office Support
20423
Hollamon, Jeff Finance Off.
20601
Taylor, Samantha Office Support
20410
Holland, Linda Accts Pay
20614
Thomas, Gail D. Snowden Sec
20263
Hornage, Debbie Purchasing
20650
Thomas, Greg Printing Services
20581
Hughs-Bowling, CJ Accts Pay
20616
Thomas, Johnny Fac Mgmt
20545
Jardine, Chris
20511
Thomas, Rhonda Comp. Tech
20520
20417
Thompson, Carmen Emp. App.
20414
Thompson, Lisa Acct/Test Officer
20206
Inventory Control
Safety/Security
WAN Engineer
Johnson, Kem Health Benefits
20575
56010
Onslow County Schools 2013-2014 SY
Unlisted
SCHOOL/PRINCIPAL/ASSTS. Onslow County Learning Center Felicia Walton,Director Bell Fork Elementary Greg Williams/Michele Riggs Blue Creek Elementary Paula Contreras/Mandi Gillis
GRADE 6-12
ADDRESS 941 Highway 172 Hubert NC 28539
SECRETARY Rochelle Hilton
PHONE 326-2305
K-5
500 Bell Fork Road Jacksonville NC 28540
Kim Hubbard
347-4459 347-1649
1260 Burgaw Highway Jacksonville NC 28540
Laurie McLeod
T1 K-5
FAX # LEA # 326-2208 SPEED # 299 40 347-6555 304 23
347-1717 347-0095 347-2458 UNL
308 24
Carolina Forest Elementary Helen Gross/Willie Jarman
K-5
141 Carolina Forest Blvd. Jacksonville NC 28546
Loretta Whaley
346-1778 347-3358
347-2108
310 25
Clyde Erwin Elem. Magnet School of International Studies and Cultural Arts Lori Howard/Denise Gartner Dixon Elementary Peggy Kelley/Page Buckner
K-5
323 New River Drive Jacksonville NC 28540
Kimberly Sunday
347-1261 347-1360
989-2034
312 26
130 Betty Dixon Road Holly Ridge NC 28445
Cynthia Shepard
327-2104 327-1002
327-3336
314 27
200 Dixon School Road Holly Ridge NC 28445
Kathleen Sandlin
347-2738
347-4399
318 28
9-12
160 Dixon School Road Holly Ridge NC 28445
Gina Barfield
347-2958 455-0853
347-3932
320 29
K-5
3450 Hunter's Trail Jacksonville NC 28546
Michelle Sinese
353-4443
353-4425
321 30
4040 Hunter's Trail Jacksonville NC 28546
Sharon Henderson
353-2147 353-2203
353-7939
322 31
1121 Commons Drive North Jacksonville NC 28546
Tonya Root
347-1056 347-2007 347-1942 UNL
323 32
315 Commons Drive South Jacksonville NC 28546
Tammy Noska
346-6888 938-0174
938-1682
325 33
9-12
1021 Henderson Drive Jacksonville NC 28540
Karen Karl
989-2048
989-2046
324 34
K-5
1026 Fire Tower Road Jacksonville, NC 28540
Jacki Humphrey
478-3522 478-3422 478-3452 UNL
329 22
485 Old 30 Road Jacksonville NC 28546
Erinn Parrish
353-0930
353-0103
330 35
401 New Bridge Street Jacksonville NC 28540
Linda Nall
346-5144
346-5402
331 36
9-12
365 Commons Drive South Jacksonville NC 28546
Cindi Kirland
455-4868
455-4987
333 37
K-5 T1
617 Henderson Drive Jacksonville NC 28540
Mary Keller
347-2808 347-2939 347-6466 UNL
332 38
Dixon Middle James "Jay" Strope / Cathy Powell Dixon High Vikki Childress/ Leigh Bizzell Jaime Bright Hunters Creek Elementary Mary Dyer/Shelley Gualtieri Hunters Creek Middle Joycelyn Cassidy / Debbie Hardin Jacksonville Commons Elementary Curtis Ehmann/Elizabeth Castle Jacksonville Commons Middle Gail Pylant / B.B. Cole Jennifer Baggett Jacksonville High Donna Lynch/Angela Garland Stacey Gillette Meadow View Elementary Vickie Brown / Lisa Godwin Morton Elementary Allene Batchelor / Gena Misciagno New Bridge Middle Chris Barnes / Michelle Marangi Northside High Maria Johnson / Kadren Davis Brad Staley Northwoods Elementary Elbert Garvey/Deborah Hoffman
T1 K-5 T1 6-8
T1 6-8
K-5 T1 6-8
T1 K-5 T1 6-8
Updated 5/8/2014
Onslow County Schools 2013-2014 SY
Unlisted
SCHOOL/PRINCIPAL/ASSTS. Northwoods Park Middle Dennie Fidalgo / Ellice Oeser Parkwood Elementary Claire Pfeffer/Tracy Joiner Queens Creek Elementary Elaine Justice/Alex Corey Richlands Primary Tim Joines/Kristie Bracy Richlands Elementary LeAnne Ervin/Kelly Clarke Richlands High Darin Cloninger/Colin Smith, Brenda Hermann Sand Ridge Elementary Harold Jurewicz, Sr./Bridget Grady Silverdale Elementary Mary McAllister/Lisa Price Southwest Elementary Gail Normanly/Patricia Smith Southwest Middle Steven Clarke/ Freda Bruton
GRADE 6-8
ADDRESS 904 Sioux Drive Jacksonville NC 28540
SECRETARY Cathy Johnson
K-5
2900 Northwoods Drive Jacksonville NC 28540
Janet Sharpe
159 Queens Creek Road Swansboro, NC 28584
Lisa Herring
7444 Richlands Highway Richlands NC 28574
Margaret Dixon
110 E Foy Street Richlands NC 28574
Yolanda Manghane
324-4142
324-4879
339 44
P O Box 218 8100 Richlands Hwy Richlands NC 28574
Terri Barbee
324-4191 324-4192
324-6688
340 45
868 Sand Ridge Road Hubert NC 28539
Amy Thaxton
326-5199 326-5622 478-3551 UNL
341 46
841 Smith Road Maysville NC 28555
Wanda White
326-5146 326-5976 478-3424 UNL
342 47
2601 Burgaw Highway Jacksonville NC 28540
Jewel Bean
3000 Furia Drive Jacksonville NC 28540
T1 K-5 T1 K-2 T1 3-5 T1 9-12
K-5 T1 K-5 T1 K-5 T1 6-8
PHONE FAX # LEA # 347-1202 347-0713 SPEED # 347-2022 UNL 336 39 347-6711 347-2745 338 478-3442 UNL 41 326-5115
326-5235
335 42
324-3139 324-7801 324-3194 UNL
337 43
347-0900
347-0909
343 48
Kelli Haden
455-1105 455-4082 455-0541 UNL
345 49
Southwest High Tim Foster / Michelle Baker Janis Perozzi Stateside Elementary Glenn Reed/Karrie Helt
9-12
1420 Burgaw Highway Jacksonville NC 28540
Susan Pittman
455-4888 455-3949 478-3426 UNL
344 50
K-5
132 Stateside Blvd Jacksonville NC 28546
Melissa Whaley
478-3460 478-3454 478-3461 UNL
347 51
Summersill Elementary Linda Kopec/Betty Wilson
K-5
250 Summersill School Road Jacksonville NC 28540
Jamie Bright
455-2672 455-2673
455-2129
346 52
118 School Road Swansboro NC 28584
Suellen Dixon
326-1501
326-6170
350 53
1240 West Corbett Avenue Swansboro NC 28584
Sherry Lee
326-3601 326-1571
326-5848
351 54
161 Queens Creek Road Swansboro, NC 28584
Lynn Sanbeg
326-4300 326-1674 326-4850 UNL
352 55
440 College Street Jacksonville NC 28540 112 E Foy Street Richlands NC 28574
Melinda Watkins
346-6222 478-3471 324-4414
324-3963
298 56 356 57
1001 Piney Green Road Jacksonville NC 28546
Deanie Papenfuse
455-1541 938-2302 478-3462 UNL
364 58
Swansboro Elementary Lisa Peele/Carl Henderson
T1 K-5
T1 Swansboro Middle 6-8 Brendan Gartner/Crystal Howard Jacob Mabry Swansboro High 9-12 Christine Andre' /Jerome Gidrey Carla Bradshaw Thompson Early Childhood Center Pre-K Director- James Lanier T1 Trexler Middle 6-8 Lynn Jackson /Laurie Strope Teah Bulris White Oak High 9-12 Jane Dennis/Neil Hecht/ Richard Hecht David Anderson for email
Michele Gidrey
346-6636
Updated 5/8/2014
Front Desk Stout, Rick Superintendent Ramsey Jodie Adm. Assist Superintendent Fax Myers, Steve Asst.Sup.Aux. Jones, Maureen Myers Sec. Auxiliary Services Fax Lucas, Tilwania Dir. Child Nutri. Norris, Vickie Ch. Nutri. Sec Collins, Rebecca Ch. Nutri. Sup. Feldhaus, Laura T. Lucus' Asst. Killins, Kathe Ch. Nutri. Super. Scalzo, Gail Ch. Nutri. Super. Marshburn, Justin W.house Driv Child Nutrition Fax Henderson, Mike Transpor. Dir. Secretary Bus Garage Fax Rhodes,Dusty Dir Safe & Secur Griffin, Rhonda Security & Safety Security & Safety Fax
20000
Hollamon, Jeff Finance Off.
20601
Tucker, Madeline VoCATS
Onslow County School Extension Directory 20100 Lanier, Cathy, AsstCentral Finance Office Off. 20602 Gray, Francisca, WIA 20100 455-3027 20500 20500 989-2130 20504 20572 20571 20573 20570 20575 20574 989-2008 21001 21000 455-5986 20508 20506 989-2301
Bullock, David Director 20541 Miller, Tammy Secretary 20540 Alexander, Heather Secretary 20542 Oliver, Dusty Fac. Mngmnt. 20544 Thomas, Johnny Fac. Mngmnt. 20545 Raynor, Becky Fac. Mngmnt. 20546 Williams, Wayne Fac. Mngmnt. 20543 Jordan, Michael HVAC 20548 Jones, Billy HVAC 20554 Morton, Emmett Elect. Super. 20550 Harrell, Keith Carpentry Super. 20551 Gray, Daniel Custodian Super. 20552 Pongratz, John Grounds Supervis 20630 Plankey, Charles Plumb. Super. 20549 Shop 3 20556 Vaughn, Glenn Shop 4 20553 Maintenance Outside Line 346-6212 Maintenance Fax 455-0189 Facility Management Fax 346-1325 Lee, Stacey Director of I.T. 20507 McGowan, Cindy IT Secretary 20510 Computer Help Desk 20555 Spence, Harold David Web Tech 20522 20518 Denison, Heidi Comp Tech Klementowich,Penny Comp.Tech 20519 Raynor, Aaron Comp. Tech 20517 Thomas, Rhonda, Comp. Tech 20520 Sanbeg, Dave IT Tech 20514 Lanier, Odice Tec. Ser. Media Tech. 20516 Jardine, Chris WAN Engineer 20511 Weimer, David LAN/WAN Coord. 20513 Worrell, Donald Technical Supervisor 20515 Help Desk 20555 Kirkpatrick, Stephen System Admin 20521 IT fax 455-0377
Jones, Carolyn Property Control 20600 Bowers, Scott Dir. Comp. Serv.Finance20607 Price, Katelan Internal Auditor 20605 Campbell, Sally Budget Anaylst 20604 Bouknight, Debbie Payroll 20612 Lanier, Chelsea Accts Pay 20615 Hughs-Bowling, CJ Accts Pay 20616 Macfarlane, Doris Pay Sup 20617 Bright, Crystal Payroll 20608 Minard, Pam Payroll 20609 Crickmore, Lisa Deductions 20610 Crawford, Myra Deductions 20611 Brewer, Melissa Accountant 20606 Holland, Linda Accts, Payable 20614 Wedlock,Vilinda Payroll 20613 Finance Department Fax 938-2289 Shepard, Danny Dir. Purchasing 20603 Marchman, Tiffany Purchasing 20652 Parnell, Schelaine Purchasing 20653 Hornage, Debbie Purchasing 20650 Drewry, Robert Buyer/Supervisor 20654 Garrett, Harry Warehouse 20655 Lanier, Kendall Warehouse 20656 Woodard, Charlie Distribution 20657 Receiving Warehouse 20659 Distribution Center Fax 455-4281 Purchasing Fax 455-1548 Eason, Lesley Asst. Sup Instruc 20200 Brown, Angela L. Eason Sec 20200 Instrucitonal Super Fax 455-8226 Snowden, Dwayne Dir. Elementary School 20208 Anderson, Brent Dir. Of 2nd Ed. 20228 Long, Susanne, CRD Director 20212 Jones, Bobbie Secondary Sec. 20275 Thomas, Gail Elem. Sec. 20263 Grantham, Wendy SIMS Coord. 20213 Marshburn, Edie 20277 Chadwick, Michelle 20258 Elder Michael Academic Innov. 20264 Brewer, Pam Michael Elder Sec 20261 Burner, Louise CRD Coordinator 20215 Instruction Fax 989-2012 Yeager, Judy Safe schools director 20211 Megan Carter, Safe school Asst. 20267 Safe/Drug Fax 989-2012 Thompson, Lisa Testing Coord. 20206 Pruitt, Melissa Secretary 20265 Whitacre, Amanda Secretary 20266 Testing Fax 455-5708 20207 Friebel, Ross MIT/MS Dir. 20262 Gordon, Sholanthe MIT Estep, Shari MIT Coordinator 20269 MIT Fax 455-3733 Halley, Michele Dir. Of Prof. Dev. 20214 Sypsomos, Erika M. Halley's Sec 20274 FEPD Center Fax 455-5401
20223
5/8/2014 20221
Career & Tech. Fax 455-0343 Talton, Clara Except. Child. Prog. Admin.20203 Neuman, Luisa Asst. EC Director 20230 Oates, Jessica EC Recept/Medicaid 20224 Mallard, Kathy CECAS 20225 Armour, Sherri ESL 20278 Williams, Misty 504/Homebound 20238 Dougherty, Sandra Records Secretary 20233 Scott, Brenda EC AT Coordinator 20231 Jones, Michael, Psychologist 20239 Wegman, Katie Audiologist 20243 Exceptional Children Fax 455-0376 Bulris, Mark Title I Dir 20204 McCandless, Pam M. Bulris Sec 20244 Gleeson, Debby Fed. Proj. Sec 20247 Piner, Vera Title I 20209 Copeland,Janae Art/For.Lang. Coor. 20122 Drew. Katrina Art/For. Lang Sec. 20268 Head Start 56056 Lanier, James Director of TECC 56022 Alphin,Teresa Early Child. Pro. Dir. 56058 Watkins, Melinda Presch adm. assist. 56049 Snowden, Winsome EC Director 56010 Yates, Traci Prescool Fam. Spec. 56051 Vail, Gloria Preschool Fam. Spec. 56052 Marshburn, Janie Preschool Fam. Spec.56053 Pontenberg, Debra Pre-Sch. Ed. Spec. 56059 56057 Rogers, Chris Mental Health Coord. Ramsey, Tilue Preschool Fam. Spec. 56054 Macias, Gwen Ed Specialist 56072 Walker, Margo Literacy Coord 47017 Headstart Fax 989-2292 Collins, Barry Asst Sup Human Re 20400 Korenek CJ Director of HR 20403 Tarter, Julie Office Support 20423 Susie Ulbrich 20418 Weis, Holly, CJ Korenek Sec 20411 Taylor, Samantha Office Support 20410 Wilson, Phyllis ETTP 20412 Devanney, Lesley Licensure 20413 Thompson, Carmen Emp. Applic 20414 Williams. Cheryl HR Dept 20415 Burt, Nancy HR (HRMS) 20416 Johnson, Kem Health Benefits 20417 Health Benefits Fax 455-1524 Harper, Debbie Before/After Sch. 20120 Lee, Terri Student Services 20419 Student Services Fax (Terri Lee) 455-0459 Human Resources Fax 989-2094 Woodward, Joy Dir. Print Service 20580 Thomas, Greg Printing Services 20581 Fulghum, Jim Printing Services 20581 Shannon, John CTE/HS Dir. 20202 Costner, Wanda J Shannon Sec. 20220 Cindy Hardison, Tech Assistant 20219 Copeland, Judy 20205
A
bout Us
NCSBA is the professional organization that represents all 115 local boards of education in North Carolina. It is a member-driven association that supports the school governance team—school board members, superintendents, senior administrative staff and board assistants—in its complex leadership role. We help develop, communicate and advocate for the perspective of North Carolina school districts. The North Carolina School Boards Association, like many organizations, has a history of growth. As public education has become more complex and the role of the local board of education more important, school board members and school system administrators have looked to NCSBA for leadership and services.
By working collectively through NCSBA, North Carolina school boards have a significant impact on public education at the state and federal levels. It is a critical presence that would otherwise not exist. In addition, board members and administrators have the opportunity to participate in a wide variety of programs and services designed to improve effectiveness and save schools money. NCSBA provides a sophisticated level of advocacy and policy analysis on behalf of public education and children. Serving as a unified voice for school districts, the association fosters effective relationships with the legislature, the governor’s office, Congress,
administrative
agencies
and
educational
organizations.
NCSBA’s
commentary and analyses of critical education issues are used by board members, superintendents, and state and national leaders.
NCSBA Governance: NCSBA leadership includes a Delegate Assembly, Board of Directors and Executive Committee that set the direction for association activity and training.
I
A
cademy of School Boardsmanship
NCSBA strives to offer board members up-to-date and relevant educational training opportunities. Since its inception in 1985, the Academy for School Boardsmanship has provided an avenue for board members to develop skills and knowledge to carryout the task of leading the state's school districts. Each academy year runs from July 1 through June 30. Board members must earn 30 hours of training annually as approved by the local board and reviewed by NCSBA. Once this minimum requirement has been met, annual recognition will be given. Requirements for Yearly Awards
Recognition is awarded to individuals who have participated in a minimum of 30 hours of training during the current academy year. If a board member chooses not to participate in activities or has less than the required hours of training for the current academy year, that member's previous achievement level is not penalized. However, the member will not receive recognition at the annual awards banquet or be given a certificate/pin since the member did not meet the minimum requirement of training for the current academy year. Types of Awards
All members qualifying for recognition of their level will receive an achievement pin with an attachable rocker indicating their achievement level. These pins can be worn on name badges or lapels throughout the year. Achievement certificates will be mailed to each board member's superintendent. Recognition Levels
Total Cumulative Hours 30 31-100 101-200 201-300 301-400 401-500 501-600 601-700 701-800 801-900 900 +
Recognition Certificate of Recognition Certificate of Merit Certificate of Achievement Certificate of Advanced Achievement Award of Excellence Award of Distinction Diploma of Honor Bronze Award Silver Award Gold Award Scholar's Circle
B
oard Development & Training
§ 115C-50. Training of board members. All members of local boards of education shall receive a minimum of 12 clock hours of training annually. The training shall include but not be limited to public school law, public school finance, and duties and responsibilities of local boards of education. The training may be provided by the North Carolina School Boards Association, the School of Government at the University of North Carolina at Chapel Hill, or other qualified sources at the choice of the local board of education. (1991, c. 689, s. 200(d); 2006-264, s. 29(h).) A major goal of the North Carolina School Boards Association is to provide growth opportunities for school board members. Through the NCSBA Academy for School Boardsmanship, school board members are provided high-quality training programs to help them effectively fulfill their responsibilities as leaders of public education in North Carolina. In addition, the program provides opportunities for school board members to meet the requirement of G.S.115C-50 mandating 12 clock hours of training annually. NCSBA is the only organization representing school boards and, therefore, promotes the school board governance point of view in North Carolina. Programs provided through the NCSBA Academy for School Boardsmanship assist participants with broadening their base of knowledge regarding efficient and effective governance of public elementary and secondary education in the state. All programs offered through the NCSBA Academy for School Boardsmanship are offered in locations which are conducive to learning. Participants in programs earn credit towards the various levels of achievement. When a specific level is achieved, the board member is honored during the NCSBA annual conference.
P
olicy Services
One of the most important duties of a school board is to adopt policies that provide direction and guidance for the school system. To be effective, school board policies must be educationally and legally sound. As our federal and state legislative and judiciary bodies continue to adopt and revise statutes and issue legal decisions affecting school districts, it is imperative that school boards keep their policies updated. NCSBA has staff, services and tools to help local boards fulfill their policy-making responsibilities. Membership Policy Services
The association’s legal/policy staff is available free of charge to: Answer policy-related questions by phone Provide individual sample policies and Assist in reviewing or revising individual school board policies. Policies to Lead the Schools Policies to Lead the Schools (PLS) is a policy reference manual developed by NCSBA. It provides to local boards of education a resource of up-to-date, legally compliant sample policies. NCSBA also provides an update service to PLS that reflects changes to the policies based upon changes in school law. OnLine Policies: Putting Local Board Policies on the Internet NCSBA will put your local board policy manual on the Internet using Folio® Infobase, a powerful electronic publishing tool. Our OnLine Policy Service allows extensive searching, links to legal references, fast updates and quick, easy access to the most up-todate version of the policies. Policy Manual Customization NCSBA offers custom policy services to local boards. Our staff will analyze your current board manual and determine which policies need to be modified, added or deleted to meet state and federal requirements. I
Board Development Activities
NCSBA School Board 101, Raleigh, NC – upcoming New board members will have the opportunity to learn about their responsibilities as leaders of public schools during this two-day workshop. Participants will receive information on basic boardmanship, the legislative process, school board public relations, school finance, school law, the board’s role in policy making, and service provided by the NCSBA.
NCSBA Region 2 Meeting September 4, 2014 Pender County 4:00 – 8:00 p.m.
NCSBA Fall Law Conference October 15-17, 2014 Asheville, NC
NCSBA Annual Conference for Board Member Development November 17-19, 2014 Greensboro, NC
BOARD OF EDUCATION OATH OF OFFICE
State of North Carolina County of Onslow I, __________, do solemnly swear that I will support the Constitution of the United States; so help me, God. I do further solemnly swear that I will be faithful and bear true allegiance to the State of North Carolina, and to the constitutional powers and authorities which are or may be established for the government thereof; and that I will endeavor to support, maintain, and defend the constitution of the State, not inconsistent with the Constitution of the United States, to the best of my knowledge and ability; so help me, God. I do further solemnly swear that I will well and truly serve the State of North Carolina and Onslow County in the office of member of the Onslow County Board of Education, and that I will well and truly, according to my knowledge, power and ability, do and execute all things belonging to the office of a Board of Education member, so long as I shall continue in office, so help me God.
____________________________________(SEAL)
SWORN TO AND SUBSCRIBED BEFORE ME THIS 8th DAY OF JULY, 2014
OFFICER ADMINISTERING OATH
SUPERIOR COURT JUDGE TITLE
NORTH CAROLINA ACKNOWLEDGMENT ONSLOW COUNTY
As an elected member of the Onslow County Board of Education, I hereby acknowledge and agree as follows: A.
Board Member Ethical Requirements The following considerations will guide each board member in the performance of his or her official duties: 1. the need to obey all applicable state and federal laws regarding official actions taken as a board member; 2. the need to uphold the integrity and independence of the board member’s office; 3. the need to avoid impropriety in the exercise of the board’s and board member’s official duties; 4. the need to perform faithfully the duties of the office; and 5. the need to conduct the affairs of the board in an open and public manner, complying with all applicable laws governing open meetings and public records.
B.
Additional Board Member Commitments Each member of the board commits to the following: 1. attend all regularly scheduled board meetings insofar as possible, and become informed concerning the issues to be considered at those meetings; 2. endeavor to make policy decisions only after full discussion at publicly held board meetings; 3. render all decisions based on the available facts and my independent judgment, and refuse to surrender that judgment to individuals or special interest groups; 4. encourage the free expression of opinion by all board members, and seek systematic communications between the board and students, staff and all elements of the community; 5. work with other board members to establish effective board policies and to delegate authority for the administration of the schools to the superintendent; 6. communicate to other board members and the superintendent expressions of public reaction to board policies and school program;
7. learn about current educational issues by individual study and through participation in programs providing needed information, such as those sponsored by the state and national school boards associations; 8. comply with North Carolina General Statute 115C-50 by earning annually the required 12 hours of training; 9. comply with G.S. 160A-84 by earning two hours of ethics education within 12 months of election or appointment to the board; 10. support the employment of those persons best qualified to serve as school staff, and insist on a regular and impartial evaluation of all staff; 11. avoid being placed in a position of conflict of interest, and refrain from using the board member’s position on the board for personal or partisan gain; 12. take no private action that will compromise the board or administration, and respect the confidentiality of information that is privileged under applicable law; and 13. remember always that a board member’s first and greatest concern must be the educational welfare of the students attending the public schools.
This the 8th day of July, 2014.
______________________________________(SEAL)
5/25/2010
ETHICS 101 Presented by Allison Schafer Legal Counsel/Director of Policy North Carolina School Boards Association January 14, 2010
Why are we here? • In July of 2009, the North Carolina General Assembly passed House Bill 1452 which requires two basic things of local governing boards: (1) It requires all local governing boards to adopt codes of ethics; AND (2) It requires ethics training for all members of local governing boards.
Ethics Training Requirements – All members of local boards of education (as well as members of other local governing boards) are now required to receive a minimum of • two clock hours of ethics education • within 12 months after initial election or appointment to office N.C. Gen. Stat. §§ 115C-50 and 160-84.
1
5/25/2010
Ethics Training Requirements • AND again – within 12 months – after each subsequent election or appointment to the office. N.C. Gen. Stat. §§ 115C-50 and 160-84.
Ethics Training Requirements • The new law took effect on January 1, 2010. • The first ethics training for all board members must be completed within 12 months after that date. North Carolina General Assembly Session Law 1009-403, Section 8.
Ethics Training Requirements • The content of the ethics training must include laws and principles that govern conflicts of interest and ethical standards of conduct at the local government level. N.C. Gen. Stat. § 160A-84(b).
2
5/25/2010
CONFLICTS OF INTEREST
State Conflict of Interest Laws N.C. Gen. Stat. § 14-234. Prohibition Against Benefiting from Public Contracts. N.C. Gen. Stat. § 14-234.1. Misuse of Confidential Information. N.C. Gen. Stat. § 133-32. Accepting Gifts and Favors.
Prohibition Against Benefiting from Public Contracts • Prohibitions (1) School board members and school system employees involved in making or administering a contract on behalf of the board may NOT derive a direct benefit from the contract (unless they fall under an exception).
3
5/25/2010
Prohibition Against Benefiting from Public Contracts • Prohibitions (2) A school system employee who will derive a direct benefit from a contract with the school board, but who is not involved in making or administering the contract, shall not attempt to influence any other person who is involved in making or administering the contract.
Prohibition Against Benefiting from Public Contracts • Prohibitions (3) School board members and school system employees may NOT solicit or receive any gift, reward or promise of reward in exchange for recommending, influencing or attempting to influence the award of a contract by the school board he or she serves.
Prohibition Against Benefiting from Public Contracts • Definitions (1) Those “making” a contract include school board members, because the board takes action on the contract, and those that prepare specifications or terms for the proposed contract. Note that board members cannot simply decide not to vote on a contract and get around this prohibition, unless they fall under an exception to the contract.
4
5/25/2010
Prohibition Against Benefiting from Public Contracts • Definitions (2) Those “administering” a contract are those who oversee the performance of the contract or those who have authority to make decisions about a contract. (Note this does not include those performing ministerial duties related to the contract.)
Prohibition Against Benefiting from Public Contracts • Definitions (3) A “direct benefit” is when the board member or covered employee, or his or her spouse: (a)Has more than a 10% ownership or other interest in the company that is party to the contract; (b)Derives any income or commission directly from the contract; or (c) Acquires property under the contract.
Prohibition Against Benefiting from Public Contracts • Relevant Exceptions (1)The prohibitions do not apply to contracts between the school board and banks or public utilities.*
5
5/25/2010
Prohibition Against Benefiting from Public Contracts • Relevant Exceptions (2)Condemnation. The statute does not apply to an interest in property conveyed by a school board member or covered employee under a judgment, including a consent judgment, entered by a superior court judge in a condemnation proceeding initiated by the school board.*
Prohibition Against Benefiting from Public Contracts • Relevant Exceptions (3)The statute does not prohibit the school board from employing the spouse of a school board member or covered employee.*
Prohibition Against Benefiting from Public Contracts • Relevant Exceptions (4)15,000 Population Limit. The prohibitions against contracting with the board do not apply to elected county school board members in counties where there is no town with a population of more than 15,000 OR city school board members in a city having a population of no more than 15,000.*
6
5/25/2010
Prohibition Against Benefiting from Public Contracts • Relevant Exceptions *Note that anyone relying on these exceptions must recuse himself or herself from deliberating on the issue or participating in the vote and may not influence others who are involved in making or administering the contract.
Prohibition Against Benefiting from Public Contracts • Sanctions Violation is a class 1 misdemeanor criminal offense. See also N.C. Gen. Stat. § 115C-48.
Misuse of Confidential Information • Prohibitions School board members and school system employees are prohibited from using confidential information acquired because of their positions to: (1)Acquire a financial interest in any property transaction, or enterprise; (2)Gain any financial benefit from the transaction; or (3)Intentionally help another to do so.
7
5/25/2010
Misuse of Confidential Information • Sanction Misuse of confidential information is a Class 1 criminal misdemeanor.
Accepting Gifts and Favors from Contractors • Prohibitions (1)Board members and covered employees are prohibited from accepting “gifts and favors” from contractors and potential contractors with the board. (2)Contractors are prohibited from giving gifts and favors to board members and covered employees.
Accepting Gifts and Favors from Contractors • Covered Persons This prohibition applies to school board members and any officers or employees of a board of education who: (1)Prepare plans, specifications or estimates for public contracts; (2)Award or administer public contracts; or (3)Inspect or supervise construction.
8
5/25/2010
Accepting Gifts and Favors from Contractors • Covered Persons The prohibition also extends to prohibit the contractors, subcontractors or suppliers from giving gifts and favors to public officials if they: (1)currently have a contract with the board; (2)have performed under a contract with the board during the past year; or (3)anticipate bidding on a contract with the board in the future.
Accepting Gifts and Favors from Contractors • Exceptions The following gifts are not covered by the statute: (1)Gifts and honorariums for participating in meetings; (2)Advertising items or souvenirs of nominal value;
Accepting Gifts and Favors from Contractors • Exceptions (3)Meals furnished at banquets; (4)Donations to professional organizations to defray meeting expenses where governmental employees are members of such professional organizations;
9
5/25/2010
Accepting Gifts and Favors from Contractors • Exceptions (5)Customary gifts and favors between employees or officers and their friends, relatives, spouse, minor children or members of their household where it is clear that it is the relationship rather than the business of the individual that is the motivating factor for the gift or favor; and
Accepting Gifts and Favors from Contractors • Exceptions (6) Gifts permitted to legislators, legislative employees and other state agency officials and employees covered by the State Ethics Act, N.C. Gen. Stat. § 138A-32, including: (a) Food and beverages for immediate consumption in connection with public events; (b) Informational materials relevant to the official’s duties;
Accepting Gifts and Favors from Contractors (c)
(d) (e)
(f)
Reasonable actual expenses for attending educational meetings, speaking at a meeting, attending organizational meetings of which the official’s organization is a member; A plaque or non-monetary momento; Gifts accepted on behalf of the school system for the benefit of the school system; Anything made available to or distributed to the general public;
10
5/25/2010
Accepting Gifts and Favors from Contractors • Exceptions (g) Gifts from family members or members of the same household; (h) Gifts or expenses related to industry recruitment or promotion of international trade, tourism or travel (provided it was not solicited and is disclosed); (i) Gifts of less than $100 given as a personal gift as part of an overseas trade mission if customary;
Accepting Gifts and Favors from Contractors Exceptions (j) Gifts given as part of a business, civic, religious, fraternal, personal or commercial relationship if not related to the public service and the gift was not given for the purposes of lobbying; (k) Food and beverages for immediate consumption if not given by a lobbyist, or if provided during a conference or meeting under certain circumstances; or (l) Food and beverages for immediate consumption at an organized gathering which the individual is invited to attend for purposes related to his or her official duties.
Accepting Gifts and Favors from Contractors • Sanctions (1)Violation is a Class 1 misdemeanor for the school board member, the school employee and the contractor. (2)Prohibited gifts and favors cannot be claimed as a tax deduction.
11
5/25/2010
Accepting Gifts and Favors from Contractors • Interpretations The North Carolina Attorney General has interpreted this statute as prohibiting those doing business or seeking to do business with the board, including your board attorney and other independent contractors, from taking board members or other public officials out for meals. (See May 13, 1993 Attorney General opinion, attached to outline.)
OTHER LEGAL DUTIES AND RESPONSBILITIES OF SCHOOL BOARD MEMBERS
Duty to Act Only as a Corporate Body, Not Individually • N.C. Gen. Stat. § 115C-40 provides that a local board of education is a corporate body. • The board is vested with general control and supervision of all matters pertaining to the public schools in its administrative unit.
12
5/25/2010
Duty to Act Only as a Corporate Body, Not Individually • Because of its corporate nature, a county board of education can exercise its powers only in a regular or special meeting attended by a quorum of its members, and cannot perform its functions through its members acting individually, informally, and separately. Iredell County Board of Education v. Dickson, 235 N.C. 359 (1952).
Duty to Act Only as a Corporate Body, Not Individually • Unless authority is delegated, board members have no independent authority to act alone. Some duties of the board cannot be delegated at all. Bowles v. Fayetteville Graded Schools, 211 N.C. 36 (1936).
Duty to Act Only as a Corporate Body, Not Individually • A board member or school employee who purports to contract on behalf of the board, but who has no authority to do so, risks personal liability on the debt.
13
5/25/2010
Duty to Provide General Control and Supervision of All School Matters • State law provides that "all powers and duties conferred and imposed by law respecting public schools, which are not expressly conferred and imposed upon some other official, are conferred and imposed upon the board." • School boards have “general control and supervision of all matters pertaining to the public schools in their respective administrative units and they shall enforce the school law in their respective units.” N.C. Gen. Stat. § 115C-36.
Duty to Provide General Control and Supervision of All School Matters • Example – Duty to Provide Financial Oversight (1) Each local school system is required to have an annual financial audit of all accounts. (2)Local boards of education are to get a copy of the audit and have an obligation to review internal audit procedures and submit a plan for corrective action to the Local Government Commission.
Duty to Make Hiring and Firing Decisions • Local boards of education are authorized to make hiring (and firing) decisions upon the recommendation of the superintendent only. See e.g., N.C. Gen. Stat. § 115C- 315(b). • Failure to make decisions according to the appropriate procedure and for the appropriate reasons can result in personal liability for board members. See Chadwell v. Lee County School Board, 535 F.Supp. 2d 586 (W.D.Va. 2008).
14
5/25/2010
Duty to Provide an Adequate School System • Students in North Carolina have a state constitutional right to a “sound basic education.” This is defined as: (1) sufficient ability to read, write, and speak the English language and a sufficient knowledge of fundamental mathematics and physical science to enable the student to function in a complex and rapidly changing society; (2) sufficient fundamental knowledge of geography, history, and basic economic and political systems to enable the student to make informed choices with regard to issues that affect the student personally or affect the student’s community, state, and nation;
Duty to Provide an Adequate School System (3) sufficient academic and vocational skills to enable the student to successfully engage in post-secondary education or vocational training; and (4) sufficient academic and vocational skills to enable the student to compete on an equal basis with others in further formal education or gainful employment in contemporary society. Leandro v. State of North Carolina, 346 N.C. 336, 488 S.E.2d 249, 120 Ed. Law Rep. 304 (1997).
Duty to Exercise Certain Judicial Functions • The board is called upon to conduct administrative hearings and decide matters in a judicial capacity, including in the following types of cases: (1) dismissal and demotion of career and midcontract employees; (2) recommendations not to renew an administrator’s contract; (3) suspension and expulsion of students; (4) student admission and assignment appeals; (5) appeals from final administrative decisions.
15
5/25/2010
Duty to Maintain Impartiality in the Exercise of Judicial Functions • The board has a duty to maintain impartiality as a part of its judicial function. – The Fourteenth Amendment to the U.S. Constitution guarantees the right to "due process" before a liberty or property interest can be taken away. The right to due process includes the right to a fair hearing before an impartial decision-maker.
Duty to Maintain Impartiality in the Exercise of Judicial Functions • In the school context, property interests are at stake in: (1)the dismissal or demotion of tenured teachers and tenured administrators; (2)the dismissal of mid-contract administrators and probationary teachers; and (3)the suspension or expulsion of students.
Duty to Maintain Impartiality in the Exercise of Judicial Functions • When performing their judicial function during a board hearing and resulting deliberations, board members must act impartially and in a fair manner. Crump v. Board of Education, 93 N.C. App. 168, aff’d, 326 N.C. 603 (1990).
16
5/25/2010
Duty to Maintain Impartiality in the Exercise of Judicial Functions • Members must be able to set aside their prior knowledge and preconceptions concerning the matter at issue, and base their considerations solely upon the evidence presented at the hearing. Crump v. Board of Education, 93 N.C. App. 168, aff’d, 326 N.C. 603 (1990).
Duty to Maintain Impartiality in the Exercise of Judicial Functions • Mere familiarity with facts concerning a charge against a person or prior involvement in the case does not automatically indicate bias, but a fixed decision, made prior to the hearing, to vote in a particular way is impermissible bias. Crump v. Board of Education, 93 N.C. App. 168, aff’d, 326 N.C. 603 (1990).
Duty to Maintain Impartiality in the Exercise of Judicial Functions • The bias of a single board member is sufficient to taint the hearing process and deprive an individual of due process. This is true regardless of the impact, if any, of that bias on the board’s final decision. Crump v. Board of Education, 93 N.C. App. 168, aff’d, 326 N.C. 603 (1990).
17
5/25/2010
Duty to Maintain Impartiality in the Exercise of Judicial Functions • If a board determines that a member is not impartial on a matter that is before the board for hearing, the board may disqualify the member from the hearing. 54 Op. N.C. Att’y. Gen. 86 (1985).
Duty to Participate in Certain Suits and Actions • The local board is required to institute suit to collect all monies due to it. • The action of the local board is presumed to be correct in all actions brought against it. The burden is on the complaining party to show the board erred. N.C. Gen. Stat. § 115C-44.
Authority to Assign Students to Attendance Areas • Local boards of education have “full and complete” authority to assign children to any school within its district and its assignment decision shall be final. The board may not transfer its authority or delegate its duties regarding student assignment. N.C. Gen. Stat. § 115C-366(b).
18
5/25/2010
Authority to Assign Students to Attendance Areas • If the local board has divided the geographic area into attendance districts or zones, students shall be assigned to schools within such attendance districts. N.C. Gen. Stat. § 115C-367.
Authority to Assign Students to Attendance Areas • However, students may be assigned outside of such attendance districts: (1) to attend a specialized school, such as a vocational school or a school operating programs for mentally and physically handicapped students; or (2) Temporarily due to the unsuitability of a school for its intended purpose; or (3) When necessitated by overcrowded conditions; or (4) When an assignment is made pursuant to a parental choice pursuant to a choice plan voluntarily adopted by the board of education; or (5) For any other reason which the board of education in its sole discretion deems sufficient.
Authority to Assign Students to Attendance Areas • No person may be refused admission or excluded from school on the basis of race, creed, color or national origin and no attendance zone may be drawn for the purpose of segregating people from other races, creeds, etc. Swann v. Charlotte-Mecklenburg Bd. of Educ., 402 U.S. 1, 91 S.Ct. 1267, 28 L.Ed.2d 554, rehearing denied, 403 U.S. 912, 91 S. Ct. 2201, 29 L.Ed.2d 690 (1971).
19
5/25/2010
Authority to Assign Students to Attendance Areas • Assignment plans allowing for school of choice or neighborhood schools may not be used to defeat desegregation. Swann, 402 U.S. at 21, 91 S. Ct. at 1278, 28 L.Ed.2d at 554.
Authority to Assign Students to Attendance Areas • The permissible use of race as a factor in student assignment plans was severely restricted by the United States Supreme Court in Parents Involved in Community Schools v. Seattle School District No. 1, 127 S.Ct. 2738 (2007). • Boards should include their attorneys in any discussion of student assignment plans in which race is being considered.
Duty to Determine the School Calendar • The opening day for public schools may not be before August 25, and school must end by June 10 absent a waiver. Year-round programs are exempted. N.C. Gen. Stat. § 115C-84.2.
20
5/25/2010
Duty to Elect a Superintendent • The only employee the board hires without the superintendent’s recommendation is the superintendent. N.C. Gen. Stat. § 115C-271. • The board is required by law to have a superintendent, whether permanent, interim or acting. N.C. Gen. Stat. § 115C-275.
Authority to Remove a Superintendent • The board may remove a superintendent during the term of his or her contract only pursuant to the provisions of N.C. Gen. Stat. § 115C-274.
Authority to Make Rules Concerning the Conduct and Duties of Personnel • This authority is carried out through the board’s policy making function.
21
5/25/2010
Duty to Ensure Freedom of Religion • This state statutory requirement is consistent with the requirements of the United States Constitution in that it ensures both the freedom to practice one’s own religion in the schools and prohibits coercion of students into religious practices.
Duty to Establish Alternative Learning Programs and Develop Policies and Guidelines • Each local school board must establish at least one alternative program. • The board must adopt policies consistent with State Board of Education Standards to govern these programs and regularly assess the compliance and effectiveness of these programs.
Duty to Maintain Confidentiality of Privileged Information • Student information is highly protected by federal law pursuant to a statute called the Family Educational Rights and Privacy Act (FERPA). • Information from employee personnel files is also protected from disclosure under state law. (This will be covered more specifically in the Public and Employee Records presentation in School Board 101.)
22
5/25/2010
CODE OF ETHICS POLICY/RESOLUTION
Ethics Policy Requirements • The new ethics law requires the board of education to adopt a resolution or policy containing a code of ethics. N.C. Gen. Stat. Sec. §§ 115C 47(57) and 160A-83.
Ethics Policy Requirements • The resolution or policy must address at least all of the following: (1)The need to obey all applicable laws regarding official actions taken as a board member; (2)The need to uphold the integrity and independence of the board member’s office;
23
5/25/2010
Ethics Policy Requirements (3)The need to avoid impropriety in the exercise of the board member’s official duties; (4)The need to faithfully perform the duties of office; and (5)The need to conduct the affairs of the governing board in an open and public manner, including complying with all applicable laws governing open meetings and public records.
Ethics Policy Requirements • A sample or draft policy has been provided for you. • Please discuss among those at your table what you would change, add or delete to the draft policy.
Scenarios
24
5/25/2010
Questions?
Thank you for coming!
25
Article 5. Local Boards of Education. § 115C-35. How constituted. (a) The county board of education in each county shall consist of five members elected by the voters of the county at large for terms of four years: Provided, that where there are multiple local school administrative units located within the county, and unless the county board is responsible for appointing members of the board of education of a city administrative unit located within the county, only those voters who reside within the county school administrative unit boundary lines shall be eligible to vote for members of the county board of education. Where the county board is responsible for appointing members of the board of education of a city administrative unit located within the county, the voters residing within that city school administrative unit shall be eligible to vote for members of the county board of education. The terms of office of the members of boards of education of all school administrative units in this State, who serve on June 25, 1975, shall continue until members are elected and qualified as provided in this section unless modified by local legislation. (b) No person residing in a local school administrative unit shall be eligible for election to the board of education of that local school administrative unit unless such person resides within the boundary lines of that local school administrative unit. (1955, c. 1372, art. 5, s. 1; 1967, c. 972, s. 1; 1969, c. 1301, s. 2; 1975, c. 855, ss. 1-3; 1981, c. 423, s. 1.) § 115C-36. Designation of board. All powers and duties conferred and imposed by law respecting public schools, which are not expressly conferred and imposed upon some other official, are conferred and imposed upon local boards of education. Said boards of education shall have general control and supervision of all matters pertaining to the public schools in their respective administrative units and they shall enforce the school law in their respective units. (1955, c. 1372, art. 5, s. 18; 1957, c. 262; 1963, c. 425; 1965, c. 1185, s. 1; 1969, c. 517, s. 2; 1981, c. 423, s. 1.) § 115C-37. Election of board members. (a) Method of Election. - The county boards of education shall be elected on a nonpartisan basis at the time of the primary election in 1970 and biennially thereafter. The names of the candidates shall be printed on the ballots without reference to any party affiliation and any qualified voter residing in the county shall be entitled to vote such ballots. Except as otherwise provided herein, the election shall be conducted according to the provisions of Chapter 163 of the General Statutes then governing primary elections. The terms of office of the members shall be staggered so as nearly equal to one half as possible shall expire every two years. (b) County Board of Elections to Provide for Elections. - The county board of elections under the direction of the State Board of Elections, shall make all necessary provisions for elections of county boards of education as are herein provided for. The county board of elections of each county shall file with the State Board of Elections a statement specifying the size and method of election of members of its county board of education. (c) City Board of Education. - The board of education for any city administrative unit shall be appointed or elected as now provided by law. If no provision is now made by the law for the filling of vacancies in the membership of any city board of education, such vacancy may be filled by the governing body of the city or town embraced by said administrative unit. In the event that any such vacancy is not filled in this manner within 30 days, the State Board of Education may fill such vacancy. (d) Members to Qualify. - Each county board of education shall hold a meeting in December following the election. At that meeting, newly elected members of the board of NC General Statutes - Chapter 115C Article 5
1
education shall qualify by taking the oath of office prescribed in Article VI, Sec. 7 of the Constitution. This subsection shall not have the effect of repealing any local or special acts relating to boards of education of any particular counties whose membership to said boards is chosen by a vote of the people. (e) Vacancies in Nominations for Membership on County Boards. - If any candidate nominated on a partisan basis shall die, resign, or for any reason become ineligible or disqualified between the date of his nomination and the time for the election, such vacancy caused thereby may be filled by the actions of the county executive committee of the political party of such candidate. (f) Vacancies in Office. - All vacancies in the membership of the boards of education whose members are elected pursuant to the provisions of subsection (a) of this section by death, resignation, or other causes shall be filled by appointment by the remaining members of the board, of a person to serve until the next election of members of such board, at which time the remaining unexpired term of the office in which the vacancy occurs shall be filled by election. (g) Eligibility for Board Membership; Holding Other Offices. - Any person possessing the qualifications for election to public office set forth in Article VI, Sec. 6 of the Constitution of North Carolina shall be eligible to serve as a member of a local board of education: Provided, however, that any person elected or appointed to a local board of education, and also employed by that board of education, shall resign his employment before taking office as a member of that board of education. Membership on a board of education is hereby declared to be an office that, with the exceptions provided above, may be held concurrently with any appointive office, pursuant to Article VI, Sec. 9 of the Constitution, but any person holding an elective office shall not be eligible to serve as a member of a local board of education. (h) Death or Disqualification of Candidate in Nonpartisan Election. - If a candidate dies or becomes disqualified after the filing period has closed and before the election, and the ballots have not been printed, the county board of elections shall immediately reopen the filing period for five days so that additional candidates may file for election. If the ballots have been printed at the time the board of elections receives notice of the death or disqualification, the board shall reopen the filing period for three days if the board determines it will have time to reprint the ballots before the election. In the event the board of elections determines that there is not time enough to reopen the filing period for three days and to reprint the ballots, then the ballots shall not be reprinted and the name of the deceased or disqualified candidate shall remain on the ballot. Votes cast for such candidate shall not be considered and the candidates receiving the highest number of votes equal to the number of positions to be filled shall be elected. (i) The local board of education shall revise electoral district boundaries from time to time as provided by this subsection. If district boundaries are set by local act or court order and the act or order does not provide a method for revising them, the local board of education shall revise them only for the purpose of (i) accounting for territory annexed to or excluded from the school administrative unit, and (ii) correcting population imbalances among the districts shown by a new federal census or caused by exclusions or annexations. After the General Assembly has ratified an act establishing district boundaries, the local board of education shall not revise them again until a new federal census of population is taken or territory is annexed to or excluded from the school administrative unit, whichever event first occurs. After the local board of education has revised district boundaries in conformity with this act, the local board of education shall not revise them again until a new federal census of population is taken or territory is annexed to or excluded from the school administrative unit, whichever event occurs first, except that the board may make an earlier revision of district boundaries it has drawn if it must do so to comply with a court order or to gain approval of a district-revision plan by the NC General Statutes - Chapter 115C Article 5
2
U.S. Justice Department under Section 5 of the Voting Rights Act. In establishing district boundaries, the local board of education shall use data derived from the most recent federal census. (1955, c. 1372, art. 5, ss. 2-8; 1967, c. 972, ss. 2-6; 1969, c. 1301, s. 2; 1971, c. 704, s. 6; 1973, c. 1446, s. 1; 1977, c. 662; 1981, c. 423, s. 1; 1985, c. 404; c. 405, ss. 1, 2; 1985 (Reg. Sess., 1986), c. 975, s. 10; 1991, c. 400, s. 1.) § 115C-37.1. Vacancies in offices of county boards elected on partisan basis in certain counties. (a) All vacancies in the membership of county boards of education which are elected by public or local act on a partisan basis shall be filled by appointment of the person, board, or commission specified in the act, except that if the act specifies that appointment shall be made by a party executive committee, then the appointment shall be made instead by the remaining members of the board. (b) If the vacating member was elected as the nominee of a political party, then the person, board, or commission required to fill the vacancy shall consult with the county executive committee of that party and appoint the person recommended by that party executive committee, if the party executive committee makes a recommendation within 30 days of the occurrence of the vacancy. (c) Whenever only the qualified voters of less than the entire county were eligible to vote for the member whose seat is vacant (either because the county administrative unit was less than countywide or only residents of certain areas of the administrative unit could vote in the general election for a district seat), the appointing authority must accept the recommendation only if the county executive committee restricted voting to committee members who represent precincts all or part of which were within the territory of the vacating school board member. (d) (Effective until December 5, 2016) This section shall apply only in the following counties: Alleghany, Brunswick, Graham, Lee, New Hanover, Vance, and Washington. (d) (Effective December 5, 2016) This section shall apply only in the following counties: Alleghany, Brunswick, Graham, Guilford, Lee, New Hanover, Vance, and Washington. (1981, c. 763, ss. 4, 14; c. 830; 1983, c. 493, s. 1; 1987 (Reg. Sess., 1988), c. 974, s. 5; 1989, c. 497, s. 3; 2009-277, ss. 1, 2; 2013-220, s. 2; 2013-361, s. 2.) § 115C-38. Compensation of board members. The tax-levying authority for a local school administrative unit may, under the procedures of G.S. 153A-92, fix the compensation and expense allowances paid members of the board of education of that local school administrative unit. Funds for the per diem, subsistence, and mileage for all meetings of county and city boards of education shall be provided from the current expense fund budget of the particular county or city. The compensation and expense allowances of members of boards of education shall continue at the same levels as paid on July 1, 1975, until changed by or pursuant to local act or pursuant to this section. (1955, c. 1372, art. 5, s. 12; 1975, c. 569, ss. 1-3; 1977, c. 802, s. 39.5; 1981, c. 423, s. 1.) § 115C-39. Suspension of duties by State Board. (a) Repealed by Session Laws 2007-498, s. 1, effective August 30, 2007. (b) In the event the State Board of Education has appointed an interim superintendent under G.S. 115C-105.39 and the State Board determines that the local board of education has failed to cooperate with the interim superintendent, the State Board shall have the authority to suspend any of the powers and duties of the local board and to act on its behalf under G.S.
NC General Statutes - Chapter 115C Article 5
3
115C-105.39. (1955, c. 1372, art. 5, s. 13; 1981, c. 423, s. 1; 1995 (Reg. Sess., 1996), c. 716, s. 5; 2007-498, s. 1.) § 115C-40. Board a body corporate. The board of education of each county in the State shall be a body corporate by the name and style of "The ______ County Board of Education," and the board of education of each city administrative school unit in the State shall be a body corporate by the name and style of "The ______ City Board of Education." The several boards of education, both county and city, shall hold all school property and be capable of purchasing and holding real and personal property, of building and repairing schoolhouses, of selling and transferring the same for school purposes, and of prosecuting and defending suits for or against the corporation. Local boards of education, subject to any paramount powers vested by law in the State Board of Education or any other authorized agency shall have general control and supervision of all matters pertaining to the public schools in their respective local school administrative units; they shall execute the school laws in their units; and shall have authority to make agreements with other boards of education to transfer pupils from one local school administrative unit to another unit when the administration of the schools can be thereby more efficiently and more economically accomplished. (1955, c. 1372, art. 5, s. 10; 1981, c. 423, s. 1; 1985 (Reg. Sess., 1986), c. 975, s. 24.) § 115C-41. Organization of board. (a) Unless otherwise provided by local law, all local boards of education shall have an organizational meeting no later than 60 days after the swearing in of members following election or appointment and as often thereafter as the board shall determine appropriate. The board may fix the date and time of its organizational meeting. At the organizational meeting the members of all boards shall elect one of their members as chairman for a period of one year, or until his successor is elected and qualified. The chairman of the local board of education shall preside at the meetings of the board, and in the event of his absence or sickness, the board may appoint one of its members temporary chairman. The superintendent of schools, whether a county or city superintendent, shall be ex officio secretary to his respective board. He shall keep the minutes of the meetings of the board but shall have no vote: Provided, that in the event of a vacancy in the superintendency, the board may elect one of its members to serve temporarily as secretary to the board. (b) All local boards of education shall meet on the first Monday in January, April, July, and October of each year, or as soon thereafter as practicable. A board may elect to hold regular monthly meetings, and to meet in special session upon the call of the chairman or of the secretary as often as the school business of the local school administrative unit may require. (1955, c. 1372, art. 5, ss. 9, 11; 1981, c. 423, s. 1; 1983, c. 408.) § 115C-42. Liability insurance and immunity. Any local board of education, by securing liability insurance as hereinafter provided, is hereby authorized and empowered to waive its governmental immunity from liability for damage by reason of death or injury to person or property caused by the negligence or tort of any agent or employee of such board of education when acting within the scope of his authority or within the course of his employment. Such immunity shall be deemed to have been waived by the act of obtaining such insurance, but such immunity is waived only to the extent that said board of education is indemnified by insurance for such negligence or tort. Any contract of insurance purchased pursuant to this section shall be issued by a company or corporation duly licensed and authorized to execute insurance contracts in this State or by a qualified insurer as determined by the Department of Insurance and shall by its terms adequately insure the local board of education against liability for damages by reason of death NC General Statutes - Chapter 115C Article 5
4
or injury to person or property proximately caused by the negligent act or torts of the agents and employees of said board of education or the agents and employees of a particular school in a local administrative unit when acting within the scope of their authority. The local board of education shall determine what liabilities and what officers, agents and employees shall be covered by any insurance purchased pursuant to this section. Any company or corporation which enters into a contract of insurance as above described with a local board of education, by such act waives any defense based upon the governmental immunity of such local board of education. Every local board of education in this State is authorized and empowered to pay as a necessary expense the lawful premiums for such insurance. Any person sustaining damages, or in case of death, his personal representative may sue a local board of education insured under this section for the recovery of such damages in any court of competent jurisdiction in this State, but only in the county of such board of education; and it shall be no defense to any such action that the negligence or tort complained of was in pursuance of governmental, municipal or discretionary function of such local board of education if, and to the extent, such local board of education has insurance coverage as provided by this section. Except as hereinbefore expressly provided, nothing in this section shall be construed to deprive any local board of education of any defense whatsoever to any such action for damages or to restrict, limit, or otherwise affect any such defense which said board of education may have at common law or by virtue of any statute; and nothing in this section shall be construed to relieve any person sustaining damages or any personal representative of any decedent from any duty to give notice of such claim to said local board of education or to commence any civil action for the recovery of damages within the applicable period of time prescribed or limited by statute. A local board of education may incur liability pursuant to this section only with respect to a claim arising after such board of education has procured liability insurance pursuant to this section and during the time when such insurance is in force. No part of the pleadings which relate to or allege facts as to a defendant's insurance against liability shall be read or mentioned in the presence of the trial jury in any action brought pursuant to this section. Such liability shall not attach unless the plaintiff shall waive the right to have all issues of law or fact relating to insurance in such an action determined by a jury and such issues shall be heard and determined by the judge without resort to a jury and the jury shall be absent during any motions, arguments, testimony or announcement of findings of fact or conclusions of law with respect thereto unless the defendant shall request a jury trial thereon: Provided, that this section shall not apply to claims for damages caused by the negligent acts or torts of public school bus, or school transportation service vehicle drivers, while driving school buses and school transportation service vehicles when the operation of such school buses and service vehicles is paid from the State Public School Fund. (1955, c. 1256; 1957, c. 685; 1959, c. 573, s. 2; 1961, c. 1102, s. 4; 1977, 2nd Sess., c. 1280, s. 3; 1981, c. 423, s. 1; 1985, c. 527.) § 115C-43. Defense of board of education members and employees. (a) Upon request made by or in behalf of any member or employee or former member or employee, any local board of education may provide for the defense of any civil or criminal action or proceeding brought against him either in his official or in his individual capacity, or both, on account of any act done or omission made, or any act allegedly done or omission allegedly made, in the scope and course of his duty as a member of or employee of the local board of education. The defense may be provided by the local board of education by its own counsel, or by employing other counsel, or by purchasing insurance which requires that the insurer provide the defense. Nothing in this section shall be deemed to require any local board of education to provide for the defense of any action or proceeding of any nature. NC General Statutes - Chapter 115C Article 5
5
(b) Any local board of education may budget funds for the purpose of paying all or part of a claim made or any civil judgment entered against any of its members or employees or former members and employees, when such claim is made or such judgment is rendered as damages on account of any act done or omission made, or any act allegedly done or omission allegedly made, in the scope and course of his duty as a member of the local board of education or as an employee. Nothing in this section shall authorize any local board of education to budget funds for the purpose of paying any claim made or civil judgment entered against any of its members or employees or former members and employees if the local board of education finds that such member or employee acted or failed to act because of actual fraud, corruption or actual malice on his part. Any local board of education may budget for and purchase insurance coverage for payment of claims or judgments pursuant to this section. Nothing in this section shall be deemed to require any local board of education to pay any claim or judgment referred to herein, and the purchase of insurance coverage for payment of any such claim or judgment shall not be deemed an assumption of any liability not covered by such insurance contract, and shall not be deemed an assumption of liability for payment of any claim or judgment in excess of the limits of coverage in such insurance contract. (c) Subsection (b) of this section shall not authorize any local board of education to pay all or part of a claim made or civil judgment entered or to provide a defense to a criminal charge unless (i) notice of the claim or litigation is given to the local board of education prior to the time that the claim is settled or civil judgment is entered and (ii) the local board of education shall have adopted, and made available for public inspection, uniform standards under which claims made, civil judgments entered, or criminal charges against members or employees or former members and employees shall be defended or paid. (1979, c. 1074, s. 1; 1981, c. 423, s. 1.) § 115C-44. Suits and actions. (a) A local board of education shall institute all actions, suits, or proceedings against officers, persons, or corporations, or their sureties, for the recovery, preservation, and application of all money or property which may be due to or should be applied to the support and maintenance of the schools, except in case of the breach of his bond by the treasurer of the county school fund, in which case action shall be brought by the board of county commissioners. (b) In all actions brought in any court against a local board of education, the order or action of the board shall be presumed to be correct and the burden of proof shall be on the complaining party to show the contrary. (1955, c. 1372, art. 5, s. 14; 1981, c. 423, s. 1.) § 115C-45. Judicial functions of board. (a) Power to Subpoena and to Punish for Contempt. - Local boards of education shall have power to issue subpoenas for the attendance of witnesses. Subpoenas may be issued in any and all matters which may lawfully come within the powers of the board and which, in the discretion of the board, require investigation; and it shall be the duty of the sheriff or any process serving officer to serve such subpoena upon payment of their lawful fees. Local boards of education shall have power to punish for contempt for any disorderly conduct or disturbance tending to disrupt them in the transaction of official business. (b) Witness Failing to Appear; Misdemeanor. - Any witness who shall wilfully and without legal excuse fail to appear before a local board of education to testify in any manner under investigation by the board shall be guilty of a Class 3 misdemeanor. (c) (Applicable to employees employed before July 1, 2014) Appeals to Board of Education and to Superior Court. - An appeal shall lie to the local board of education from any final administrative decision in the following matters:
NC General Statutes - Chapter 115C Article 5
6
(1)
The discipline of a student under G.S. 115C-390.7, 115C-390.10, or 115C390.11; (2) An alleged violation of a specified federal law, State law, State Board of Education policy, State rule, or local board policy, including policies regarding grade retention of students; (3) The terms or conditions of employment or employment status of a school employee; and (4) Any other decision that by statute specifically provides for a right of appeal to the local board of education and for which there is no other statutory appeal procedure. As used in this subsection, the term "final administrative decision" means a decision of a school employee from which no further appeal to a school administrator is available. Any person aggrieved by a decision not covered under subdivisions (1) through (4) of this subsection shall have the right to appeal to the superintendent and thereafter shall have the right to petition the local board of education for a hearing, and the local board may grant a hearing regarding any final decision of school personnel within the local school administrative unit. The local board of education shall notify the person making the petition of its decision whether to grant a hearing. In all appeals to the board it is the duty of the board of education to see that a proper notice is given to all parties concerned and that a record of the hearing is properly entered in the records of the board conducting the hearing. The board of education may designate hearing panels composed of not less than two members of the board to hear and act upon such appeals in the name and on behalf of the board of education. An appeal of right brought before a local board of education under subdivision (1), (2), (3), or (4) of this subsection may be further appealed to the superior court of the State on the grounds that the local board's decision is in violation of constitutional provisions, is in excess of the statutory authority or jurisdiction of the board, is made upon unlawful procedure, is affected by other error of law, is unsupported by substantial evidence in view of the entire record as submitted, or is arbitrary or capricious. However, the right of a noncertified employee to appeal decisions of a local board under subdivision (3) of this subsection shall only apply to decisions concerning the dismissal, demotion, or suspension without pay of the noncertified employee. A noncertified employee may request and shall be entitled to receive written notice as to the reasons for the employee's dismissal, demotion, or suspension without pay. The notice shall be provided to the employee prior to any local board of education hearing on the issue. This subsection shall not alter the employment status of a noncertified employee. (c) (Applicable to employees employed on or after July 1, 2014) Appeals to Board of Education and to Superior Court. - An appeal shall lie to the local board of education from any final administrative decision in the following matters: (1) The discipline of a student under G.S. 115C-390.7, 115C-390.10, or 115C390.11; (2) An alleged violation of a specified federal law, State law, State Board of Education policy, State rule, or local board policy, including policies regarding grade retention of students; (3) The terms or conditions of employment or employment status of a school employee; and (4) Any other decision that by statute specifically provides for a right of appeal to the local board of education and for which there is no other statutory appeal procedure. As used in this subsection, the term "final administrative decision" means a decision of a school employee from which no further appeal to a school administrator is available. NC General Statutes - Chapter 115C Article 5
7
Any person aggrieved by a decision not covered under subdivisions (1) through (4) of this subsection shall have the right to appeal to the superintendent and thereafter shall have the right to petition the local board of education for a hearing, and the local board may grant a hearing regarding any final decision of school personnel within the local school administrative unit. The local board of education shall notify the person making the petition of its decision whether to grant a hearing. In all appeals to the board it is the duty of the board of education to see that a proper notice is given to all parties concerned and that a record of the hearing is properly entered in the records of the board conducting the hearing. The board of education may designate hearing panels composed of not less than two members of the board to hear and act upon such appeals in the name and on behalf of the board of education. An appeal of right brought before a local board of education under subdivision (1), (2), or (4) of this subsection may be further appealed to the superior court of the State on the grounds that the local board's decision is in violation of constitutional provisions, is in excess of the statutory authority or jurisdiction of the board, is made upon unlawful procedure, is affected by other error of law, is unsupported by substantial evidence in view of the entire record as submitted, or is arbitrary or capricious. (1955, c. 1372, art. 5, ss. 15-17; 1971, c. 647; 1981, c. 423, s. 1; 1993, c. 539, s. 881; 1994, Ex. Sess., c. 24, s. 14(c); 2001-260, s. 1; 2001-500, s. 6; 2011-282, s. 5; 2013-360, s. 9.6(c).) § 115C-46. Powers of local boards to regulate parking of motor vehicles. (a) Any local board of education may adopt reasonable rules and regulations with respect to the parking of motor vehicles and other modes of conveyance on public school grounds and may enforce such rules and regulations. A violation of a rule or regulation concerning parking on public school grounds is an infraction punishable by a penalty of not more than ten dollars ($10.00) unless the regulation provides that the violation is not punishable as an infraction. Rules and regulations adopted hereunder shall be made available for inspection by any person upon request. (b) Any local board of education may adopt written guidelines governing the individual assignment of parking spaces on school grounds. Such guidelines shall give first priority treatment to the physically handicapped. (c) Any local board of education, by rules and regulations adopted hereunder, may provide for the registration of motor vehicles and other modes of conveyance maintained, operated or parked on school grounds. Any local board of education, by rules and regulations adopted hereunder, may provide for the issuance of stickers, decals, permits or other indicia representing the registration status of vehicles or the eligibility of vehicles to park on school grounds and may prohibit the forgery, counterfeiting, unauthorized transfer or unauthorized use of them. (d) Any motor vehicle parked in a parking lot on school grounds, when such lot is clearly designated as such by a sign no smaller than 24 inches by 24 inches prominently displayed at each entrance thereto, in violation of the rules and regulations adopted by the local board of education, or any motor vehicle otherwise parked on school grounds in violation of the rules and regulations adopted by the county or city local board of education, may be removed from school grounds to a place of storage and the registered owner of that vehicle shall become liable for removal and storage charges. Any person who removes a vehicle pursuant to this section shall not be held liable for damages for the removal of the vehicle to the owner, lienholder or other person legally entitled to the possession of the vehicle removed; however, any person who intentionally or negligently damages a vehicle in the removal of such vehicle, or intentionally or negligently inflicts injury upon any person in the removal of such vehicle,
NC General Statutes - Chapter 115C Article 5
8
may be held liable for damages. (1979, c. 821; 1981, c. 423, s. 1; 1981 (Reg. Sess., 1982), c. 1239, s. 2; 1983, c. 420, s. 3; 1985, c. 764, s. 37; 1989, c. 644, s. 4.) § 115C-46.1. Limitation on the use of public funds. A local board of education shall not use public funds to endorse or oppose a referendum, election or a particular candidate for elective office. (2010-114, s. 1.5(c).) § 115C-46.2. Probation officer visits at school; limitations. (a) Except as provided in this section, probation officers are not authorized to visit students during school hours on school property. (b) Probation officers of the Section of Community Corrections of the Division of Adult Corrections, when working as a part of the Section's School Partnership Program, may visit students during school hours on school property with prior authorization by school administrators. For purposes of this section, "authorization" includes requests for assistance from guidance counselors or school resource officers. (c) Each local board of education shall develop policies and guidelines for coordinating with probation officers of the Section of Community Corrections of the Division of Adult Corrections in the planning and scheduling of school visits as provided in this section, utilizing existing administrative capacity to manage scheduling. Visits shall be conducted in a private area designated for such use and located away from contact with the general student population. The probation officer shall not initiate direct contact with a student while the student is in class or between classes. Initial contact with the student shall be made by a school administrator or other designated school employee, who shall direct the student to a private area to meet with the probation officer. (2011-145, s. 19.1(k); 2012-149, s. 6.) § 115C-47. Powers and duties generally. In addition to the powers and duties designated in G.S. 115C-36, local boards of education shall have the power or duty: (1) To Provide an Adequate School System. - It shall be the duty of local boards of education to provide adequate school systems within their respective local school administrative units, as directed by law. (2) To Exercise Certain Judicial Functions and to Participate in Certain Suits and Actions. - Local boards of education shall have the power and authority to exercise certain judicial functions pursuant to the provisions of G.S. 115C-45 and to participate in certain suits and actions pursuant to the provisions of G.S. 115C-44. (3) To Divide Local School Administrative Units into Attendance Areas. - Local boards of education shall have authority to divide their various units into attendance areas without regard to district lines. (4) To Regulate Extracurricular Activities. - Local boards of education shall make all rules and regulations necessary for the conducting of extracurricular activities in the schools under their supervision, including a program of athletics, where desired, without assuming liability therefor; provided, that all interscholastic athletic activities shall be conducted in accordance with rules and regulations prescribed by the State Board of Education. (5) To Fix Time of Opening and Closing Schools. - The time of opening and closing the public schools shall be fixed under G.S. 115C-84.2. (6) To Regulate Fees, Charges and Solicitations. - Local boards of education shall adopt rules and regulations governing solicitations of, sales to, and fund-raising activities conducted by, the students and faculty members in NC General Statutes - Chapter 115C Article 5
9
(7)
(8)
(9)
(10)
schools under their jurisdiction, and no fees, charges, or costs shall be collected from students and school personnel without approval of the board of education as recorded in the minutes of said board; provided, this subdivision shall not apply to such textbooks fees as are determined and established by the State Board of Education. All schedules of fees, charges and solicitations approved by local boards of education shall be reported to the Superintendent of Public Instruction. To Accept and Administer Federal or Private Funds. - Local boards of education shall have power and authority to accept, receive and administer any funds or financial assistance given, granted or provided under the provisions of the Elementary and Secondary Education Act of 1965 (Public Law 89-10, 89th Congress, HR 2362) and under the provisions of the Economic Opportunity Act of 1964 (Public Law 88-452, 88th Congress, S. 2642), or other federal acts or funds from foundations or private sources, and to comply with all conditions and requirements necessary for the receipt, acceptance and use of said funds. In the administration of such funds, local boards of education shall have authority to enter into contracts with and to cooperate with and to carry out projects with nonpublic elementary and secondary schools, community groups and nonprofit corporations, and to enter into joint agreements for these purposes with other local boards of education. Local boards of education shall furnish such information as shall be requested by the State Board of Education, from time to time, relating to any programs related or conducted pursuant to this subdivision. To Sponsor or Conduct Educational Research. - Local boards of education are authorized to sponsor or conduct educational research and special projects approved by the Department of Public Instruction and the State Board of Education that may improve the school system under their jurisdictions. Such research or projects may be conducted during the summer months and the board may use any available funds for such purposes. To Assure Accurate Attendance Records. - When the governing board of any local school administrative unit shall have information that inaccurate school attendance records are being kept, the board concerned shall immediately investigate such inaccuracies and take necessary action to establish and maintain correct records and report its findings and action to the State Board of Education. To Assure Appropriate Class Size. - It shall be the responsibility of local boards of education to assure that the class size requirements set forth in G.S. 115C-301 for kindergarten through third grade are met. Any teacher who believes that the requirements of G.S. 115C-301 have not been met shall make a report to the principal and superintendent, and the superintendent shall immediately determine whether the requirements have in fact not been met. If the superintendent determines the requirements have not been met, he or she shall make a report to the next local board of education meeting. The local board of education shall take action to meet the requirements of the statute. If the local board cannot organizationally correct the exception, it shall immediately apply to the State Board of Education for additional personnel or a waiver of the class size requirements, as provided in G.S. 115C-301(g). Upon notification from the State Board of Education that the reported exception does not qualify for an allotment adjustment or a waiver under
NC General Statutes - Chapter 115C Article 5
10
(11) (12)
(12)
(13)
(14)
(15)
(16)
(17)
(18)
provisions of G.S. 115C-301, the local board, within 30 days, shall take action necessary to correct the exception. At the end of the second month of each school year, the local board of education, through the superintendent, shall file a report with the State Board of Education, in a format prescribed by the State Board of Education, describing the organization of each school, the duties of each teacher, and the size of each class. As of February 1 each year, local boards of education, through the superintendent, shall report all exceptions to individual class size maximums that exist at that time. In addition to assuring that the requirements of G.S. 115C-301 are met, each local board of education shall also have the duty to provide an adequate number of classrooms to meet the requirements of that statute. To Determine the School Calendar. - Local boards of education shall determine the school calendar under G.S. 115C-84.2. (For final effective date, see notes) To Implement the Basic Education Program. - Local boards of education shall implement the Basic Education Program in accordance with rules adopted by the State Board. This implementation shall include provision for the efficient teaching of the course content required by the standard course of study. (For future effective date, see notes) To Implement the Basic Education Program. - Local boards of education shall implement the Basic Education Program in accordance with rules adopted by the State Board. This implementation shall include provision for the efficient teaching of the course content required by the Basic Education Program. To Elect a Superintendent. - The local boards of education shall elect superintendents subject to the requirements and limitations set forth in G.S. 115C-271. To Supply an Office, Equipment and Clerical Assistance for the Superintendent. - It shall be the duty of the various boards of education to provide the superintendent of schools with an office, equipment and clerical assistance as provided in G.S. 115C-277. To Prescribe Duties of Superintendent. - The local boards of education shall prescribe the duties of the superintendent as subject to the provisions of G.S. 115C-276(a). To Remove a Superintendent, When Necessary. - Local boards of education shall remove a superintendent for cause, pursuant to the provisions of G.S. 115C-274(a). To Employ Assistant Superintendent and Supervisors. - Local boards of education have the authority to employ assistant superintendents and supervisors pursuant to the provisions of G.S. 115C-278 and 115C-284(g). To Make Rules Concerning the Conduct and Duties of Personnel. - Local boards of education, upon the recommendation of the superintendent, shall have full power to make all just and needful rules and regulations governing the conduct of teachers, principals, and supervisors, the kind of reports they shall make, and their duties in the care of school property. Prior to the beginning of each school year, each local board of education shall identify all reports, including local school required reports, that are required at the local level for the school year and shall, to the maximum extent possible, eliminate any duplicate or obsolete reporting requirements and consolidate remaining reporting requirements. No additional reports
NC General Statutes - Chapter 115C Article 5
11
shall be required at the local level after the beginning of the school year without the prior approval of the local board of education. Prior to the beginning of each school year, each local board of education shall also identify software protocols such as NC Wise that could be used to minimize repetitious data entry by teachers and shall make them available to teachers. Each local board of education shall appoint a person or establish a local paperwork control committee to monitor all reports and other paperwork required of teachers by the central office and to monitor teachers' access to software protocols that minimize repetitious data entry. (18a) To Adopt Rules and Policies Limiting the Noninstructional Duties of Teachers. - Local boards of education shall adopt rules and policies limiting the noninstructional duties assigned to teachers. A local board may temporarily suspend the rules and policies for individual schools upon a finding that there is a compelling reason the rules or policies should not be implemented. These rules and policies shall ensure that: a. Teachers with initial certification are not assigned extracurricular activities unless they request the assignments in writing and that other noninstructional duties assigned to these teachers are minimized, so these teachers have an opportunity to develop into skilled professionals; b. Teachers with 27 or more years of experience are not assigned extracurricular activities unless they request the assignments in writing and that other noninstructional duties assigned to these teachers are minimized, so these teachers have an opportunity to informally share their experience and expertise with their colleagues; c. The noninstructional duties of all teachers are limited to the extent possible given federal, State, and local laws, rules, and policies, and that the noninstructional duties required of teachers are distributed equitably among employees. (19) To Approve the Assignment of Duties to an Assistant Principal. - Local boards of education shall permit certain duties of the principal to be assigned to an assistant or acting principal pursuant to the provisions of G.S. 115C289. (20) To Provide for Training of Teachers. - Local boards of education are authorized to provide for the training of teachers as provided in G.S. 115C300. (21) It is the duty of every local board of education to provide for the prompt monthly payment of all salaries due teachers and other school officials and employees, and of all current bills and other necessary operating expenses. All salaries and bills shall be paid as provided by law for disbursing State and local funds. The local board shall determine salary schedules of employees pursuant to the provisions of G.S. 115C-273, 115C-285(b), 115C-302.1(i), and 115C316(b). The authority for boards of education to issue salary vouchers to all school employees, whether paid from State or local funds, shall be a monthly payroll prepared on forms approved by the State Board of Education and containing all information required by the State Board of Education. This monthly payroll shall be signed by the principal of each school.
NC General Statutes - Chapter 115C Article 5
12
(22)
To Provide School Food Services. - Local boards of education shall provide, to the extent practicable, school food services as provided in Part 2 of Article 17 of this Chapter. (23) To Purchase Equipment and Supplies. - Local boards shall contract for equipment and supplies under G.S. 115C-522(a) and G.S. 115C-528. (24) Purchase of Activity Buses with Local Capital Outlay Tax Funds. - Local boards of education are authorized to purchase activity buses with local capital outlay tax funds, and are authorized to maintain these buses in the county school bus garage. Reimbursement to the State Public School Fund shall be made for all maintenance cost including labor, gasoline and oil, repair parts, tires and tubes, antifreeze, etc. Labor cost reimbursements and local funds may be used to employ additional mechanics so as to insure that all activity buses owned and operated by local boards of education are maintained in a safe mechanical condition. Replacement units for activity buses shall be financed with local funds. (25) To Secure Liability Insurance. - Local boards of education are authorized to secure liability insurance, as provided in G.S. 115C-42, so as to waive their immunity for liability for certain negligent acts of their employees. (25a) To Reimburse the Additional Cost of Automobile Liability Coverage for School Social Workers Required to Transport Students. - Unless a local board of education otherwise provides for liability insurance coverage of a school social worker who is required to transport students under G.S. 115C317.1, a local board of education may require a school social worker who is required to transport students as provided under G.S. 115C-317.1 to increase the liability limits or add a business-use rider, or both, on that employee's personal automobile liability insurance policy for the purpose of transporting students within the course of that employee's work duties, only if the board reimburses the employee for the additional premium charged, up to the maximum additional amount charged to a person with up to two points assessed under the Safe Driver Incentive Plan pursuant to G.S. 58-36-65, for the increased liability limits or the added rider, or both. (26) If a local board of education provides access to its buildings and campus and the student information directory to persons or groups which make students aware of occupational or educational options, the local board of education shall provide access on the same basis to official recruiting representatives of the military forces of the State and of the United States for the purpose of informing students of educational and career opportunities available in the military. (27) Repealed by Session Laws 1987, c. 571, s. 2. (28) To Enter Lease Purchase and Installment Purchase Contracts. - Local boards may enter into lease purchase and installment purchase contracts as provided in G.S. 115C-528. (28a) To Enter Guaranteed Energy Savings Contracts for Energy Conservation Measures. - Local boards may purchase energy conservation measures by guaranteed energy savings contracts pursuant to Part 2 of Article 3B of Chapter 143 of the General Statutes. (29) To Authorize the Observance of a Moment of Silence. - To afford students and teachers a moment of quiet reflection at the beginning of each day in the public schools, to create a boundary between school time and nonschool time, and to set a tone of decorum in the classroom that will be conducive to discipline and learning, each local board of education may adopt a policy to NC General Statutes - Chapter 115C Article 5
13
authorize the observance of a moment of silence at the commencement of the first class of each day in all grades in the public schools. Such a policy shall provide that the teacher in charge of the room in which each class is held may announce that a period of silence not to exceed one minute in duration shall be observed and that during that period silence shall be maintained and no one may engage in any other activities. Such period of silence shall be totally and completely unstructured and free of guidance or influence of any kind from any sources. (29a) To Require the Display of the United States and North Carolina Flags, and to Require the Recitation of the Pledge of Allegiance. - Local boards of education shall adopt policies to (i) require the display of the United States and North Carolina flags in each classroom, when available, (ii) require that recitation of the Pledge of Allegiance be scheduled on a daily basis, and (iii) provide age-appropriate instruction on the meaning and historical origins of the flag and the Pledge of Allegiance. These policies shall not compel any person to stand, salute the flag, or recite the Pledge of Allegiance. If flags are donated or are otherwise available, flags shall be displayed in each classroom. (29b) To Ensure Freedom of Religion. - No local board of education shall have a policy of denying, or that effectively prevents participation in, prayer in public schools by individuals on a voluntary basis, except when necessary to maintain order and discipline. No local board of education shall encourage or require any person to participate in prayer or influence the form or content of any prayer in public schools. This subdivision shall not be construed to direct any local board of education to take any action in violation of the Constitutions of North Carolina or the United States. (30) To Appoint Advisory Councils. - Local boards of education are authorized to appoint advisory councils as provided in G.S. 115C-55. (31) Local boards of education shall determine the hours of employment for teacher assistants. The Legislative Commission of Salary Schedules for Public School Employees shall include in its report to the General Assembly recommendations regarding hours of employment for teacher assistants and other employees. (32) To Refer All Students Who Drop Out of the Public Schools to Appropriate Services. - Local boards of education shall refer all students who drop out of the public schools to appropriate services. When appropriate public school services such as extended day programs are available, the local boards shall refer the students to those services. When appropriate public school programs are not available or are not suitable for certain students, the local board shall refer the students to the community college system or to other appropriate services. (32a) To Establish Alternative Learning Programs and Develop Policies and Guidelines. - Each local board of education shall establish at least one alternative learning program and shall adopt guidelines for assigning students to alternative learning programs. These guidelines shall include (i) a description of the programs and services to be provided, (ii) a process for ensuring that an assignment is appropriate for the student and that the student's parents are involved in the decision, and (iii) strategies for providing alternative learning programs, when feasible and appropriate, for students who are subject to long term suspension or expulsion. In developing
NC General Statutes - Chapter 115C Article 5
14
these guidelines, local boards shall consider the State Board's standards developed under G.S. 115C-12(24). The General Assembly urges local boards to adopt policies that prohibit superintendents from assigning to any alternative learning program any professional public school employee who has received within the last three years a rating on a formal evaluation that is less than above standard. Notwithstanding this subdivision, each local board shall adopt policies based on the State Board's standards developed under G.S. 115C-12(24). These policies shall apply to any new alternative learning program or alternative school that is implemented beginning with the 2006-2007 school year. Local boards of education are encouraged to apply these standards to alternative learning programs and alternative schools implemented before the 2006-2007 school year. Local boards shall assess on a regular basis whether the unit's alternative schools and alternative learning programs comply with the State Board's standards developed under G.S. 115C-12(24) and whether they incorporate best practices for improving student academic performance and reducing disruptive behavior, are staffed with professional public school employees who are well trained and provided with appropriate staff development, are organized to provide coordinated services, and provide students with high quality and rigorous academic instruction. (33) Local boards of education shall have sole authority to select and procure supplementary instructional materials, whether or not the materials contain commercial advertising, pursuant to the provisions of G.S. 115C-98(b). (33a) To Approve and Use Textbooks Not Adopted by State Board of Education. Local boards of education shall have the authority to select, procure, and use textbooks not adopted by the State Board of Education as provided in G.S. 115C-98(b1). (34) To Encourage the Business Community to Facilitate Student Achievement. Local boards of education, in consultation with local business leaders, shall develop voluntary guidelines relating to after-school employment. The guidelines may include an agreement to limit the number of hours a student may work or to tie the number of hours a student may work to his academic performance, school attendance, and economic need. The General Assembly finds that local boards of education do not currently have information regarding how many of their students are employed after school and how many hours they work; the General Assembly urges local boards of education to compile this critical information so that the State can determine to what extent these students' work affects their school performance. Local boards of education shall work with local business leaders, including local chambers of commerce, to encourage employers to include and adopt as part of their stated personnel policies time for employees who are parents or guardians to attend conferences with their children's teachers. The Superintendent of Public Instruction shall provide guidance and technical assistance to the local boards of education on carrying out the provisions of this subdivision. (34a) To Encourage High School to Work Partnerships. - Each local board of education shall encourage high schools and local businesses to partner, specifically target students who may not seek higher education, and facilitate high school to work partnerships. Local businesses shall be encouraged to work with local high schools to create opportunities for students to complete NC General Statutes - Chapter 115C Article 5
15
(35)
(36)
(37)
(38)
(39)
(40)
(41)
a job shadow, internship, or apprenticeship. Students may also be encouraged to tour the local business or clinic, meet with employees, and participate in career and technical student organizations. Waiver forms may be developed in collaboration with participating businesses for the protection of both the students and the businesses. Each local board of education shall encourage high schools to designate the Career Development Coordinator or other designee of the local Career and Technical Education administrator to be the point person for local businesses to contact. If the person selected is a teacher, the teacher shall work with the principal and the local Career and Technical Education administrator to find time in the school day to contact businesses and develop opportunities for students. The high school shall include a variety of trades and skilled labor positions for students to interact with and shadow and shall encourage students who may be interested in a job-shadowing opportunity to pursue and set up the job shadow. Each local board of education shall develop a policy with provisions for students who are absent from school while doing a job shadow to make up the work. Students shall not be counted as absent when participating in these work-based learning opportunities or in Career and Technical Education student organization activities. Local boards may determine maximum numbers of days to be used for job-shadowing activities. To produce school building improvement reports. - Each administrative unit shall produce school building improvement reports for each school building in the local school administrative unit, in accordance with G.S. 115C12(9)c3. To Report All Acts of School Violence. - Local boards of education shall report all acts of school violence to the State Board of Education in accordance with G.S. 115C-12(21). To purchase group accident and health insurance for students. - Local boards of education may purchase group accident, group health, or group accident and health insurance for students in accordance with G.S. 58-51-81. To Establish School Improvement Teams. - Local boards shall adopt a policy to ensure that each principal has established a school improvement team under G.S. 115C-105.27 and in accordance with G.S. 115C-288(l) and that the composition of the team complies with G.S. 115C-105.27(a). Local boards shall direct the superintendent or the superintendent's designee to provide appropriate guidance to principals to ensure that these teams are established and that the principals work together with these teams to develop, review, and amend school improvement plans for their schools. To Adopt Policies Related to Student Retention Decisions. - Local boards shall adopt policies related to G.S. 115C-45(c) that include opportunities for parents and guardians to discuss decisions to retain students. To adopt emergency response plans. - Local boards of education shall, in coordination with local law enforcement agencies, adopt emergency response plans relating to incidents of school violence. These plans are not a public record as the term "public record" is defined under G.S. 132-1 and shall not be subject to inspection and examination under G.S. 132-6. To Encourage Recycling in Public Schools. - Local boards of education shall encourage recycling in public schools and may develop and implement recycling programs at public schools.
NC General Statutes - Chapter 115C Article 5
16
(42) (43)
(44) (45)
(46)
(47)
Recodified as G.S. 115C-375.3 by Session Laws 2005-22, s. 3(a), effective April 28, 2005. Local boards of education are encouraged to adopt policies that require superintendents to assign to the core academic courses, in seventh through ninth grades, teachers who have at least four years' teaching experience and who have received within the last three years an overall rating on a formal evaluation that is at least above standard. Recodified as G.S. 115C-375.4 by Session Laws 2005-22, s. 4(a), effective April 28, 2005. To Report Certain Incidents of Seclusion and Restraint. - Local boards of education shall maintain a record of incidents reported under G.S. 115C391.1(j)(4) and shall provide this information annually to the State Board of Education. At the discretion of the board, to adopt policies and procedures authorizing schools that operate programs under G.S. 115C-307(c) to utilize unlicensed health care personnel to perform the technical aspects of medication administration to students. If adopted, the policies and procedures shall be consistent with the requirements of Article 9A of Chapter 90 of the General Statutes and shall include the following: a. Training and competency evaluation of medication aides as provided for under G.S. 131E-270. b. Requirements for listing under the Medication Aide Registry as provided for under G.S. 131E-271. c. Requirements for supervision of medication aides by licensed health professionals or appropriately qualified supervisory personnel consistent with Articles 5, 6, 10, and 16 of Chapter 131E of the General Statutes. To Address the Use of Pesticides in Schools. - Local boards of education shall adopt policies that address the use of pesticides in schools. These policies shall: a. Require the principal or the principal's designee to annually notify the students' parents, guardians, or custodians as well as school staff of the schedule of pesticide use on school property and their right to request notification. Such notification shall be made, to the extent possible, at least 72 hours in advance of nonscheduled pesticide use on school property. The notification requirements under this subdivision do not apply to the application of the following types of pesticide products: antimicrobial cleansers, disinfectants, selfcontained baits and crack-and-crevice treatments, and any pesticide products classified by the United States Environmental Protection Agency as belonging to the U.S.E.P.A. Toxicity Class IV, "relatively nontoxic" (no signal word required on the product's label). b. Require the use of Integrated Pest Management. As used in this subsubdivision, "Integrated Pest Management" or "IPM" means the comprehensive approach to pest management that combines biological, physical, chemical, and cultural tactics as well as effective, economic, environmentally sound, and socially acceptable methods to prevent and solve pest problems that emphasizes pest prevention and provides a decision-making process for determining if, when, and where pest suppression is needed and what control tactics and methods are appropriate.
NC General Statutes - Chapter 115C Article 5
17
(48)
(49)
(50)
(51)
(52)
(53)
(54)
To Address Arsenic-Treated Wood in the Classroom and on School Grounds. - Local boards of education shall prohibit the purchase or acceptance of chromated copper arsenate-treated wood for future use on school grounds. Local boards of education shall seal existing arsenic-treated wood in playground equipment or establish a time line for removing existing arsenic-treated wood on playgrounds, according to the guidelines established under G.S. 115C-12(33). Local boards of education are encouraged to test the soil on school grounds for contamination caused by the leaching of arsenic-treated wood. To Address Mercury in the Classroom and on School Grounds. - Local boards of education are encouraged to remove and properly dispose of all bulk elemental mercury, chemical mercury, and bulk mercury compounds used as teaching aids in science classrooms, not including barometers. Local boards of education shall prohibit the future use of bulk elemental mercury, chemical mercury compounds, and bulk mercury compounds used as teaching aids in science classrooms, not including barometers. To Address Exposure to Diesel Exhaust Fumes. - Local boards of education shall adopt policies and procedures to reduce students' exposure to diesel emissions. To Ensure that Schools Provide Information Concerning Cervical Cancer, Cervical Dysplasia, Human Papillomavirus, and the Vaccines Available to Prevent These Diseases. - Local boards of education shall ensure that schools provide parents and guardians with information about cervical cancer, cervical dysplasia, human papillomavirus, and the vaccines available to prevent these diseases. This information shall be provided at the beginning of the school year to parents of children entering grades five through 12. This information shall include the causes and symptoms of these diseases, how they are transmitted, how they may be prevented by vaccination, including the benefits and possible side effects of vaccination, and places parents and guardians may obtain additional information and vaccinations for their children. To Ensure That Certain Students Receive Information Annually on Lawfully Abandoning a Newborn Baby. - Not later than August 1, 2008, local boards of education shall adopt policies to ensure that students in grades nine through 12 receive information annually on the manner in which a parent may lawfully abandon a newborn baby with a responsible person, in accordance with G.S. 7B-500. To Encourage Programs for Successful Transition Between the Middle School and High School Years. - Local boards of education are encouraged to adopt policies to implement programs that assist students in making a successful transition between the middle school and high school years. The programs may include Ninth Grade Academies, programs to effectively prepare eighth grade students for the expectations and rigors of high school, early warning systems to flag students not ready for ninth grade and develop plans for those students, mentoring programs that pair upperclassmen with incoming students, and graduation plans for students who have fallen behind and are off track for graduation. To Increase Parental Involvement in Student Achievement and Graduation Preparation. - Local boards of education are encouraged to adopt policies to promote and support parental involvement in student learning and achievement at school and at home and to encourage successful progress
NC General Statutes - Chapter 115C Article 5
18
(55)
(56)
(57)
(58)
(59)
(60) (61)
toward graduation. These policies may include strategies to increase school communications with parents regarding expectations for students and student progress, graduation requirements, and available course offerings, to provide increased opportunities for parental involvement in schools, and to create an environment in the schools conducive for parental involvement. To Reduce Suspension and Expulsion Rates and Provide for Academic Progress During Suspensions. - Local boards of education are encouraged to adopt policies and best practices to reduce suspension and expulsion rates and to provide alternative learning programs for continued academic progress for students who have been suspended. To Notify Parents or Legal Guardians of Students Alleged to be Victims of Acts Required to be Reported to Law Enforcement and the Superintendent. Local boards of education shall adopt a policy on the notification to parents or legal guardians of any students alleged to be victims of any act that is required to be reported to law enforcement and the superintendent under G.S. 115C-288(g). To adopt a code of ethics. - Local boards of education shall adopt a resolution or policy containing a code of ethics, as required by G.S. 160A86. To Inform the Public About the North Carolina School Report Cards Issued by the State Board of Education. - Each local board of education shall ensure that the report card issued for it by the State Board of Education receives wide distribution to the local press or is otherwise provided to the public. Each local board of education shall ensure that the overall school performance score and grade earned by each school in the local school administrative unit for the current and previous four school years is prominently displayed on the Web site of the local school administrative unit. If any school in the local school administrative unit is awarded a grade of D or F, the local board of education shall provide notice of the grade in writing to the parent or guardian of all students enrolled in that school. To Encourage Student Voter Registration. - Local boards of education are encouraged to adopt policies to promote student voter registration. These policies may include collaboration with county boards of elections to conduct voter registration and preregistration in high schools. Completion and submission of voter registration forms shall not be a course requirement or graded assignment for students. Repealed by Session Laws 2012-194, s. 55(a), effective July 17, 2012. To Provide a Safe School Environment. - Local boards of education may enter into an agreement with the sheriff, chief of police of a local police department, or chief of police of a county police department to provide security at the schools by assigning volunteer school safety resource officers who meet the selection standards and criteria developed by the head of the appropriate local law enforcement agency and the criteria set out in G.S. 162-26 or G.S. 160A-288.4, as appropriate. (1955, c. 1372, art. 5, ss. 18, 28, 30, 33; art. 6, s. 6; art. 17, s. 7; c. 1185; 1959, c. 1294; 1963, c. 425; c. 688, s. 3; 1965, c. 584, ss. 4, 6; c. 1185, s. 1; 1969, c. 517, s. 2; c. 538; 1973, c. 770, ss. 1, 2; c. 782, s. 31; 1975, c. 150, s. 1; c. 965, s. 3; 1977, c. 1088, s. 4; 1981, c. 423, s. 1; c. 901, s. 1; 1983 (Reg. Sess., 1984), c. 1019, s. 2, 1; c. 1034, s. 16; 1985, c. 436, s. 1; c. 479, ss. 55(c)(4), 55(c)(6); c. 637; c. 757, s. 145(i); 1985 (Reg. Sess., 1986), c. 975, ss. 3, 11; c. 1014, s. 58; 1987, c. 340; c. 414, s. 2; c. 571, s. 2; c. 738, s. 182; 1987 (Reg. Sess., 1988), c. 1025, ss.
NC General Statutes - Chapter 115C Article 5
19
9, 15; c. 1086, s. 89(b); 1989, c. 585, s. 2; c. 752, s. 65(b); 1989 (Reg. Sess., 1990), c. 1074, s. 23(b); 1991, c. 706, s. 1; 1991 (Reg. Sess., 1992), c. 900, s. 75.1(f); 1993, c. 114, s. 1; c. 321, s. 139(c); 1993 (Reg. Sess., 1994), c. 716, s. 2; c. 775, s. 5; 1995, c. 455, s. 1; c. 497, ss. 1, 2; 1995 (Reg. Sess., 1996), c. 716, ss. 11, 12, 17; 1997-443, s. 8.38(j)-(l); 1998-194, s. 3; 1998-202, s. 12; 1999-96, s. 7; 1999-237, s. 8.25(a); 1999-373, s. 3; 1999-397, s. 4; 1999456, s. 35; 2000-67, s. 8.18(b); 2000-140, s. 77; 2001-424, s. 28.17(c); 2001500, s. 3; 2001-512, s. 12; 2002-103, s. 2; 2002-178, s. 3; 2003-147, s. 4; 2004-118, s. 2; 2004-203, s. 72(b); 2005-22, ss. 3(a), 4(a); 2005-205, s. 5; 2005-276, s. 10.40D(f); 2005-355, s. 2; 2005-446, s. 3; 2006-137, s. 1; 2006143, s. 2; 2007-59, s. 1; 2007-126, s. 1; 2009-223, s. 1; 2009-330, ss. 1, 2; 2009-403, s. 2; 2009-410, s. 2; 2009-451, s. 7.28; 2009-541, s. 29(a); 201191, s. 1; 2011-145, s. 7.13(b), (w); 2011-185, s. 9(a); 2011-379, s. 3; 2011391, s. 14(b); 2012-142, s. 7A.3(b); 2012-194, s. 55(a); 2013-360, ss. 8.37(a), 8.45(c); 2013-363, s. 3.3(b); 2013-381, s. 12.1(h).) § 115C-48. Penalties for certain conduct. (a) Members of local boards of education are criminally liable for certain conduct as provided in G.S. 14-234. (b) Members of local boards of education are civilly liable for certain conduct as provided in G.S. 115C-441. (1981, c. 423, s. 1; 1995, c. 509, s. 60; 2001-409, s. 4.) § 115C-49: Repealed by Session Laws 1995, c. 501, s. 1. § 115C-50. Training of board members. (a) All members of local boards of education, whether elected or appointed, shall receive a minimum of 12 clock hours of training annually. The 12 clock hours of training may include the ethics education required by G.S. 160A-87. (b) The training shall include but not be limited to public school law, public school finance, and duties and responsibilities of local boards of education. (c) The training may be provided by the North Carolina School Boards Association, the School of Government at the University of North Carolina at Chapel Hill, or other qualified sources at the choice of the local board of education. (1991, c. 689, s. 200(d); 2006-264, s. 29(h); 2009-403, s. 3.) § 115C-51. Public comment period during regular meetings. The local board of education shall provide at least one period for public comment per month at a regular meeting of the board. The board may adopt reasonable rules governing the conduct of the public comment period, including, but not limited to, rules (i) fixing the maximum time allotted to each speaker, (ii) providing for the designation of spokesmen for groups of persons supporting or opposing the same positions, (iii) providing for the selection of delegates from groups of persons supporting or opposing the same positions when the number of persons wishing to attend the hearing exceeds the capacity of the hall, and (iv) providing for the maintenance of order and decorum in the conduct of the hearing. The board is not required to provide a public comment period under this section if no regular meeting is held during the month. (2005-170, s. 1.) § 115C-52. Reserved for future codification purposes. § 115C-53. Reserved for future codification purposes. NC General Statutes - Chapter 115C Article 5
20
TABLE OF CONTENTS Policies to Lead the School BOARD OF EDUCATION
1000 Series Legal Status and Authority of the Board Legal Status of the Board and School District Board Authority and Duties Governing Principles and Goals Governing Principles Responding to Complaints 2000 Series: BOARD OPERATIONS Board Operations Operational Goals of the Board Board and Superintendent Relations
1000 1010
1100 1742/5060
2000 2010
Board Members Board Member Legal Status Board Member Elections Unexpired Term Fulfillment Removal from Office Code of Ethics for School Board Members Board Member Conflict of Interest Role of Board Members in Handling Complaints Board Member Opportunities for Development Board Member Compensation and Expenses
2100 2110 2115 2116 2120 2121 2122 2123 2130
Officers and Committees Election of Officers/Organization of Board Duties of Officers Official School Spokesperson
2200 2210 2220
Board Meetings Board Meetings Public Participation at Board Meetings Compliance with the Open Meeting Law Closed Session Advance Delivery of Meeting Materials Parliamentary Procedures Quorum Voting Methods
2300 2310 2320 2321 2335 2340 2341 2342
Board Policies Board Policies Adoption of Policies Policy Review and Evaluation Administration in Policy Absence
2400 2420 2440 2460
Board Consultants and Liaisons Consultants to the Board
2600
7000 Series: PERSONNEL Non-Job Related Activities Employee Conflict of Interest
7730
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL - INDEX
LEGAL STATUS OF THE BOARD AND SCHOOL DISTRICT
Policy Code:
1000
The legal status of the board and school district has been established by the General Assembly. In consonance with the law, the following are in effect: 1. The official name of this district is: The Onslow County Administrative Unit. 2. The schools of this district will be known as: The Onslow County Public Schools. 3. The governing body of the Onslow County Public Schools is: The Onslow County Board of Education. 4. The Onslow County Board of Education consists of seven (7) members elected at-large on a non-partisan basis.
Legal References: N.C. Const., art. IX; G.S. 115C-1, -5, -40, -69 Cross References: Adopted: June 28, 2000
ONLSOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
BOARD AUTHORITY AND DUTIES
Policy Code:
1010
The board of education is a body corporate and has general control and supervision of all matters pertaining to the public schools of the school district and the authority to enforce the school law. All powers and duties conferred and imposed by law respecting public schools, which are not expressly conferred and imposed upon some other official, are conferred and imposed by law upon the board. The board will provide a system of schools and establish general policies in keeping with the needs of the community and the requirements of state law and perform all specific duties imposed by law. The board considers some of its most significant duties to be the following: 1.
providing leadership and direction through the formulation of goals and objectives, especially in defining and setting high academic standards for student success;
2.
creating policies that establish standards, accountability and evaluation of essential operations of the school district;
3.
taking steps necessary to help ensure legal compliance of board and school district functions;
4.
performing judicial functions by conducting hearings as appropriate or required by law regarding decisions of school district personnel or the board;
5.
hiring a superintendent, supporting the superintendent in his or her administration, and evaluating and responding to recommendations made by the superintendent, including recommendations pertaining to the educational program and facility needs;
6.
considering the budget recommended by the superintendent, presenting the budget to the county commissioners and adopting a budget after evaluating whether the county commissioners appropriation is sufficient to support a system of free public schools; and
7.
to be an advocate for the school district, staff and especially for students, in all interactions with other governmental entities and the public.
Legal References: G.S. 115C-36, -40, -44, -47 Cross References: Adopted: June 28, 2000 Revised: Legal and Cross References Administratively, February 21, 2012
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
GOVERNING PRINCIPLES
Policy Code:
1100
Policies are the primary means by which the board expresses its vision for the school district. In formulating specific policies, the board is guided by governing principles it considers critical to providing a system of excellent schools where students can succeed. These governing principles are referenced frequently in the board policies and also are set out below. 1.
Student success. As its top priority, a system of excellent schools provides opportunities for individual students to succeed and overall student performance to improve.
2.
Parental involvement. A system of excellent schools involves parents in decisions regarding their own children, the educational program and the schools.
3.
Safe, orderly and inviting environment. A system of excellent schools creates and maintains a safe and orderly environment where staff and students are focused on and excited about learning.
4.
School initiatives. In a system of excellent schools, each school initiates improvements to the educational program and services for students and involves staff, parents and students in the school level decision-making processes.
5.
Professional development. A system of excellent schools provides continuous professional development and training to help personnel gain the skills and knowledge needed to meet State Board and local board expectations, especially as they relate to improving student performance.
6.
Removal of barriers. A system of excellent schools prohibits illegal discrimination and harassment of staff and students, encourages tolerance and respect, and seeks to eliminate or lessen other barriers that may impede a student’s ability or opportunity to learn, including economic disadvantages, poor nutrition, ill-health and lack of transportation.
7.
Stewardship of resources. A system of excellent schools conserves financial and environmental resources and operates in an efficient manner.
Legal References: G.S. 115C-36 Cross References: Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
RESPONDING TO COMPLAINTS
Policy Code: 1742/5060
OPPORTUNITIES TO ADDRESS CONCERNS AND COMPLAINTS The board is committed to providing an effective means for parents and the community to voice concerns and complaints. The board also strives to resolve concerns and complaints whenever possible. To this end, the board has established the following processes: 1. informal resolutions of specific concerns (see General Process below); 2. public hearings and public comments at board meetings on subjects of concern to parents and the community (Public Participation at Board Meetings, policy 2310); 3. procedure for parental concerns regarding the curriculum (Parental Inspection and Objection to Instructional Materials, policy 3210); 4. specific processes for addressing disciplinary consequences (board policies in the 4000 series); 5. processes as provided by law for special education students (Special Education Programs/Rights of Disabled Students, policy 3520; Disciplinary Action for Exceptional Children/Disabled Students, policy 4307); 6. grievance procedure for addressing concerns regarding specific decisions, including discipline, and especially where there are concerns that board policy or law has been misapplied, misinterpreted or violated, including discrimination claim on the basis of sex or disability. (Student and Parent Grievance Procedure, policy 1740/4010). Numerous other policies provide opportunities for parental input, including Parental Involvement, policy 1310/4002. GENERAL PROCESS Complaints that are not specifically included in other policies should be addressed in the following manner: 1. The complaint should be received, and addressed at the level closest to which the complaint originated. For example, a complaint regarding a classroom should be heard first by the teacher. A complaint regarding the school should be addressed first by the principal. 2. Any board member or staff member receiving a complaint should make sure that the complaint has been appropriately referred to him or her and if not, assist the complainant by identifying appropriate personnel. 3. Once appropriately referred, if the complainant is not satisfied with the response to the complaint, the complainant should be informed of the options for further review of the complaint. 4. A complaint or series of complaints that raise significant issues about the educational program or the operation of the schools is an opportunity to further examine the success of the school district in meeting its goals and objectives. When feasible, a group representing various ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 2
Policy Code:
1742/5060
perspectives and interests, such as teachers, administrators, students and parents, should discuss the issue and make recommendations to appropriate personnel or to the board. The superintendent is responsible for communicating the requirements in this policy to board members and staff on a regular basis.
Legal Reference: G.S. 115C-36, -47 Cross Reference: Student and Parent Grievance Procedure (policy 1740/4010), Parental Inspection and Objection to Instructional Materials (policy 3210), Special Education Programs/Rights of Disabled Students (policy 3520), Parental Involvement (policy 1310/4002), Student Behavior Policies (policies in the 4300 series), Disciplinary Action for Exceptional Children/Disabled Students (policy 4307) Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 2 of 2
OPERATIONAL GOALS OF THE BOARD
2000
Policy Code:
The board recognizes the trust and accountability it owes citizens, staff, parents and students in the manner in which it transacts the business of the school district. The board strives to conduct itself in accordance with the following operational goals: 1. acting in accordance with the code of ethics, as provided in policy 2110, Board Member Elections; 2. maintaining effective board/superintendent relations; 3. operating cost effectively and efficiently; 4. conducting business openly; 5. meeting requirements and duties for the board as established in board policy or law; and 6. making decisions with the board’s goals, objectives and other principles as the guiding focus. The board will endeavor to evaluate on a periodic basis its efforts to follow these operational goals. The board may use outside consultants, including the North Carolina School Boards Association, to assist the board in its self-evaluation.
Legal References: G.S. 115C-36 Cross References: Board Authority and Duties (policy 1010), Board and Superintendent Relations (policy 2010), Board Member Elections (policy 2110), Code of Ethics for School Board Members (policy 2120) Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
BOARD AND SUPERINTENDENT RELATIONS
Policy Code:
2010
The board recognizes the importance of an effective working relationship between the board and superintendent. The board further recognizes the distinct and separate areas of responsibility of the board and superintendent to the school district. The superintendent is responsible for the administration of the system of schools consistent with the board’s policies. To maintain a cohesive relationship between the board and the school district, the superintendent will serve as secretary of the board and will assist all board committees. The superintendent will keep the board informed of the operation of the district. The superintendent will make recommendations to the board as required by law, board policy and as otherwise determined appropriate by the superintendent. The superintendent also will assist the board in making sound decisions and meeting the requirements of law by providing information and advice regarding all matters which require board action.
Legal References: G.S. 115C-36, -47, -276 Cross References: Board Authority and Duties (policy 1010), Duties of Officers (policy 2210) Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
BOARD MEMBER LEGAL STATUS
Policy Code:
2100
The board of education is a body corporate. Members of the board have authority only when acting as a board legally in session. The board will not be bound in any way by any statement or action on the part of an individual member, except when such action is at the specific instruction of the board.
Legal References: G.S. 115C-40, -41 Cross References: Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
BOARD MEMBER ELECTIONS
2110
Policy Code:
QUALIFICATIONS Any person possessing the qualifications for election to public office as provided for in Article VI, Section 6 of the Constitution of North Carolina and who is a qualified voter and resident of the district from which he/she seeks to be elected will be eligible to serve as a member of the board of education. Any person elected or appointed to the board and also employed by the board will resign his/her employment before taking office as a member of the board. MEMBERSHIP AND TERMS OF OFFICE The board of education will consist of seven (7) members. All terms will be for four years with the terms staggered so that as nearly equal to one-half as possible will expire every two years. All elections are nonpartisan and are to be held at the time of the May primary election in evennumbered years. OATH OF OFFICE Before taking office, newly elected board members will take and sign the following oath or affirmation: I do solemnly swear (or affirm) that I will support and defend the Constitution of the State of North Carolina and that I will honestly, faithfully, and impartially discharge my duties as a member of the Onslow County Board of Education to the best of my ability.
Legal References: N.C. Const., art. VI, 6 and 7; G.S. 14-229, G.S. 115C-35; -37 Cross References: Adopted: June 28, 2000 Revised legal reference administratively: March 10, 2009
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
UNEXPIRED TERM FULFILLMENT
Policy Code:
2115
All vacancies in the membership of the board of education caused by death, resignation or otherwise, will be filled by a person appointed by the remaining members of the board to serve until the next election of board members, at which time the remaining unexpired term will be filled by election.
Legal References: G.S. 115C-37(f) Cross References: Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
REMOVAL FROM OFFICE
Policy Code:
2116
A person who has been impeached from any office or adjudged guilty of a felony, corruption, or malpractice in any office and who has not been restored to the rights of citizenship is disqualified for office. A board member who changes residence such that he or she is no longer entitled to vote in an election for the office he or she holds is disqualified from continuing to hold the office. A member of the local board of education who becomes disqualified for office may be subject to removal under G.S. 1-515.
Legal References: N.C. Const. art. VI; G.S. 1-514 to -532, 14-228 to -234.1 Cross References: Adopted: June 28, 2000 Revised: February 9, 2010
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
CODE OF ETHICS FOR SCHOOL BOARD MEMBERS
2120
Policy Code:
The board recognizes that collectively and individually, all members of the board must adhere to an accepted code of ethics in order to improve public education. The board accepts the code of ethics established by the North Carolina School Boards Association. A.
Board Member Ethical Requirements The following considerations will guide each board member in the performance of his or her official duties: 1. the need to obey all applicable state and federal laws regarding official actions taken as a board member; 2. the need to uphold the integrity and independence of the board member’s office; 3. the need to avoid impropriety in the exercise of the board’s and board member’s official duties; 4. the need to perform faithfully the duties of the office; and 5. the need to conduct the affairs of the board in an open and public manner, complying with all applicable laws governing open meetings and public records.
B.
Additional Board Member Commitments Each member of the board commits to the following: 1. attend all regularly scheduled board meetings insofar as possible, and become informed concerning the issues to be considered at those meetings; 2. endeavor to make policy decisions only after full discussion at publicly held board meetings; 3. render all decisions based on the available facts and my independent judgment, and refuse to surrender that judgment to individuals or special interest groups; 4. encourage the free expression of opinion by all board members, and seek systematic communications between the board and students, staff and all elements of the community; 5. work with other board members to establish effective board policies and to delegate authority for the administration of the schools to the superintendent; 6. communicate to other board members and the superintendent expressions of public reaction to board policies and school program;
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 2
Policy Code:
2120
7. learn about current educational issues by individual study and through participation in programs providing needed information, such as those sponsored by the state and national school boards associations; 8. comply with North Carolina General Statute 115C-50 by earning annually the required 12 hours of training; 9. comply with G.S. 160A-84 by earning two hours of ethics education within 12 months of election or appointment to the board; 10. support the employment of those persons best qualified to serve as school staff, and insist on a regular and impartial evaluation of all staff; 11. avoid being placed in a position of conflict of interest, and refrain from using the board member’s position on the board for personal or partisan gain; 12. take no private action that will compromise the board or administration, and respect the confidentiality of information that is privileged under applicable law; and 13. remember always that a board member’s first and greatest concern must be the educational welfare of the students attending the public schools. All newly elected board members are expected to sign a code of ethics statement that includes these provisions at the organizational meeting of the board.
Legal References: G.S. 115C-36, -50; 160A-83, -84 Cross References: Board Member Opportunities for Development (policy 2123) Adopted: June 28, 2000 Revised: February 9, 2010
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 2 of 2
BOARD MEMBER CONFLICT OF INTEREST
Policy Code:
2121
All board members are subject to the criminal laws related to conflicts of interest in public office, including strict restrictions against having a pecuniary interest in any business of the board. In addition, board members will not let any personal or business interest interfere with his or her duties as a public official, as specified in policy 7730: Employee Conflict of Interest, including ethical duties specified in the Code of Ethics for School Board Members, policy 2120.
Legal References: G.S. 14-234, -235, -236, -237 Cross References: Code of Ethics for School Board Members (policy 2120), Employee Conflict of Interest (policy 7730) Adopted: June 28, 2000 Revised: February 1, 2011
ONLSOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
ROLE OF BOARD MEMBERS IN HANDLING COMPLAINTS Policy Code:
2122
An individual board member who receives a complaint or inquiry from a parent or interested citizen concerning a school matter will refer the complainant to the appropriate school administrator and will, when appropriate, advise the complainant of the procedures in place for making such complaints. The board member also may refer the complainant to the superintendent who will determine an appropriate means of responding to the complaint. The board attorney also may be notified of the complain. Individual board members will refrain from taking individual action with regard to such complaints other than referring them to the proper administrative employee.
Legal References: G.S. 115C-36 Cross References: Responding to Complaints (policy 1742/5060) Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
BOARD MEMBER OPPORTUNITIES FOR DEVELOPMENT
Policy Code:
2123
Board members are encouraged to participate in professional development activities designed for them. New board members will have the opportunity and will be encouraged to attend orientation programs for new board members sponsored by the state and national school board associations. It is the responsibility of the board to provide new board members with a thorough orientation to board policies, practices and duties. Each board member must fulfill the legal requirement to receive a minimum of 12 hours of training annually. All board members must receive a minimum of two hours of ethics education within 12 months after initial election or appointment to office and again within 12 months after each subsequent election or appointment to office. This education must address the laws and principles that govern conflicts of interest and ethical standards for local government officials. The superintendent shall maintain records verifying that each board member has participated in the required ethics education. The ethics education required under this paragraph may be counted towards the annual 12-hour training requirement. Unless otherwise approved by the board, such training must be provided by the following entities: the school district; the North Carolina School Boards Association; the National School Boards Association; the School/Institute of Government; or the Department of Public Instruction. If a board member wishes to receive training credit for or be reimbursed for attending training offered by another entity, he/she must obtain approval from the board. Funds for participation will be budgeted annually and reimbursement for expenses will be made in accordance with law and applicable board policy.
Legal References: G.S. 115C-50; 160A-86, -87 Cross References: Code of Ethics for School Board Members (policy 2120) Adopted: June 28, 2000 Revised: October 1, 2002 Revised: April 5, 2011 Revised: Legal and Cross References Administratively, February 21, 2012
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
BOARD MEMBER COMPENSATION AND EXPENSES
Policy Code:
2130
COMPENSATION Board members will be compensated for the performance of official duties. The amount of compensation will be established according to applicable laws. REIMBURSEMENT Board members will be reimbursed for out-of-pocket expenses incurred in the performance of their duties. Requests for reimbursement will be submitted within thirty days of incurring the expenses. Such requests will be signed by the board member incurring the expense. Requests for reimbursement submitted by the chairperson will be signed by the superintendent.
Legal References: G.S. 115C-38; 153A-92 Cross References: Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
ELECTION OF OFFICERS/ORGANIZATION OF BOARD
Policy Code:
2200
The board will elect a chairperson and a vice-chairperson to serve for a term of one year or until his or her successor is elected and qualified by taking the oath of office prescribed in Article VI, Sec. 7 of the North Carolina Constitution (see board policy 2110, Board Member Elections). An organizational meeting for the election and qualification of officers will be held at the regularly scheduled July meeting of the board and as often thereafter as the board will determine appropriate. The officers will be elected in the following order: chairperson, vice-chairperson. If the chairperson or vice-chairperson resigns from office, the position will be filled at the next regular meeting of the board. The individual elected must have the majority vote of all members present. If necessary at any meeting held to elect officers, the superintendent will serve as chairperson of the board for the purpose of conducting the election of the chairperson.
Legal References: G.S. 115C-37(d), -41 Cross References: Board Member Elections (policy 2110) Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
DUTIES OF OFFICERS
2210
Policy Code:
The designated officers of the board will be chairperson, vice-chairperson, chairperson pro tempore and secretary. The officers of the board will perform all duties and exercise the authority imposed or conferred upon them by the statutes of the State of North Carolina and by the State Board of Education. A.
DUTIES OF THE CHAIRPERSON The chairperson has the following duties: 1. 2. 3. 4. 5. 6.
preside at all meetings of the board; preserve order at all times; appoint committee members and chairpersons; serve as ex-officio member of all committees; call special meetings; and sign official district documents.
The chairperson will perform all duties required of the office by law and execute all documents on behalf of the board. In order to address the board, a member must be recognized by the chairperson. The chairperson will have the following powers: 1. to rule motions in or out of order, including the right to rule out of order any motions patently offered for obstructive or dilatory purposes; 2. to determine whether a speaker has gone beyond reasonable standards of courtesy in his/her remarks; 3. to entertain and rule on questions of parliamentary procedure; 4. to call a brief recess at any time; and 5. to adjourn in an emergency. The chairperson will have a vote on all matters for which a motion is made and will serve as spokesperson of the board for communicating the board’s position to the public. B.
DUTIES OF THE VICE-CHAIRPERSON In the absence of the chairperson, the vice-chairperson of the board will assume all the rights and responsibilities of the chairperson and will perform other duties assigned by the chairperson.
C.
DUTIES OF THE CHAIRPERSON PRO TEMPORE
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 2
Policy Code:
2210
In the absence of both the chairperson and vice-chairperson, the board may elect a chairperson pro tempore for that meeting only and the appointment of such temporary officer will be noted in the minutes. While so serving, a chairperson pro tempore performs the regular duties of the chairperson. D.
DUTIES OF BOARD SECRETARY The superintendent will serve as ex-officio secretary to the board. The superintendent or designee will keep the minutes of the meetings of the board but will have no vote. In the event of a vacancy in the superintendency, or if the superintendent is excluded for a closed-session, the board may designate one of its members to serve temporarily as secretary to the board. As secretary to the board, the superintendent will: 1. record all proceedings of the board; 2. issue all notices and orders that may be made by the board; 3. ensure that the minutes of the meetings of the board are promptly and accurately recorded in the minutes book which will be kept in the office of the superintendent and be open to public inspection during regular business hours; 4. manage all correspondence on behalf of the board, unless the board directs otherwise; 5. prepare and distribute copies of the agenda as required by law and board policy; 6. maintain board members’ manuals of policies and administrative regulations in current status; 7. advise the board of policies previously adopted which affect items on the agenda requiring policy consideration; 8. in the absence of the chairperson and vice-chairperson, call the board meeting to order and conduct the election of a chairperson pro tempore; and 9. perform other duties as required by state law or board policy.
Legal References: G.S. 115C-41(a), -276(b) Cross References: Adopted: June 28, 2000 Revised: June 1, 2010
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 2 of 2
OFFICIAL SCHOOL SPOKESPERSON
Policy Code:
2220
The official spokespersons of the school district will be the chairperson of the board or designee and the superintendent and the superintendent’s designees. Any person speaking in an official capacity will conduct his or her assignment from the standpoint of the best interests of the board, the school district and the community, not as a representative of his or her own personal ideas or feelings.
Legal References: G.S. 115C-36, -276 Cross References: Board Authority and Duties (policy 1010), Code of Ethics for School Board Members (policy 2120) Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
BOARD MEETINGS
Policy Code:
2300
The board, as a corporate body, may transact business only at official meetings of the board. An individual board member has no authority to act absent the delegation of authority by the board at an official meeting. As defined by law, an official meeting of the board includes any meeting, assembly or gathering together at any time or place or the simultaneous communication by conference telephone or other electronic means of a majority of the members of a public body for the purpose of conducting hearings, participating in deliberations, or voting upon or otherwise transacting the public business of the public body. However, a social meeting or other informal assembly or gathering together of the members of a public body does not constitute an official meeting unless called or held to evade the spirit and purposes of the open meetings law. A.
TYPES OF MEETINGS While the board is determined to operate efficiently, it also is mindful of the importance of thoughtful planning and discussion prior to taking formal action. Regular meetings will be held at a predetermined time and place to conduct the business of the board. In addition, the board may hold emergency meetings, work sessions, retreats, public hearings, or other special meetings as it deems necessary to act in a timely manner and provide its members and executive staff with the opportunity to have an exchange of ideas and receive input from other staff, parents, students and the community.
B.
REGULAR MEETINGS The superintendent will keep on file the schedule of regular meetings with the predetermined time and place. The schedule will be revised only in accordance with legal requirements for notice.
C.
EMERGENCY MEETINGS An emergency meeting may be called in order to address generally unexpected circumstances that require immediate consideration by the board. The chairperson, or the vice-chairperson, if the chairperson is unable or unwilling to act, will call an emergency meeting when (a) two members so request; or (b) the chairperson determines the meeting is necessary.
D.
SPECIAL MEETINGS 1.
Retreats and Workshops Retreats and workshops are special meetings that may be scheduled in order to give the board more time to deliberate or evaluate issues. The chairperson, or the vicechairperson, if the chairperson is unable or unwilling, will call a retreat or workshop upon a majority vote of the board.
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 2
Policy Code:
2.
2300
Public Hearings Public hearings required by law or deemed advisable by the board will be organized by a special order, adopted by a majority vote, setting forth the subject, date, place and time of the hearing as well as any rules regarding participation, such as the length of time for each speaker. The purpose of the meeting is to gather information and hear opinions from the community. Generally, board members will respond only to seek clarification. At the appointed time, the chairperson or designee will call the hearing to order and preside over it. When the allotted time expires or when no one wishes to speak, the chairperson or designee will declare the hearing ended.
3.
Other Special Meetings Other special meetings may be scheduled in between regular meetings. The chairperson, or the vice-chairperson, if the chairperson is unable or unwilling to act, will call a special meeting to address a particular item or topic when (a) two members so request; or (b) the chairperson determines one is necessary.
E.
OPEN MEETINGS LAW COMPLIANCE The board will comply with the open meeting law, including notice of meetings.
Legal References: G.S. 143-318.9, -318.14 Cross References: Compliance with the Open Meetings Law (policy 2320) Adopted: June 28, 2000 Revised legal reference administratively: September 15, 2008
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 2 of 2
PUBLIC PARTICIPATION AT BOARD MEETINGS
Policy Code:
2310
To conduct meetings of the Onslow County Board of Education in an orderly and efficient manner, the following guidelines have been established governing public participation at Board meetings: A. Public Participation Request 1. Speakers must sign in within one hour prior to the time of the Board meeting. The "Request to Address the Board" form(s) will be made available by and remain in possession of the Superintendent or his designee. All requested information must be provided. Groups are asked to appoint a single spokesperson. 2. Ten (10) minutes prior to the convening of the Board meeting, the request form(s) will be presented to the Chairman of the Board of Education. The Chairman will invite speakers to the podium in the order in which they have registered. 3. To maximize participation, comments will be limited to three (3) minutes per speaker. Time may be extended upon Board vote. 4. Comments must be issue-oriented. Subjects normally handled in closed session cannot be discussed in open session. The Chairman retains the right to limit discussion when such discussion becomes libelous, slanderous, personally colored, or unrelated to the topic being considered. 5. Any speaker who wishes to provide printed material to the Board, excluding petitions, must present twenty-five (25) copies of the material to the School/Community Relations officer for distribution to Board members, staff, media, and interested attendees. B. Agenda Request 1. Individuals or groups may request that items be placed on the agenda by completing the "Request to Appear on Agenda" form. This form may be obtained from the Office of the Superintendent. This form must be returned to the Office of the Superintendent by 8:00am five (5) business days preceding the date of the Board meeting. 2. Approval for granting appearances and time limitations will be decided by the Chairman, the Superintendent, or the full Board. The Chairman may limit the number of speakers from one group. 3. Matters presented will be acted upon as deemed appropriate by the Board. 4. A majority vote of the Board may permit individuals or groups to appear before the Board without the above notification, provided the matter is of an emergency nature.
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 2
Policy Code:
2310
5. Comments must be issue-oriented. Subjects normally handled in closed session cannot be discussed in open session. The Chairman retains the right to limit discussion when such discussion becomes libelous, slanderous, personally colored, or unrelated to the topic being considered. 6. Any speaker who wishes to provide printed material to the Board, excluding petitions, must present twenty-five (25) copies of the material to the School/Community Relations officer for distribution to Board members, staff, media, and interested attendees. C. Public Response 1. Comments must be in response to matters handled during the Board meeting. 2. Comments must be issue-oriented. Subjects normally handled in closed session cannot be discussed in open session. The Chairman retains the right to limit discussion when such discussion becomes libelous, slanderous, personally colored, or unrelated to the topic being considered. 3. Any speaker who wishes to provide printed material to the Board, excluding petitions, must present twenty-five (25) copies of the material to the School/Community Relations officer for distribution to Board members, staff, media, and interested attendees. 4.
Speakers must preface comments with a statement of their name and address for the public record.
Legal References: Cross References: Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 2 of 2
COMPLIANCE WITH THE OPEN MEETINGS LAW
Policy Code:
2320
The board affirms the public policy of this State that hearings, deliberations and actions of public bodies be conducted openly. APPLICABILITY All “public bodies” holding official meetings must comply with the requirements of the open meetings law in Article 33C of Chapter 143 of the General Statutes. The term ”public bodies” includes the board, any committees of the board, school improvement teams and, as defined by law, any other committee of two or more members that exercises or is authorized to exercise a legislative, policy-making, quasi-judicial, administrative or advisory function, unless the committee or group is solely comprised of professional staff. COMPLIANCE As secretary to the board, the superintendent will provide required notice and record and maintain minutes of all official meetings of the board, board committees or committee appointed by the board. The principal or the principal’s designee will be responsible for compliance with the open meetings law by school improvement teams or any other public bodies at the school level. The superintendent or designee will make copies of the open meetings law available to any public bodies associated with the school district. The board and other public bodies of the school district are encouraged to consult the local board attorney to obtain advice on complying with the legal requirements of the open meetings law. Notice Notice will be given in accordance with law for all regularly scheduled meetings, emergency meetings, and any other meetings, such as public hearings, work sessions, electronic meetings or retreats. Minutes For all official meetings, whether held in open or closed session, minutes will be recorded and maintained in accordance with all legal requirements. Closed Sessions Closed sessions will be held only when required to permit the board to act in the public interest and as permitted by law. A motion to go into closed session must be made and adopted in open session in accordance with the requirements of G.S. 43-318.11(c).
Legal References: G.S. 143-318.9,-318.10, -318.11, -318.12 Cross References: Closed Sessions (policy 2321) Adopted: June 28, 2000 Revised legal reference administratively: September 15, 2008
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
CLOSED SESSIONS
2321
Policy Code:
Closed session will be held only when required to permit the board to act in the public interest as provided by law. A.
PERMITTED PURPOSES By majority vote of its members present, the board may hold or retire to a closed session as permitted by law for the deliberation of the following: 1.
to prevent the disclosure of information that is privileged or confidential pursuant to the law of this state or of the United States, or not considered a public record within the meaning of Chapter 132 of the General Statutes;
2.
to prevent the premature disclosure of an honorary degree, scholarship, prize or similar awards;
3.
to consult with an attorney employed or retained by the board in order to preserve the attorney-client privilege between the attorney and the board, including discussions on the handling or settlement of a claim, judicial action, mediation, arbitration or administrative procedure;
4.
to discuss matters relating to the location or expansion of industries or other businesses in the area served by the board;
5.
to establish, or to instruct the board’s staff or negotiating agents concerning the position to be taken by or on behalf of the board in negotiating: a.
b.
B.
the price and other material terms of a contract or proposed contract for the acquisition of real property by purchase, option, exchange or lease; or the amount of compensation and other material terms of an employment contract or proposed employment contract;
6.
to consider the qualifications, competence, performance, character, fitness, conditions of appointment, or conditions of initial employment of an individual employed or considered for employment with the school district; or to hear or investigate a complaint, charge or grievance by or against any individual employee; and
7.
to plan, conduct or hear reports concerning investigations of alleged criminal misconduct.
ACTIONS WHICH MUST BE REPORTED OR TAKEN IN OPEN SESSION
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 2
Policy Code:
2321
While deliberations may occur in closed session, the following board actions must be taken or reported in open session: 1. if the board has approved or considered a settlement in closed session, the terms of that settlement will be reported to the public body and entered into its minutes as soon as possible within a reasonable time after the settlement is concluded. The report should be made in open session unless there is a basis for the report to be heard only in closed session; and 2.
C.
final action making an appointment or discharge or removal by the board having final authority for the appointment or discharge or removal.
REASONS EXPRESSLY PROHIBITED FOR CLOSED SESSIONS The following are expressly prohibited by law as a basis for closed sessions:
D.
1.
to discuss general policy matters or other issues that would be open merely because an attorney employed or retained by the board is a participant; and
2.
to consider the qualifications, competence, performance, character, fitness, appointment, or removal of a member of the board or another body or to consider or fill a vacancy among its own membership.
PROCEDURE The board of education will meet in closed session only upon a motion duly made and adopted in public pursuant to G.S. 143-318.11(c). Every motion will cite one or more of the permissible purposes as provided in G.S. 143-318.11(a) and in this board policy. A motion based on the need to prevent the disclosure of information that is confidential or privileged will also cite or name the law that renders the information confidential or privileged. A motion based on the need to consider with an attorney employed by the board the handling or settlement of a lawsuit will identify the parties in the lawsuit.
E.
MINUTES The board will keep minutes of all closed sessions. The minutes of the board will include a general account of the closed sessions so that a person not in attendance would have a reasonable understanding of what transpired.
Legal Reference: G.S. 143, art. 33C Cross Reference: Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 2 of 2
ADVANCE DELIVERY OF MEETING MATERIALS
Policy Code:
2335
At least four days prior to each regular or board meeting, the superintendent will provide the following materials to each board member: 1. the proposed agenda; 2. minutes of previous meetings which have not been approved; and 3. any supporting information or materials which would assist board members to become informed of the issues proposed for board consideration.
Legal References: G.S. 115C-36 Cross References: Board Meeting Agenda (policy 2330) Adopted: June 28, 2000
ONSLOW COUNTY OARD OF EDUCATION POLICY MANUAL
Page 1 of 1
PARLIAMENTARY PROCEDURES
Policy Code:
2340
Except as otherwise provided by law or by the policies of the board, meetings of the board will be conducted in accordance with Robert’s Rules of Order, Newly Revised. The chairperson is authorized to entertain and rule on questions concerning parliamentary procedure and to seek counsel of the board attorney when necessary to clarify or construe any relevant procedural provision.
Legal References: G.S. 143-318.12 Cross References: Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
QUORUM
Policy Code:
2341
In order to conduct official business at a regular or special meeting, a quorum of the board must be present. A quorum is defined as one more than half of the members of the board. If a quorum is not present at any meeting, the chairperson will postpone the meeting until such time as a quorum can be present, provided adequate notice is given pursuant to the Open Meetings Law. Proxy voting will not be recognized by the board.
Legal References: G.S. 143-318.12 Cross References: Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
VOTING METHODS
Policy Code:
2342
Voting will normally be by voice vote on all matters coming before the board for action; however, any member may call for a division in which case the vote will be by show of hands. In either event, the minutes will reflect the vote of each member voting and the abstention of any member present but not voting, unless the vote was unanimous. A member must vote on all issues unless there is a conflict of interest which will be so stated before the vote is taken and the reason recorded in the minutes. No secret ballots are permitted. If the board decides, by majority vote, to vote by written ballot, each member must sign his or her ballot and the ballots must be available for public inspection in the superintendent’s office immediately following the meeting and until the minutes are approved at which time they may be destroyed.
Legal References: G.S. 143-318.13; Crump v. Board of Education, 93 N.C. App. 168, aff’d, 326 N.C. 603 (1990); N.C. Attorney General Advisory Opinion, 54 Op. Att’y. Gen. 86 (1995) Cross References: Board Member Conflict of Interest (policy 2121) Adopted: June 28, 2000 Revised: June 1, 2010 Revised: Legal and Cross References Administratively, February 21, 2012
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
BOARD POLICIES
Policy Code:
2400
The board of education reserves to itself the functions of developing and revising policies for the school district. The formation and adoption of policies will constitute the primary method through which the board exercises its leadership in the operation of the school district.
Legal References: G.S. 115C-36 Cross References: Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
ADOPTION OF POLICIES
Policy Code:
2420
Policies may be proposed for adoption, amendment or repeal at any board meeting by any member of the board or by the superintendent. A request to place the proposed policy on the agenda must be made in accordance with board policy. Policies introduced and recommended to the board will not be adopted until a subsequent meeting. Thus, time will be given to permit further study and also to give an opportunity for interested parties to react. However, approval may be granted by the board to comply with legislation or to meet emergency conditions or special events which will take place before formal action can be taken. During discussion of a policy proposal, the views of the public, parents, students and staff will be considered. Amendments may be proposed by board members. An amendment will not require that the policy go through an additional reading except as the board determines that the amendment needs further study and that an additional reading would be desirable. The board must adopt by majority vote and the superintendent must record the policy in the minutes of the board meeting in order for the policy to be considered official board policy. Unless otherwise specified by the board, a policy is effective as of the date it is adopted by the board. No policy formally adopted by the board of education may be revised or rescinded except by majority vote in accordance with policy 2342, Voting Methods.
Legal References: G.S. 115C-36 Cross References: Board Meetings Agenda (policy 2330), Voting Methods (policy 2342), Policy Review and Evaluation (policy 2440) Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
POLICY REVIEW AND EVALUATION
Policy Code:
2440
The board assigns to the superintendent the responsibility of continued review and evaluation of the policies adopted by the board and of bringing to the board's attention the need for adopting, amending, updating, or rescinding any particular policy. The superintendent has the authority to make technical and conforming changes to any existing policies necessitated by changes in state and federal law. Such changes are effective immediately subject to ratification by the board at its next regular meeting. The superintendent is responsible for dissemination of updated, revised and newly adopted policies to all holders of policy manuals and for recalling all manuals if necessary for updating or recodification.
Legal References: G.S. 115C-36 Cross References: Adoption of Policies (policy 2420) Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
ADMINISTRATION IN POLICY ABSENCE
Policy Code:
2460
The board of education delegates to the superintendent of the schools the power to act in cases where the board has not provided policy statements to guide administrative action. The superintendent will inform the board promptly of such action and of the need for policy.
Legal References: G.S. 115C-36, -47, -276 Cross References: Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
CONSULTANTS TO THE BOARD
Policy Code:
2600
The board may utilize consultants from various fields as situations demand, including architects, personal consultants and instructional/educational consultants. In each case, the board will advertise for proposals as required by law or as deemed necessary by the board and will enter into a written contract with the consultant selected outlining the tasks to be performed, the dates for completion, evaluation procedures and any other relevant terms.
Legal References: G.S. 115C-47 Cross References: Planning for Facility Needs (policy 9000), Site Selection (policy 9010), Facility Design (policy 9020), Supervision of Construction Contracts (policy 9130), Sale and Disposal of Board-Owned Real Property (policy 9400) Adopted: June 28, 2000
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 1
EMPLOYEE CONFLICT OF INTEREST
Policy Code:
7730
Employees are expected to avoid engaging in any conduct that creates, or gives the appearance to the public of creating a conflict of interest with their job responsibilities with the school district. Although there may be other conflicts of interests, employees must follow board directives. A conflict of interest may be considered to exist in those instances where the actions or activities undertaken by an employee on behalf of the school district also involves the obtaining of an improper personal gain or advantage, or an adverse effect on the interest of the school district. FINANCIAL INTERESTS An employee or member of the board will not engage in selling goods or services to the board and will not engage in or have a financial interest, directly or indirectly, in any activity that conflicts with duties and responsibilities in the school district. 1.
Contracts with the Board
An employee or member of the board of education shall not do any of the following: a. obtain a direct benefit from a contract that he/she is involved in making or administering on behalf of the board, unless an exception is allowed pursuant to G.S. 14-234 or other law; b. influence or attempt to influence anyone who is involved in making or administering a contract on behalf of the board; or c. solicit or receive any gift, favor, reward, service or promise of reward, including a promise for future employment, in exchange for recommending, influencing or attempting to influence the award of a contract by the board. A board member or employee is involved in administering a contract if he/she oversees the performance of the contract or has authority to interpret or make decisions regarding the contract. A board member or employee is involved in making a contract if he/she participates in the development of specifications or terms of the contract or participates in the preparation or award of the contract. A board member or employee derives a direct benefit from a contract if the board member or employee or his/her spouse does any of the following: (1) has more than a 10 percent ownership or other interest in an entity that is a party to the contract; (2) derives any income or commission directly from the contract; or (3) acquires property under the contract. 2.
Non-School Employment
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 1 of 2
7730
Policy Code:
The board recognizes that some employees may, pursue additional compensation on their own time. Any such employee will not engage in the following: a. non-school employment which adversely affects the employee's availability or effectiveness in fulfilling job responsibilities; b. work of any type where the sources of information concerning customer, client or employer originates from any information obtained through the school district; c. work of any type that materially and negatively affects the educational program of the school system; d. any type of private business using district facilities, equipment or materials, unless prior approval is provided by the superintendent; e. any type of private business during school time or on school property; f. any employment, activity, investment or other interest that may involve obligations competing or conflicting with the interest of the school district; or g. using their position, or knowledge gained thereby, so that a conflict might arise between the interest of the school district and that of any individual. The superintendent may establish reporting procedures that require employees to notify the school district of any non-school employment. RECEIPT OF GIFTS No school employee may accept gifts from any person or group desiring to do or doing business with the school district unless such gifts are nominally valued instructional products or advertising items which are widely distributed. Legal References: G.S. 14-234, -234.1; 115C-47(18); 133-32 Cross References: Board Member Conflict of Interest (policy 2121) Adopted: June 28, 2000 Revised: February 7, 2006 Revised legal reference administratively: October 26, 2009 Revised: February 1, 2011
ONSLOW COUNTY BOARD OF EDUCATION POLICY MANUAL
Page 2 of 2
Addendum 2012-2016
Onslow County Schools’ Board of Education and Executive Staff
Onslow County Board of Education Pamela E. Thomas, Chairperson Brock Ridge, Vice Chairperson Jeffrey L. Brown Lina Padgett-Parker Mary Ann Sharpe Earl Taylor Paul Wiggins
Superintendent Dr. Kathy T. Spencer
Assistant Superintendents Dr. Barry D. Collins Human Resources and Student Services Lesley F. Eason Instructional Services and Continuous Improvement Steven L. Myers Auxiliary Services
Chief Finance Officer Jeffrey D. Hollamon
1
Superintendent’s Message Onslow County Schools has embraced a vision of “Excellence in Education” that encompasses all aspects of our work. This requires our leadership, staff, schools, and community to focus on continuous improvement efforts that are aligned with 21st century expectations. Our education community continues to make necessary adjustments to curriculum planning, classroom environments, teaching strategies, and even assessment and grading methods as we prepare our students for the future. We strive to move education into a new realm of success recognizing that the collaboration of our entire Onslow County School community will be critical. Additionally, we must be ready to look into the future and see education, not as it is or has been, but as it should be for today’s student. Our continuous improvement and major reform efforts require strategic planning grounded in organizational data, standards of excellence, and high expectations for success. Onslow County Schools has a rich tradition of quality district and school level strategic planning that has provided a strong, clear direction for our schools and community with identified core values, a clear mission, and focused goals. In addressing our expectations, the system has had to make significant shifts in our work, especially considering our journey through the first decade of the 21st century. With the understanding that education has historically followed behind the needs of our society as it has changed, we are now reaching a time when education must step forward and take a leadership role in shaping our own future. This requires ongoing improvement efforts that are truly innovative and creative. With review and revision of our vision, mission, and goals from 2005-2010, Onslow County Schools is moving forward with a new strategic plan that is to be the cornerstone of our work ahead. The 2010-2016 Onslow County Schools District Plan provides our leadership, schools, students, families, and community a guide for travel that will have a tremendous impact on the future of our county, state, country, and world. This plan is designed to be a roadmap for our continued journey, with twists and turns that offer all involved tremendous opportunities to be part of something special. The journey is not one with a final destination identified, and the vision will remain that Excellence in Education is not a specific act that we conduct along our way, but more specifically a way of life that we share with all those we encounter as part of our daily travels. Congratulations to all who have chosen to be a part of a new adventure in Onslow County. 2
Vision and Mission Statements for Onslow County Schools
Vision:
Excellence in Education
Mission:
The Onslow County Schools community will prepare students to be globally competitive leaders and responsible citizens in the 21st Century.
Purpose Statement:
31
Onslow County Schools District Profile
EXECUTIVE SUMMARY Introduction This District Profile documents community demographic data, district characteristics, student performance data, and stakeholder perspectives regarding the quality of education in the Onslow County School System. The profile will also document a description of programs and services, a summary of the district major trends or issues impacting the school system and a summary of major strengths and needs of the school system. While this profile provides the school system with information needed to develop a strategic plan for continuous improvement, a more in-depth and detailed analysis of the data is made annually, both at the system level and the school level, to assist the system in monitoring the organizational and instructional effectiveness and success in meeting student needs. District and Community Demographic Data Located on the coast of North Carolina, Onslow County encompasses a total area of 909 square miles (767 square miles of land and 142 square miles of water) and is divided into six townships: Richlands, Dixon, Swansboro, White Oak, Southwest and Jacksonville, the county seat. For the school system’s purposes, the Jacksonville Township is sub-divided into the Jacksonville Township and the Commons Township. The transient student population of Onslow County Schools is a direct result of the large military community served by our system. Approximately 10,400 students enrolled in Onslow County Schools have a military connection either through uniform services or civil service positions. The military influence impacting our transient student and staff population includes Marine Corps Base Camp Lejeune, the largest amphibious military base in the world, Marine Corps Air Station New River and the newly opened MARSOC located at Stone Bay on Camp Lejeune. During the school year, an estimated onethird of the students (military and non-military connected) move into or out of our system or between schools within the district. The population of Onslow County is approximately 176,000 citizens with 67,040 housing units and a home ownership rate of 58.1%. The racial composition of the county is predominately white at 76.8%, with approximately 17% African American, 7.1% Hispanic, 0.8% Native American, 2.0% Asian, 0.2% Pacific Islander, and 2.9% from other races. In
Onslow County Schools District Profile comparison, our district’s student and full-time personnel racial composition is as follows: STUDENTS: 60.5% white; 19.5% African American; 6.8% Hispanic; 1.6% Asian; and .8% Native American; FULL-TIME STAFF: 83.4% white; 14.4% African American; 1.5% Hispanic; .5% Asian; and .2% Native American. In considering Socio Economic Status in Onslow County the median income for a household is $46,186. The per capita income for the county is $14,853 with 14.8% of the general population living below the poverty line. Current data indicates approximately 45% of the student population, or about 10,620 students, are eligible to receive free or reduced lunch. District Characteristics The Onslow County School System is divided into seven districts: Jacksonville, Commons, Richlands, Southwest, Dixon, Swansboro, and White Oak. Serving these communities are 35 public schools which include 20 elementary schools, 8 middle schools, and 7 high schools. The community is also served by specific programs housed at a pre-school center and an alternative learning center site. All of the schools in our county are accredited by the AdvancED Southern Association of Colleges and Schools/CASI. Additionally, Onslow County was the first district in North Carolina to achieve District Accreditation. The method for recognizing individual school performance in the Onslow County School System is based upon the designations of achievement established under the North Carolina ABCs of Public Education. Under the North Carolina ABC Accountability Model, our schools have consistently excelled in the specified academic areas. For 2009-10, the categories were: (1) Schools of Progress (70% or more students on or above grade level), (2) Schools of Distinction (80% or more on or above grade level), (3) Schools of Excellence (90% or more on or above grade level), low performing and priority schools (less than 60% on or above grade level). During the 2008-09 school year, the Onslow County System received recognition for twenty schools of progress and three schools of distinction. In addition, 23 schools met expected growth and seven met high growth. Our elementary and middle schools operate on a nine-week grade reporting schedule, while our high schools function on a six-week calendar and use the 4X4 block schedule. With the block schedule, the school year is broken down into two semesters, each 90 days in length. This scheduling model provides an opportunity for high school students to earn a total of eight credits per year or 32 credits over a four-year period. Specialized academic programs are available at various high school sites. If a student wishes to participate in an academic program not available at the school to which he/she is currently assigned, the student may request an application for enrollment in another school through the Controlled Enrollment Process. We realize not all students share the same interests and career goals, so our schools have developed programs to meet the diverse needs of our students. The Controlled Enrollment Process is one of the ways we strive to meet the needs of our stakeholders.
Onslow County Schools District Profile Students: Student membership on the 20th day of the 2009-10 school year was 24,026. This number designates an average annual increase of approximately 360 students per year since the 2000-01 school year (20th day membership 20,772). As a result of this growth, our school system has completed a five-year building bond program to provide additional space and technology throughout the district. Although our student membership continues on an upward trend, data and other school information documented by the North Carolina Department of Public Instruction for the past four years on North Carolina School Report Cards indicate stability in our class sizes. Data also reveals an increase in the average school size throughout the elementary, middle, and high grade levels. However, through additional allotments for teacher positions, our classes have remained within the State recommended allocation. Of the 24,026 students in membership, 43.3% are federally connected and approximately 45% are socio-economically disadvantaged. Approximately 11% (2,627 students) of our students are being served by the Exceptional Children Programs. The data from the Exceptional Children’s division indicates an increase in the classifications of autistic, learning disabled and other health impaired students and a decrease in the developmentally delayed, emotionally disabled and intellectually disabled students from the previous school year. Community involvement and support from stakeholders are essential for student and school success. Even with our transient population, the number of school volunteers providing services over the past five years has shown a steady upward trend. During the 2008-2009 school year, 5,075 volunteers assisted students and staff in our schools. Additionally, 430 businesses offered support to special programs in our schools throughout the 2008-2009 school year. Budgetary Allotments: The Onslow County School District is considered a low-wealth public school system by the state of North Carolina. The 2009-2010 school year was marked by significant decreases in state and local funding. Projections for the 2010-2011 school year indicate the same trend in budgetary allotments. The financial support on a per pupil basis provided to the district from the local, state, and federal sources are lower than the state average. The NC School Report Card from the 2008-09 school year indicate the following: Funding Source Local State Federal
District $1,890 $5,344 $776
State Average $2,130 $5,653 $873
Staff: In a trend similar to the student population, the professional personnel of the Onslow County School System are very transient. Onslow County Schools typically hires approximately 375 teachers new to the system each year; this was not the case during the summer of 2009
Onslow County Schools District Profile due to budgetary constraints. The school system did employ approximately 110 new employees for the 2009-2010 school year. These teachers represent various experience levels and licensure areas. As of June 2010, a total of 157 of our district’s teachers have achieved National Board Certification. Based on the 2008-09 NC School Report Card and given the transient nature of our community, the rate of teachers leaving our system is currently higher than the state average in middle and high schools, but equivalent to that of the elementary turnover rate. One strategy utilized to deal with the transient nature of our system is the implementation of a local salary supplement, which for the 2009-10 was 10% (up from 4% during the 2000-01 school year). The supplemental pay increases are provided by the Board of Education through funding support from our local government. Chief among the reasons listed by teachers for leaving the system is military relocation. Other frequently cited reasons include: another teaching position elsewhere, family responsibilities and retirements. Data collected and charted over the last four years depicts an increasing trend in the number of staff members from the previous year returning to teach in our county. Such stability allows our students to benefit from instruction provided by trained, experienced personnel. Student Performance Data The Onslow County School System is held accountable by two accountability programs, the state ABC Program and the federal No Child Left Behind Program (NCLB). Although both programs assess the same students using many of the same assessments, the results often contrast regarding the effectiveness of a school and/or school system. (See section on Student Performance data for historical results). National Measures: The national student performance data collected includes the Scholastic Aptitude Test (SAT), Adequate Yearly Progress, and a summary of enrollment data on the Advanced Placement exams. Over the past four years, 40% of Onslow County students have scored at or above the national average on the SAT with actual percentages varying between 38.1% and 42%. Schools and districts across the nation and state are expected to meet Adequate Yearly Progress goals according to the procedures prescribed by No Child Left Behind. Each state, with federal approval, sets the standards to be met and these standards may vary from state to state. The possible subgroups within each school or district are the School/District as a whole, White, Black, Hispanic, Native American, Asian, Multiracial, Limited English Proficient, Students with Disabilities, and Socio-Economically Disadvantaged students. During the 2008-2009 school year, the Onslow County School District met 92.6% or 63 of the 68 Adequate Yearly Progress target goals. As a whole, the schools met 97.2% of all goals or 619 of 637. (At the time of
Onslow County Schools District Profile publication of this document AYP results were not available and/or official for the 2009-10 school year). While this may indicate that there are some improvements to be made, it certainly does not mean the system is failing. There are other outside factors not within the district’s control as an example, the federal accountability model (NCLB) does not allow the AYP calculations to include the Occupational Course of Study Assessments; therefore, we do not meet the 95% tested rate in this area and cannot make Adequate Yearly Progress until the state’s required assessments are approved by the USED for use in our state. Onslow County Schools’ teachers, school administrators, and district-level staff continue working to exceed standards and educate students at the highest level. Likewise, parents and our community continue to provide tremendous support to help in meeting our goals. With the No Child Left Behind law under review, the data will assist us in continuous efforts to improve the education of all children. (The analyzing of subgroup data is not new to Onslow County Schools. A comprehensive process using disaggregated data for determining areas of improvement was implemented prior to the inception of No Child Left Behind.) State Measures: Statewide assessments of student learning in reading, writing, mathematics, and science were utilized during the 2009-10 school year. All students in grades 3 through 8, including all Exceptional Children, participate in end-of-grade reading and mathematics assessments during the last month of school. Students must meet state and local standards in order to be considered for promotion. Students failing to meet proficiency are provided focused intervention prior to an additional retest opportunity (if necessary). This provides all students a fair and equitable opportunity to meet the State Gateways for promotion. During the 2008-09 school year, NCDPI modified its current state accountability program allowing student retest administrations which result in a proficient score to be included in overall performance results for grades 3 through 8 for the district and individual schools. For the 2009-10 school year, proficiency rates in reading ranged from 68% to 77% and for mathematics the range was from 78% to approximately 84%. The overall reading composite for the 2009-10 school year is 72% and for mathematics is 80%. The State assessments measure student performance on the North Carolina Standard Course of Study. District and school leaders are investigating ways to enhance the learning of students in all areas. Ongoing disaggregation of data by subgroup populations and goals/objectives will assist in determining areas for process improvements. The system has done extensive work with EVAAS (Education Value Added Assessment System) and formative assessments. The State writing assessment underwent a major shift during the 2008-2009 school year. For the past two years, students in grades four and seven participated in a locally monitored writing instructional program that includes two content-specific writing selections, a benchmark test, and a summative sample in the spring. The Grade 10 State writing assessment continues to be administered the first Tuesday in March. Beginning with the 2010-2011 school year, Onslow
Onslow County Schools District Profile County Schools will implement a similar writing instructional program for students in grades 3, 5, 6, and 8. The computer skills test was part of the North Carolina ABC Accountability Model until the summer of 2009. During the 2009-10 school year, Onslow County implemented a local assessment to ensure that the K-8 computer skills curriculum is integrated into classroom instruction. Students who are enrolled in a State assessed end-of-course subject must participate in a statewide assessment during the last four days of each semester. During the 2009-10 school year, retest administrations are conducted and any results of proficient scores are included in the overall performance results for all high schools. For the 2009-10 school year, proficiency rates ranged from 77% to 86% with an overall performance composite for end-of-course subjects at approximately 83% for the district. For several years, Onslow County Schools’ teachers, administrators, and district-level staff have disaggregated data to design better strategies that will help close the gaps between subpopulations. Through improved staff knowledge of valuable instructional techniques, our county has been able to decrease the areas of disparity within our subgroups. District Measures: At our school sites, teacher-developed district-wide assessments are utilized at six and nine week intervals in the areas of English/language arts, mathematics, science, and social studies. District sample pacing guides and a prioritized curriculum are distributed to each teacher to align with and assist with the implementation of these assessments. Feedback from these assessments helps teachers to develop a better understanding of students’ weaknesses on course curriculum goals. Assessment reports provided to teachers and principals include an item analysis by subject for each student as well as classroom mastery reports. These resources aid in identifying strengths and areas of needed improvement in student performance. There is a correlation between the proficiency rate in reading and mathematics and the utilization of the district assessments. School staffs also utilize benchmarking software and a variety of formative assessments to inform individualized instructional plans/delivery. In addition to the assessment data, school and district level administrators provide opportunities for all stakeholders to have a voice in the instructional decision-making process. Grade-level planning, professional learning communities and vertical articulation meetings provide for sharing of successful teaching methods and instructional delivery. During the 2010-2011 school year, Onslow County Schools will utilize benchmarking in all statetested curriculum areas. Teachers will be asked to make recommendations in the initial pacing
Onslow County Schools District Profile guide model to align with the district benchmarks. There will be two benchmarks in grades 3 through 8 and one benchmark mid-way through high school end-of-course subject areas. Additional Student Performance Indicators: In addition to student assessment data, graduation rate, placement rate of graduates in work or post secondary education, JobReady internships, dropout rate, attendance rate, and discipline data are also analyzed and used to support the instructional programs. The graduation rate as it is measured via the state ABC accountability model ranges for our high schools for the past several years from approximately 94% to 100% - meaning students graduate from our high schools with a course of study in Career Prep, College University Prep, College Tech Prep or both (CUP/CTP). Ninety-nine percent (1541 of 1556 students) of the graduates from 2009-10 indicated their intentions were to continue their education or to enter the workforce. Stakeholder Perspectives on the Quality of Education As part of our continuous improvement process, Onslow County Schools utilizes a locally developed survey to gather feedback from students, staff members, and parents regarding their perception as it relates to district goals. All certified staff, classified staff, and students in grades 4 through 12 were provided the opportunity to participate in the climate survey. For the 2009-10 school year, electronic surveys were administered to all participants. The participation rate of students and staff was very favorable. Unfortunately, due to the newness of the electronic version of this survey, parent participation was considerably lower than in past experiences of administering a paper/pencil survey. A survey action team will be convened in early fall 2010 to examine next steps with improving this process. At the time of this publication, parent results from the 2009-10 were not yet compiled. Results from the 2009-10 staff and student surveys indicate favorable results in the following areas (not all inclusive): 86% of the students (96% of certified staff) indicated a utilization of technology to enhance their learning; 86% of students (97% of certified staff) also indicated school staff provides a variety of practices to deliver instruction; approximately 84% of students and 100% staff understand that unnecessary and excessive absences impact education of the learners. Additionally, teachers in Onslow County were asked to participate in the North Carolina Teacher Working Conditions Survey (NCTWCS) during Spring 2010. Teachers responded to questions relating to concepts such as: use of time, facilities and resources, managing student conduct, teacher leadership, school leadership, and professional development. In comparing questions identically worded on both the 2008 and 2010 NCTWCS, all concepts listed above had positive incremental increases of agreement with the exception of one area – time. Within the time concept, there were decreases in teacher agreement as it relates to class size and the amount of paperwork teachers are required to complete. Thirty-eight percent of the teachers indicated efforts are made to minimize the amount of paperwork versus approximately 52%
Onslow County Schools District Profile from the 2008 survey. Fifty-one percent indicated class sizes are reasonable (decrease from 59% from the 2008 survey). On the 2010 NCTWC survey, 88.9% of teachers indicate having adequate space to work productively, which is more than a 25% increase from the 2008 survey. Approximately 84% of teachers agreed they are relied upon to make decisions about educational issues (33% increase from 2008). Eighty-one percent of teachers indicate the school improvement team provides effective leadership at their school. This is thirty-three percent higher than the results received on the 2008 NCTWC. Complete results can be viewed at http://ncteachingconditions.org/reports/.
Onslow County Schools District Profile
Programs/Services In addition to its core instructional program, the district also incorporates specialized programs and services to meet the varied educational needs, expectations and learning requirements of all of its learners (staff and students), including but not limited to:
Academically/Intellectually Gifted Program: offers differentiated instructional services for approximately 2,400 identified students AVID (Advancement Via Individual Determination): designed to increase the number of students who enroll in four-year colleges. Arts Programs (art, dance, music, and theater arts): allows students varied opportunities to develop creativity through experiences in the arts and to obtain skills necessary for future successes in any chosen field. Career and Technical Education Programs: opportunities are provided to over 10,000 middle and high school students through the utilization of eight diverse career and technical program areas enabling them to become lifelong learners and to effectively participate in a global economy English As A Second Language Program: provides specialized language acquisition and transition programs for approximately 400 students Exceptional Children’s Program: offers individualized education and related services for approximately 2,660 students to assure that students with disabilities develop mentally, physically, emotionally, and vocationally through the provision of an appropriate individualized education in the least restrictive environment Extracurricular programs: provide additional opportunities for students to participate in before, after, and during school - clubs, student organizations, service organizations, athletics, focused intervention, and many other high quality and engaging educational experiences. High School Smaller Learning Communities: provides restructuring opportunities to allow secondary schools to create a more personalized learning environment to better meet the needs of students. II Program: Instructional Intervention International Baccalaureate: provides an international focus within a rigorous curriculum. NC Global District (International Education): establishes partnerships with schools in other countries including but not limited to Denmark, Mexico, and China. OCS – Curriculum, Instruction, and Assessment Development (CIA): design tool for increasing student achievement through the alignment of curriculum, instruction, and assessment. Preschool Services: Ages 3-5; Headstart; Title I; Exceptional Children; More at Four
Onslow County Schools District Profile
Safe/Civil Schools Services: provide a district perspective to all safe and civil school initiatives which include school-wide behavior expectations, commons area expectations, and positive behavior support. Title 1 Services: provides additional instructional services to elementary and middleaged children who are failing or are most at risk of failing. Tiered Technology Project: a vision to provide the necessary tools to provide quality instructional strategies for student learning, Train the-Trainer Model for Professional Development: provides professional learning opportunities to a small cadre of personnel who are responsible for replicating the training for additional personnel.
Onslow County Schools District Profile
School Name Bell Fork Elementary
GradeLevels Served K-5
Programs/ Services Before School Program -Due to Bell Fork Elementary’s later school schedule, before school care is offered through the County Office. Parents pay a small fee and child care is provided from 7:00 am – 8:30 am when students start entering the school. Come Walk With Me- is a literacy program for Kindergarten students. The program focuses on a text rich environment. Students are immersed in language. Our students greatly benefit from this program. IMPACT -Grade levels meet each grading period with the Media Coordinator, Technology Teacher Assistant and Technology Facilitator to develop lessons that integrate the technology and media Standard Course of Study with content areas. Students work in conjunction with their classroom teacher, Media Coordinator, Technology TA and the Technology Facilitator to produce a product (brochure, PPT, etc.) Reading Buddies-Grade levels work together so that students in higher grades have the opportunity to read to and with students in lower grades. This experience benefits both students and helps to build a team feeling at the school. Differentiated Instruction-Teachers develop lessons that meet the diverse needs of the students in their classrooms. Students may work in small groups or one-on-one with their teacher. Several computer programs are in place to assist with individualization. Success Maker- Students in grades 3 – 5 have daily time scheduled in our CCC Success Maker Lab. Students receive individualized instruction in mathematics and reading. Learning Today - Students in the II Team process are given a user name and password to login to Learning Today. Learning Today offers individualized instruction in both mathematics and reading. It offers wonderful reports which give invaluable information regarding the student’s performance and achievement. Accelerated Reader-Students in kindergarten through fifth grade participate in the Accelerated Reader program. Students are assigned a reading level based on their STAR reading test. Each student has an individual goal. The student will read a book on his/her level and then will test. Students are invited to a quarterly AR party when they meet their goals. Accelerated Math -Students in second grade through fifth grade participate in the Accelerated Math program. Students receive individualized instruction in mathematics concepts. Globalization-Students in second grade formed a classroom partnership with a school in Great Britain. Students connected with the class through the Internet. This program will be expanded this school year. Clubs-Students in grades 3 – 5 participate in 9 Week Clubs. Students have five club choices (Art, Book Club, Computers, Music, and PE) and rotate through four throughout the school year. AVID Summer Institute-2 teachers and the Assistant Principal will attend the AVID Conference in Atlanta during July of 2010 AVID-Fifth grade will implement the AVID program during the 2010 – 2011 school year. Battle of the Books-BFES was the County Elementary winner for 2010! Students in grades 3 – 5 are selected to be on the Battle of the Books team. Students are responsible for reading up to 12 books. The team competes against other elementary school teams in May. Title I -Our Title I program’s focus changes from year to year, based on student need. Students in grades K–5 receive Title I services based on a needs assessment that is completed at the end of the prior school year. Tutors and other support staff are hired to provide additional one-on-one experiences for students. Leveled Book Room-We are continuously developing and increasing our leveled book room to meet the goals of the social studies and science curriculums for all grades. Utilizing leveled texts during reading instruction allows teachers to teach reading through other content areas and provides students the opportunity to read non-fiction materials. enVisions Math-Bell Fork began using the enVisions math series by Pearson Scott-Foresman during the
Onslow County Schools District Profile Bell Fork Elementary continued Blue Creek Elementary
Carolina Forest Elementary
K-5
K-5
2009-2010 school year. enVisions math focuses on higher-order learning strategies. Students are provided with daily interactive and visual lessons. The diagnostic kit provides teachers with an excellent tool to diagnose and prescribe instructional strategies. AVID Elementary nd 2 Grade Reading Initiative IMPACT – Model Move to Scientific Inquiry Themed School Test Talk Worksheets Don’t Grow Dendrites – Dr. Tate New Teacher Evaluation Tool Envisions Math Training 10 Bridges participants Math Professional Development – SOAR Teaching Students to Care AVID Summer Differentiated Instruction Summer th AVID – All students in 5 grade participate in Advancement via Individual Determination (AVID). The purpose of AVID is to cultivate intrinsic motivation by creating a vision of academic success and a belief that academic rigor is expected, possible, and attainable, to create better students and teachers through the development of a consistent way to think and process information, to create a bridge between elementary and middle school and to identify future AVID students. Students Connecting with Students-International Pen Pals – Students are paired with students living abroad and correspond with each other via written and electronic correspondence. Web Conferencing (International) – Through a partnership with the University of North Carolina at Chapel Hill, our teachers correspond with college students studying abroad. These students share their global experiences with our students via web-conferencing. Student Government – Student led council facilitates recycling , flag duty, and serves as hall monitors Monthly Character Education Celebrations – Monthly celebrations are held to honor students who exhibit monthly traits Autistic/Social Skills Classrooms – Self-contained classrooms of students from across the county prepare these exceptional children with the skills needed for success in the regular education classroom Parent/Community Tutoring Support – Core group of parents and community members who provide tutoring support to classroom teachers daily. Currently we have over 15 tutors who work with teachers/students daily IMPACT – The school media and technology programs focus on student achievement and involve the entire staff in collaboratively planning instructional programs that are authentic and engaging, enriched by high-quality resources, current technologies, and effective models of integration. Professional Development – Relevant professional development designed to target identified weaknesses. During 2010-2011, CFE will focus on Curriculum, Instruction, and Assessment, Differentiated Instruction and the implementation of a school-wide Writing curriculum. Yearly retreats are also coordinated for Teachers and Instructional Assistants.
Onslow County Schools District Profile Clyde Erwin
K-5
Spanish – K-5
Onslow County Schools District Profile Elementary Magnet
Dixon Elementary
Dixon
K-5
Pre IB PYP Robotics – Grades 3-5 International Studies & Cultural Correspondents Morning Magic – before school program Monday Morning Meeting Summer Academies & Enrichment st Reading Buddies – 1 Grade & JHS Freshman Academy International partnerships Partnership with Rotary for grants & reading mentors Professional Development – In-House Formative Assessment Curriculum Alignment IB-PYP – Development of transdisciplinary units th th Recycling Club – 4 and 5 graders collect recycled materials from each classroom twice per week and place in recycling containers behind school rd th th Robotics Club – 3 , 4 and 5 graders participate in a 6-week after school course on robotics, culminating in the building of a robot. A different group of students is selected each nine weeks. th th Chorus – 4 and 5 graders participate in chorus club twice a week after school, culminating in a musical performance in December Girls on the Run – 4th and 5th grade girls practice twice per week for 5K marathons in the fall and spring th th Scrabble Club – 4 and 5 graders meet every Monday after school to play scrabble with each other and staff members to increase vocabulary nd th Chess Team – 2 and 5 graders form a chess team that competes with other elementary schools in an annual tournament th Academic Derby – 5 graders participate in this semester long competition between elementary schools rd th Friday Enrichment – 3 & 4 graders go to clubs each Friday from 2:00-2:45. Clubs include Math Club, Science Club and Writing Club th th AVID – all 5 graders participate in the Advancement Via Individual Determination program – 4 graders will begin participation in the fall of 2010 First In Math Program – a web-based interactive math program that allows students to earn points and rewards for their at-home work on math skills. EC/AIG Inclusion – To reduce pullout resource, exceptional children’s teachers and the AIG teacher team teaches with the regular classroom teacher on a regularly scheduled basis Departmentalization/Flexible Grouping in Reading & Math Grades 3-5 – an innovative approach to meeting the needs of all students at their instructional level. Service Learning Projects – Christmas Cheer, St. Jude’s, Math-a-thon, Relay for Life, Turtle Rescue Hospital, Recycling, Haitian Relief, Pennies for Patients, Hundredth Day Hunger Drive After-School Tutoring – Supplemental Education Services for identified at-risk students through Title 1 In-School Tutoring – Title 1 tutors are assigned to assist at-risk students in grades 3-5 th th Odyssey of the Mind – 4 and 5 grade students compete in this annual competition involving critical thinking and performance skills – placed 1st this year! Computer Classes – 2 fully equipped computer labs provide weekly instruction for students in grades K-5 in the use of technology (full-time instructor); the other lab is utilized for Sucessmaker Grades K-5 Student of Month Recognition – one student from each class is recognized each month for demonstrating the character trait of the month with a luncheon with the principal and a medal Research-Based Professional Development – Reading Strategies for Decoding/Comprehension Katie Garner’s Secret Stories Interactive Reading (Hoyt) Curriculum/Instruction/Assessment
Onslow County Schools District Profile Elementary continued
Hunters Creek Elementary
K-5
Jacksonville Commons Elementary
K-5
Books Talks: Café Book & Test Talk New N.C. Teacher Evaluation Instrument Training First In Math Training Web-based Accelerated Reader/Math Training Successmaker Software Training AVID Elementary –We have implemented AVID strategies and processes at grades 4 and 5. Teachers from both grade levels have attended the AVID conference and will support third grade teachers as they implement strategies that are appropriate for their students STEM – HCE is an emerging STEM school with plans to begin implementation during the 2010-2011 school year. The plan includes staff development and curriculum review and planning. Curriculum Mapping – HCE will continue developing yearly plans and will move to solidify the process with the CIA process that will be prevalent in the district. We will also continuing advancing our instructional program by “marrying” CIA, STEM, and Classroom Instruction That Works strategies. Service Learning Projects – The faculty and staff conducts annual service learning projects that include Hands for Haiti, Jump Rope for Heart, The HCE Angel Tree, and Food Drives Compass Learning Odyssey Intervention/Enrichment Block Ladies of Honor/Gentlemen of Quality Battle of the Books Language! Academy Articulation Lab Staff Development – Classroom Instruction That Works Differentiated Instruction NC Assessment Pilot-grades K, 1, 4–Benchmark and formative assessments administered in reading using Palms. Data is used to form small groups for intervention, to plan instruction, and to monitor progress. PLCs ongoing EVAAS – 4th & 5th th th AVID – 4 and 5 grade Technology Training– individual & small groups as needed BRIDGES Title I Program – Allows for additional teachers to provide small group services to the most at-risk students in reading. Services are provided in both and in-class and pull-out settings. Title I Summer Academy – 4 week transition program for at-risk students to develop readiness for the next grade. CIA planning Tutoring Program – in-school through Title I, local, and at-risk funds. (30-45 minute small group tutoring sessions in math and reading. The Daily 5 and Guided Reading training and implementation – support the structure for implementing a balanced literacy program and allows for small group instruction to meet individual student needs. EnVisions Math – continued training to ensure appropriate implementation of newly adopted math program. New teacher evaluation system – implementation of the new NC Teacher evaluation process to encourage self-reflection and professional growth from teachers. Student Involvement and Recognition Programs – Pride Patrol, National Elementary Honor Society, JCE Chorus, Odyssey of the Mind, Flag Patrol, Academic Derby, School Speech Contest, etc.
Onslow County Schools District Profile Meadow View Elementary
K-5
Morton Elementary
K-5
th
th
AVID – 4 & 5 grade CIA – All grades Title I Tutors – Reading & Math K-5 th HOTS – 5 grade Technology Training Differentiated Instruction Planning using the “BIG” Idea IMPACT Planning/Training New Teacher Evaluation th AVID Summer Institute – Train 4 grade teachers DATA Analysis & Exploring Data Notebooks Professional Development – with other elementary schools on early release days Formative Assessments Scheduling Data Notebooks School Culture Differentiated Instruction Before School Care Program – pay to use program After School Care Program – pay to use program Reading Buddies – upper grades with lower grades AVID Elementary – Grade 5 Character Café – K-5, monthly character recognition Super Kids Club – K-5, weekly behavior/attendance recognition Global Project – PreK-5, 9 week studies Curriculum Tree – hall posting of monthly units/themes/concepts by grade level Principal’s Mail Box – student-principal communication tool K-5 Writing Club – Newspaper “Choices” – alternative to OSS ID Classroom/AU Classroom/Speech/Sensory Classroom – EC service Intervention Enrichment (I/E) Period – daily I/E period for K-5 White Oak Area Articulation Meetings – strategic planning Computer-Based Programs – First in Math Study Island AR/AM/Star Service Learning – American Cancer Society- Jump Rope for Heart St. Jude’s Children’s Hospital- Mathathon Mustang Marvels Club Tutoring Services – Supplemental Educational Services (K-5, through Title 1) After School Services (3-5) Need to Lead Tutoring (3-5, a WOHS/MES partnership) Professional Development – Teacher Evaluation Training PEP Training AVID Summer Institute Model School Conference Differentiated Instruction Institute Teacher Technology Tools Training - Teacher Websites, Promethean, Web 2.0
Onslow County Schools District Profile Morton Northwoods Elementary
K-5
Parkwood Elementary
K-5
Queens Creek Elementary
K-5
Literacy PD with Literacy Facilitator IMPACT – Collaborative Planning and flexible scheduling in the media center th Avid – 5 grade th Gentlemen of Quality/Ladies of Honor – 5 grade Title I Tutor – At-risk k Renzulli Learning – Differentiated Learning website st Reading Buddies – JHS students and 1 grade Rockin’ Reader – Cracker Barrel / Community volunteers read to students New Teacher Evaluation Instrument Instructional Technology–Utilizing mimeo, smartboard, promethean, digital cameras, digital recorders. Kindergarten Pre-Orientation – New kindergartner parents After School Focused Intervention – Remediation/Enrichment grades 3-5 CIA – Big Ideas Planning Differentiating Instruction Envisions Math Training EVAAS Training – Data analysis grades 3-5 Summer Enrichment Program – Summer program grades K-5 AVID (Advancement Via Determination) – National program to address rigor and relevance th th Battle of the Books – 5 graders competing with local 5 graders on a selection of novels Bridges – Grant program to enhance math instruction CIA training (Curriculum Instruction and Assessment) – ongoing professional development Cultural Correspondents – classes connect through Internet with foreign exchange teachers th ENVISIONS – 5 grade math and science grant to enhance instruction Fitness Program for Staff – in house fitness competition to improve over all staff wellness th th Girls on the Run – fitness program for 4 and 5 grade girls IMPACT – County adopted Program for the staff and media center to improve student performance, research skills, and technology skills Odyssey of the Mind – National Program where students compete on thinking out of the box rd th th Science Fair – 3 , 4 and 5 grade Science competition on a local, regional and state level th th Safety Patrol –program where our 4 and 5 graders help supervise student movement on campus st Reading Buddies – Jacksonville High Students pair with 1 graders to read weekly PLC - Staff Reflection, differentiation Training and Instruction and the New Teacher Standards PLCs – grade level professional learning communities (k-5) Science Lab – scheduled during Impact planning sessions to enhance science instruction (K-5) Character Café – students selected by teacher each month (ice cream w/ administration) th th AVID –supports student achievement through organization & expectations (4 & 5 ) Success Maker- student driven computer math & reading program Gator Tots – targets 3 & 4 year old children who do not attend organized day care Cluster Clubs – student interest designed clubs (4th & 5th) Technology Tidbits – 10-12 hour course designed around a staff technology survey Student Council – primary projects are ecologically focused (Recycling) IMPACT – Open library concept supported by curriculum driven planning Accelerated Reader/Math – student driven math and reading assessments Thinking Maps – graphic organizers (math & reading) Bridges – Instructional seminars targeting Math Big Ideas – (CIA) Concept based planning and instruction Book Study – Bullying- sponsored by the Safe & Civil committee, open to all staff Teacher Evaluation Training – Staff development based upon the new NC standards SOAR – Home internet curriculum program, made available through our military partners
Onslow County Schools District Profile st
Queens Creek Elementary continued Richlands Elementary
Richlands Primary
1 in Math – Home internet curriculum program focusing on math objectives Autistic Classes – self-contained classes designed to meet the needs of the EC children Number Worlds – Math program targeting math remediation AIMS – Web-research based program specifically identifying math and reading 3-5
PreK-2
Globalization – Students were provided weekly experiences of countries' cultures. Grade level Staff PLC’s - Working communities were involved in activities to promote student achievement and success. Intense planning and staff development took place. Vertical Planning – Cross grade level community meetings and planning began. IMPACT – Flexible media scheduling with integrated planning took place. AVID – Every 5th grade child was immersed in specific note taking skills and organizational development of units of study. Study Island – School to home individual skill practice and assessment with whole class options also. Grade level clusters (Title I, AIG, EC, etc.) – Many different clusters were formed to have better access to specialty area teachers. Teachers moved among classrooms in some instances to share instructional strengths with all students in that cluster. Unique scheduling – 3 hr grade PLC planning- Planning time has continued to grow within the professional learning community. Many strategies were shared and staff development occurred on a continuous basis for growth and development of teachers and students. Facilitator – Facilitators were available and led many workshops to improve teacher classroom skills and knowledge base. Tech Tips Test Talk Benchmark Assessment Sonday Reading System – Research based Reading Intervention program for At- Risk and Early Intervention Autistic class Pre K – 2 classes E Books (Electronic books on Line) – 76 purchased, 2 subscriptions to Mighty Books and Tumble Books Technology – All classes are equipped with Promethean boards, Elmos, LCD projectors, computers and printers - 2 Fully equipped computer labs and 2 portable computer labs (COWs) Global Initiatives – Denmark Partnership PAWS class (Partnerships and World Studies) SPICE Partnership- Spanish students from RHS come to RPS and teach Spanish to our K-2 students PLCs and Task Forces – Each grade level has 2 common planning times for professional planning Task forces and Committees to develop teacher leaders that investigate, implement, and improve Instructional processes nd rd Transition Initiative – 2 grade partnership with RES 3 grade teachers for implementation of transition practices Grant Writing – 3 JOEMC Bright Ideas, 1 Dollar General Literacy Grant, 1 Farm Bureau, 1 Knights of Columbus, and several Donors Choose Grants IMPACT – Media and Technology Program Envisions Math, Accelerated Math and First in Math – Math programs Flexible Schedules – To accommodate student learning needs and grade level planning Number World – EC program AIMS web – EC program Level Book Room – 26,022 books in level text library
Onslow County Schools District Profile nd
Richlands Primary continued
Sand Ridge Elementary
K-5
Silverdale Elementary
K-5
Southwest Elementary
K-5
Stateside Elementary
K-5
Peer Mediation – 2 grade Peers helping peers resolve conflicts in a cooperative and positive manner Sensory Room – Used to engage and redirect students as necessary Technology Buffet – On- site technology staff development Schools Insite web pages P. Board Excel Outlook NC Teacher Evaluation – All certified staff received training on the new evaluation tool PEP Training – Personalized Education Plans for At- risk students Sand Ridge Elementary School “A Global Partner” – one of 4 schools to adopted a theme this year Literacy Council th th AVID – 4 & 5 Grade NCIH – Video Conferencing Worldview Trained Administrator – Worldview School Partnership Accelerated Reader/Math Renaissance Place – School & Community Reading/Math/STAR st 1 in Math PLC Professional Development – Instructional Technology Buffet Worldview PLC SOAR Test Talk New Teacher Evaluation Process Bright Ideas Grant
Staff Development – Teachers implementation of 9 strands of classroom Instruction that Works by Marzano Classroom Instruction that Works handbook - guides teachers in the effective use of 9 categories Steven Covey Leadership School - integrating 7 Habits of Highly Effective People into lessons for children k-5. AVID – grades 4 and 5 Themed Elementary Leadership Development AVID 1st Grade Reading Extension IMPACT Big Ideas Training Data Analysis Training Test Talk/Strategies That Work New Teacher Evaluation PEP Training Diff Instruction AVID –an in-school academic support for grades 4-12 that prepares students for college eligibility and success. WAVE Schedule – Enrichments classes come in "waves" to provide for uninterrupted teaching time as
Onslow County Schools District Profile well as uninterrupted planning and collaborative time for teachers. Stateside Elementary continued
Summersill Elementary
K-5
IMPACT – A model that recognizes that effective school media and instructional technology programs support effective teaching and learning. IMPACT provides collaborative planning among the classroom teacher, tech facilitator and classroom teacher. Guided Reading leveled books – Leveled readers and guided reading activities build fluency, comprehension and independence as students are matched with instructional levels for fiction and nonfiction text. Autistic classes – One of the 14 categories identified under IDEA, classes serving autistic students. Big 6/Super 3 – An informational problem solving approach. It includes the following steps: task definition, information seeking strategies, location and access, use of information and synthesis and evaluation. The primary version consists of Plan, Do, and Review. Monday Morning Meeting – A school-wide forum focusing on teaching and modeling school-wide expectations, values and themes as well as providing a venue for showcasing student talents. Denmark Partnership – A global partnership with Bakkeskolen school in Denmark. Global partnerships provide students with opportunities for cross-cultural experiences that expand their views of the world and interconnectedness. Envisions Math – A hands-on math program designed by Pearson Prentice Hall Themed Elementary –A highly structured interdisciplinary educational program that revolves around a central theme, parent involvement, organizational tools and students as active participants. Renaissance Place – A web base "house" that hosts Accelerated Readers, Accelerated Math, Star Reader and other formative assessments. Cultural Awareness – An enrichment class that focuses on foreign language immersion, global topics, character ed, and test taking as a genre. Number Worlds – An intensive intervention research program designed to helps students who are one or more years below grade level in mathematics. AIMS Web – A benchmark and progress monitoring system based on direct, frequent and continuous student assessment. The results are reported to students, parents, teachers and administrators via a webbased data management and reporting system to determine response to intervention. Boy & Girls Club – A national program providing after school care that promotes character training, life skills, and leadership traits. De-escalation training – Specialized training to teach staff to avoid or deescalate potential threatening or harmful student interactions. School-in-sites web training – A web hosting venue that provides a collection of web-based applications for educators and schools. FCRR – Reading Interventions Strategies- A research based website from the Florida Center for Reading Research that provides applied research and activities to impact practices related to literacy instruction. New teacher evaluation instrument training – An evaluation system designed with standards in mind to guide educators with the knowledge and skills to teach in the 21st Century Pathways to Success – Character Ed Empowering Writers – K – 5 Writing Program Cultural Correspondents – Students communicate with a college student in another country Before School Tutoring th AVID – 5 grade (Summer 2010) Study Island Education City First in Math 5th grade clubs – Chorus, Art, Advanced P.E., Dance IMPACT Staff Development –
Onslow County Schools District Profile
Summersill Elementary continued Swansboro Elementary
K-5
Math (by grade level) Words Their Way Understanding Assessments Master Teacher New Teacher Evaluation Tool Habits of Mind Just Ask Mrs. Peele Mailbox – Students have the opportunity to ask, via mail, the principal, Mrs. Peele, various questions or provide feedback about our school community. Student Leadership Team – Students will be selected, based on teacher recommendation and other screening steps, to be placed on the Students Leadership which will meet with administration 2 times per month to discuss needs and other items relating to the school environment. Look-Out Scouts – Students are selected, based on various criteria, to patrol the school grounds during a variety of transition times during the school day. Deployment Groups – Students are selected, based on parental deployment, to participate in a variety of activities that teach about coping with parental deployment and a chance for students to share their experiences and feelings throughout the deployment term. Ladies of Honor/Gentlemen of Quality – Students are selected, based on various criteria, to participate in a variety of activities that teach about manners, positive character traits, and making/setting/obtaining goals. School-wide tutoring (intervention period) – Students work in small groups, based on his/her learning needs with instructional focus placed on reading/comprehension/problem solving. Media Labs – (Promethean & laptop instruction):Faculty and staff members bring groups of students into our 4 media labs to complete research, work on various instructional computer programs, and complete various technologically produced projects. IMPACT – Media specialist, technology facilitator, and various classroom teachers work together to plan special units of instruction utilizing media, technology, and other curriculums. After School Tutoring – Students work in small groups, based on his/her learning needs with instructional focus placed on reading/comprehension/problem solving/math. th th 4 /5 Grade Chorus – Student are selected, based on an audition, to participate in our Swansboro Elementary School chorus group. The chorus group sings for various functions and participates in community activities. Academic Derby – Students are selected, based on teacher recommendation and other screening steps, to compete with other schools in the county based on trivia type questions relating to specific literature. Battle of the Books – Students are selected, based on teacher recommendation and other screening steps, to compete with other county schools based on trivia type questions about a variety of things. Odyssey of the Mind – Students are selected, based on a variety of screening steps, to participate in “out of the box” activities that lead into a culminating competition. Service Learning Projects – The entire school community works together to raise money, collect food items, and support various charities in our community and surrounding communities. Science Lab – Students participate in various science related activities utilizing a variety of resources. Character Café – Students are selected, based on their demonstration of positive character traits, to sit in our special dining area. Dreamer’s Club (music, art, dance) – Guided by the music, art, and physical education teaching staff, students are guided to utilize their talent of movement, musicality, and artistry to participate in culminating events such as a school musical production, a cultural arts festival, and other events. Faculty/Staff PLC’s – Groups of faculty and staff members working together creating smart goals, strategies, and utilizing various resources top achieve desired results within a given time period. For example, our staff will be working in a curriculum, instruction, and assessment PLC during the 2010-2011 school year. Technology Tidbits (shared with QCE) – With leadership of our technology facilitator, our staff are
Onslow County Schools District Profile
Swansboro Elementary continued Thompson Early Childhood Center
Pre K
Dixon Middle
6-8
Hunters Creek Middle
6-8
Jacksonville Commons Middle
6-8
New Bridge
6-8
provided opportunities and staff development on various uses of technology and different kinds of technology. Summer Academy – Students have the opportunity to participate in a summer enrichment camp that will provide music, art, science, and physical education activities, fieldtrips, and family gatherings. Recycling Pirates Club – Students are lead by staff members to create and lead our school into “Saving the Earth” through advertising and implementing a school wide recycling program. Creative Curriculum Second Step Crisis Intervention – character ed. prog Strategic Plan initiatives with JCE, JCM, NHS Creative Arts - performance programs, “bells” Community Projects – Nursing homes Guest Readers Program Kindergarten Transition Program Staff Development – Promethean Board Training Book Project “Peaks & Valleys” PLC – Best Practices for the PreK classroom th 8 grade shadowing for teachers & students Horizons – themed program days for college/careers, global, science, & special interests New Advanced Language Arts Offerings – creative writing, journalism, yearbook Exploratory Chinese class Chinese school partnership AVID Drama Club Tutorial Program- Held daily to enhance and remediate reading and math for all students as determined by teacher made assessments and evaluation. PLC- Weekly Department Meetings- Held once a week within department to review and discuss instructional strategies and approaches to differentiating instruction. Teachers used this time to discuss and review standard course of study. Curriculum Audit- Teachers met with Ken Reddic and Michael Elder to begin the process for curriculum discussions with the intentions of beginning the development of curriculum, instructional and assessment plans. MADD- Make a Difference Day- All students participated in community services. Global Awareness Fridays- Students were exposed to global issues from a teacher created curriculumArticles and discussions that incorporated character awareness globally. Gentlemen of Quality and Ladies of Excellence- Grant funded program to work with At-Risk students through leadership imitative, anger management, career goals. Curriculum Audits through the Office of Academic Innovation- See Curriculum Audit AVID Plato Microsociety – after school program Strategic Plan initiatives with JCE, TECC, & NHS Gentlemen of Quality & Delta Academy AVID Strategies Technology training IMPACT PLC – weekly planning meetings in core subject areas and add S.T.A.R.S. to Gentlemen of Quality & Delta Academy Technology Integration
Onslow County Schools District Profile Middle New Bridge Middle continued
Northwoods Park Middle
6-8
Southwest Middle
6-8
Swansboro Middle
6-8
Differentiated Instruction Staff Development Sci-Blast & Envirothon NCVPS (North Carolina Virtual Public School) for foreign language Integrated/Interdisciplinary Units (IDU) Problem-based inquiry projects (PBIPs) School-based Professional Development – Differentiated Instruction – presented by staff at Monthly meetings with follow-up in team meetings AVID – a program designed to increase school-wide learning and performance with an emphasis on college preparation. International Baccalaureate – aims to develop inquiring , knowledgeable and caring young people. Aims to provide an international focus within a rigorous curriculum. Robotics – a hands-on inquiry based learning opportunity for select students to learn about robots. Dance – an alternate physical activity for student selection PLCs – weekly/monthly collaborative team meetings designed to focus on data and instruction ESL Training – staff development focused on meeting diverse learner needs technology integration-focus on integrating technology instruction in all areas of the curriculum to st respond to 21 Century outcomes Positive Behavior Support – ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible Curriculum, Instruction and Assessment staff development – providing training and opportunities for staff to develop a comprehensive curriculum Girls on the Track – combines an interactive curriculum and running to inspire self-respect and healthy lifestyles in pre-teen girls. Lessons provide girls with the tools to make positive decisions AVID/Tutorology Plato IMPACT SOAR th 6 Grade Test/Tutor/Retest (TTR) Renaissance IMPACT/Inspirations AVID Summer Institute Curriculum, Instruction and Assessment training and development for all teachers Critical Reading staff-development MATCH wellness program for 7th graders Life Skills training for 6th graders Pivot Academy for at-risk 7th graders EVAAS Gentlemen's and Ladies' club AVID Weekly-news article for instruction AVID Future Ready – Staff & Students Reading Class/on the elective wheel FINAO/Intervention Period/Working Lunch ESL Reading-in the content area Future Ready –Basically AVID Strategies delivered in a “Curriculum Corner” piece at meetings. PEP Training New Teacher Observation Model
Onslow County Schools District Profile Trexler Middle
6-8
Dixon High
9-12
Jacksonville High
9-12
Northside High
9-12
AVID Flag Corps – an afterschool club designed to involve students in performing flag team type performances Advisor/Advisee North Carolina Virtual Public School for foreign language Strategic Planning Professional Development Curriculum, Instruction and Assessment training and staff development PLATO PLC’s across departments and grade levels Smart Phone classes Public Safety Academy Marine Technology Academy Educational Training Academy Teacher Cadets I & II Chinese partnership Mandarin Chinese classes Netbook initiative – Algebra I Fire Fighter Technology I, II, III Game Design pilot AVID Professional Development – Individual Technology Training DLC – Dixon Learning Centers Netbook Training for select teachers USA Test Prep training IB – International Baccalaureate Program IMPACT Advisory Program PRIME (Promoting Responsibility & Initiating Mastery of Essential Skills) Time – This program is time set aside specifically for tutoring after school on Tuesdays and Thursdays from 2:30-3:30, in any subject area, with bus transportation provided for students who attend. Cardinals SOAR (Students Obtaining Academic Results) – the objective is for at risk students to achieve academic success by providing them with structured and goal oriented instructional assistance. Freshman Academy – smaller learning community for freshmen Health Science Academy –a smaller learning community for students interested in careers in the medical profession Education Training Academy – a smaller learning community for students who are interested in entering the teaching profession Information Technology Engineering Academy – a smaller learning community for students who are interested in careers associated with Business, Construction, Engineering, and Information Technology. International Studies Academy – functions as a "school within a school" and provides students with the skills necessary to be successful in the twenty-first century. S2S –Student 2 Student is a unique, student-led, school-managed program that confronts the challenges of transition and provides relevant training that gives students the best possible transition experience. Reading Buddies –a Freshman Academy service project in conjunction with Jacksonville High School’s feeder elementary schools: Clyde Erwin Elementary, Northwoods Elementary and Parkwood Elementary. Dual Enrollment with Coastal Carolina Community College Channel 22 News – The Lion’s Den Graduation Project Health Occupation Program AVID
Onslow County Schools District Profile st
21 Century Technology Academy Onslow Connect Initiative Freshman Transition ProStart Program Community Partnerships st Tier 3 Laptop deployment site for 21 Century Academy Northside High continued
Richlands High
9-12
Southwest High
9-12
Professional Development: Digital problem sets for Algebra I students st Moodle Training for 21 Century Academy staff EVAAS Data Driven Decision Making New Teacher Evaluation Model PEPs Onslow Connect Initiative – Netbooks issued to all Algebra 1 students Engineering Academy Health Sciences/Occupations Academy Dance Program – Coursework covering all genres and their histories Wildcuts television broadcast – Student produced AVID Strategic Reading – Reinforcement/Remediation of reading strategies (John Hopkins) Global Partnership with Denmark S2S (Student-to-Student) Initiative – Peer mentor/facilitator for students new to the school/district Teacher Evaluation Instrument PLC Quadrant “D” Lesson Planning PLC Advisory/Advisee PLC – for differing course of study graduation requirements Technology PLC AVID –a structured, college preparatory program designed to provide academic instruction and other support to students who have the potential and desire to further their education beyond high school. Peer Mediation – Gives students an opportunity to work out differences in a safe environment lead by an individual from their peer group. Automotive Academy – The academy offers students a curriculum focused on Auto Technology. The academy will provide students the opportunity to do observations through job shadowing at local dealers and independent garages. Time accrued during school will be counted towards Automotive Services Excellence (ASE) accreditation. Teacher Cadet - The North Carolina Teacher Cadet Program is an innovative, activity-based curriculum designed for high school juniors and seniors who are interested in pursuing a career in the field of education. Project K-Nect – A partnership with Qualcomm, Project K-Nect provides Smartphone’s for instructional use in Algebra I, Algebra II and Geometry courses. Technical and instructional support are provided through Qualcomm. 1/1 Netbook Initiative – 1/1 initiative will provide a Netbook for each student enrolled in an Algebra I class. Netbooks will be used to supplement classroom instruction. Graduation Project – County graduation standard which requires students to complete a project, research paper, mentor hours, and presentation to community members prior to graduation. Professional Development – Technology buffet-course to provide instruction on a variety of computer programs used in the school. New Teacher Eval- Series of workshops that covered all components of the New Teacher Evaluation Model mandated by the state.
Onslow County Schools District Profile
Swansboro High
9-12
Swansboro High continued
White Oak High
9-12
Inclusion- Workshops focused on the role of the inclusion teacher AVID/Differentiated Instruction- Series of lessons that focused on AVID strategies and information presented in the book Classroom Instruction that Works by Robert Marzano. EVAAS- Series focused on using EVAAS scores to improve student achievement. Academies – Health Sciences, Engineering, Education Training, Hospitality Tourism, Digital Media, Freshman, AVID. PRIMEtime tutoring – after school Pirate Academy – tutoring during day AR – accelerater reader 1 to 1 Netbooks Graduation Project Student 2 Student/ Leadership Training Professional Development – AVID whole school training CIA Formative assessments/common assessments Wooden training (National presenter) PEP training Data analysis Viking Express – Tutorial After-School Program with Bus Service for all Students on Tuesdays and Thursdays Advisor/Advisee Program – Organized by Chosen Academy Wall-to-Wall Academy FocusFreshman Academy – John Wooden Pyramid of Success, Strategic Reading Focus in English I and World History Arts Academy Business Academy – Majors: Administrative Service, Business Management, Accounting and finance, Marketing Management, Programming, & Software Development Human and Allied Health Science Academy – Majors: Lifetime Fitness and Sports Medicine, Health Occupations, & Sports Marketing Humanities – Majors: Education & Training, International Studies, Journalism, Law/Government and Human Service, & Food Service Technology Academy – Majors: Agriculture and Natural Resources, Biological and Chemical Technology, Bioengineering and Mathematics, Engineering and Architecture, & Construction Technology Pre Engineering Program – Project Lead the Way AVID – Offered for Students in All Grades, Paired with Honors or AP Course, Club, and tutorial opportunities NCVPS – increased enrollment Cultural Arts Programs – Spring Musical, Marching Band Fall Show and Competitions Drama Class and Club Presentations, Participation in District, Regional, and State Level Competitions CTE Specialty AREAS – Project Lead the Way, Masonry, and Technology Professional Development – Wall-to-Wall Academies NC Teacher Evaluation Process Instructional Intervention At Work Classroom Instruction That Works PLC Work by: Courses, Department, AVID, Academies, Differentiation of Instruction, and School
Onslow County Schools District Profile Safety
Onslow County Schools District Profile Onslow County Learning Center/ Middle and High
6-12
Service Learning – Classroom without Walls: PLATO – Support/remediation: web-based software program used to support core instruction, provide remediation, and enrichment. Staff Development – Framework for Understanding Poverty: provide practical, real-world support and guidance to improve teacher effectiveness in working with people from all socioeconomic backgrounds. Web-based programs on an individual basis: self-selected by personnel The Ethical Teacher – focus group: used to examine ethical issues related to the practice of teaching.
Onslow County Schools District Profile
Summary of Performance More stringent standards being implemented by the State Board of Education as well as curriculum updates and new state assessments, impact the overall results for The State ABCs and Federal AYP status. These changing expectations also make it difficult to analyze data over several years for trend purposes. Therefore, any summary of performance data will be based on the implementation of the new state assessment for the particular subject. For example, reading at grades 3 through 8 were updated in 2006-07; mathematics at grades 3 through 8 was updated in 2005-06; Civics/Economics in 2005-06; Algebra I, Algebra II and Geometry in 2006-07; Physical Science and Chemistry in 2007-08. Science in grades 5 and 8 began during the 2006-07 school year. The analyses of these subjects will be conducted during the life of their inception to present. In the analysis of student performance data over time the percentage of students scoring at or above grade level on the EOG Mathematics Assessments in grades 3 through 5 and grades 7-8 has increased on an upward trend since the 2005-06 school year (Grade 6 mathematics declined slightly during the 2007-08 school year). The overall math aggregate for grades 3-8 have increased from 64.9% (2005-06) to 71.9% (80.4% with retests included) for the 2009-10 school year. With regard to reading in grades 3 through 8, we have two years of like measureable data, which does not afford us to create and/or determine trends, but to note we had a notable increase in the reading proficiency of 70.1% to 72.2% (08-09 to 09-10). Analyses of student performance data for grade 5 and 8 science indicate progress is being made instructionally in both of these grade levels. Data indicate increases in proficiency with grade 5 having an approximate 7% increase from the 2008-09 to 2009-10 school year (69.1% to 76.3%); grade 8 increase was 1.6% (71.9% to 73.5%).
Onslow County Schools District Profile
With regard to high school end-of-course assessments, the State Board of Education modified the accountability model to include retests in end-of-course calculations beginning with the 2009-10 school year. In order to conduct an analysis of like data, results from the 2009-10 with be depicted with and without retests data. Subject Algebra 1 Algebra 2 Biology Civics/Economics English I Geometry Physical Science US History
200607
2006-07 STATE
73.2% 69.1% 70.8% 66.5% 79.2% 74.5%
66.7% 65.1% 65.3% 65.8% 72.1% 63.3%
NA- new test in 07-08
66.2%
64.6%
2007-08 73.2% 74.2% 73.9% 72.9% 78.8% 75.1% 54.6% 66.1%
200708 STATE 69.0% 67.2% 68.0% 68.5% 73.1% 67.9% 58.4% 66.5%
2008-09 69.5% 75.1% 76.2% 75.1% 78.1% 78.0% 60.2% 70.0%
200809 STATE 67.7% 72.9% 71.2% 71.4% 73.8% 73.3% 62.7% 71.2%
2009-10 66.8% 72.8% 75.6% 75.1% 80.1% 77.8% 69.1% 74.1%
2009-10 with Retests 75.6% 81.7% 83.7% 81.5% 86.2% 84.2% 77.0% 80.7%
State data for the 2009-10 school year was not available at time of publication of this document. In reviewing the state and district data for the past three years, our district results consistently exceed those of the state with the exception of Physical Science and US History for the 2007-08 and 2008-09 school years.
Onslow County Schools District Profile
Major Trends Impacting the System
Economic Development/ Population Growth/ Military Influence Subgroup Achievement for all students Transient Community impacting students and staff Changes as a result of 21st Century Future Ready Goals
Onslow County Schools District Profile
Strengths and Needs Strengths
Onslow County Schools has a strong commitment to create a professional culture focused on excellence in education which values feedback provided by AdvancED and strives to incorporate all recommendations and opportunities for growth. The system’s nurturing, caring environment permeates the climate of each educational facility and the district as a whole. The staff has made a commitment to improve instructional practice and increase student achievement by embracing research-based innovations and strategies. The district and school leaders are dedicated to providing appropriate and state-of-theart instructional technology tools to enhance instructional delivery and student engagement through a three-tiered implementation plan. Diverse modes of communication are utilized to provide stakeholders access to information about student performance, district and school activities, and upcoming events. Onslow County Schools has strong collaborative partnerships with various community agencies and businesses that help students learn and enhance improvement efforts. The vision, mission, and goals of the Onslow County School System are clearly communicated and supported throughout the school district, schools, and community. The educational culture emphasizes commitment to excellence which is infused throughout all levels and departments of the school system. High quality leadership development at the district and school levels are implemented and maintained through a variety of leadership programs and professional learning communities. The administration, faculty, and staff working in the Onslow County School System are committed, dedicated, and focused on meeting the needs of all students.
Needs/Challenges
Funding Technology – maintenance, sustainability and replacement Transient population of students and staff Responding to the diverse needs of students throughout the district Establishing the organizational structure to adapt and efficiently implement changes the NC Department of Public Instruction is making
Onslow County Schools District Profile
Transition to system thinking - Moving from shared, common beliefs to shared, common behavior
District Goals for Onslow County Schools
District Goal 1: Supports SBE Goal: District Goal 2: Supports SBE Goal: District Goal 3: Supports SBE Goal: District Goal 4: Supports SBE Goal: District Goal 5: Supports SBE Goal:
Onslow County students will be globally competitive through the mastery of a relevant and rigorous curriculum. Goal 1 – North Carolina public schools will produce globally competitive students. Onslow County Schools and students will be led by creative, passionate, and technologically skilled professionals. Goal 2 – North Carolina public schools will be led by 21st Century professionals. Onslow County students will learn in a safe and civil environment to be ethical, healthy and productive citizens. Goal 3 – North Carolina Public School students will be healthy and responsible. Leadership will foster innovation in the Onslow County School System in cooperation with families and community partners. Goal 4 – Leadership will guide innovation in North Carolina public schools. The Onslow County schools will be supported by effective and efficient processes and systems. Goal 5 – North Carolina public schools will be governed and supported by 21st Century
32
st
State Board of Education Goals – Future-ready Students for the 21 Century Goal 1 – North Carolina public schools will produce globally competitive students. Every student excels in rigor and relevant core curriculum that reflects what students need to know and demonstrate in a global 21st century environment, including a mastery of languages, an appreciation of the arts, and competencies in the use of technology. Every student’s achievement is measured with an assessment system that informs instruction and evaluates knowledge, skills, performance, and dispositions needed in the 21st century. Every student will be enrolled in a course of study designed to prepare them to stay ahead of international competition. Every student uses technology to access and demonstrate new knowledge and skills that will be needed as a life-long learner to be competitive in a constantly changing international environment. Every student has the opportunity to graduate from high school with an Associates Degree or college transfer credit.
Goal 2 – North Carolina public schools will be led by 21st Century professionals. Every teacher will have the skills to deliver 21st century content in a 21st century context with 21st century tools and technology that guarantees student learning. Every teacher and administrator will use a 21st century assessment system to inform instruction and measure 21st century knowledge, skills, performance, and dispositions. Every education professional will receive preparation in the interconnectedness of the world with knowledge and skills, including language study. Every education professional will have 21st century preparation and access to ongoing high quality professional development aligned with State Board of Education priorities. Every educational professional uses data to make informed decisions.
Goal 3 – North Carolina Public School students will be healthy and responsible. Every learning environment will be inviting, respectful, supportive, inclusive, and flexible for student success. Every school provides an environment in which each child has positive, nurturing relationships with caring adults. Every school promotes a healthy, active lifestyle where students are encouraged to make responsible choices. Every school focuses on developing strong student character, personal responsibility, and community/world involvement. Every school reflects a culture of learning that empowers and prepares students to be life-long learners.
Goal 4 – Leadership will guide innovation in North Carolina public schools. School professionals will collaborate with national and international partners to discover innovative transformational strategies that will facilitate change, remove barriers for 21st century learning and understand global connections. School leaders will create a culture that embraces change and promotes dynamic continuous improvement. Educational professionals will make decisions in collaboration with parents, students, businesses, education institutions, and faith-based and other community and civic organizations to impact student success. The public school professionals will collaborate with community colleges and public and private universities and colleges to provide enhanced educational opportunities for students.
Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems. Processes are in place for financial planning and budgeting that focuses on resource attainment and alignment with priorities to maximize student achievement. Twenty-first century technology and learning tools are available and are supported by school facilities that have the capacity for 21st century learning. Information and fiscal accountability systems are capable of collecting relevant data and reporting strategic and operational results. Procedures are in place to support and sanction schools that are not meeting state standards for student achievement.
33
Onslow County Schools District Profile Addendum June 2012 Executive Summary District and Community Demographic Data: Federally connected students 2009-10 ~10.400
2010-11 ~10,600
2011-2012 ~11,000
Population and racial composition: 2010 Census – 177,772 citizens with 68,226 housing units and a home ownership rate of 56.6% Racial composition White County Staff Students
74.0% 85.9% 61.3%
African Hispanic American 15.6% 10.1% 12.9% 0.0% 19.6% 10.7%
Multiracial 4.4% .4% 6.3%
Pacific American Islander Indian .3% .7% .07% .18% .3% .76%
Asian 1.9% .44% 1.09%
Socio-economic status Median Income (2010 Census): $43,561 with a per capita income of $21,048 46.2% of student population or about 11,521 students are eligible to receive free or reduced lunch District Characteristics Recognition School of Distinction School of Progress
2008-2009 3 20
Students
2009-2010 12 17
2010-2011 10 18
Year 2009-2010 2010-2011 2011-2012
Student Membership 20th Day of School 24,026 23,593 24,346
Year 2009-2010 2010-2011 2011-2012
Exceptional Children (April 1 Headcount) 2,627 2,811 3,164
Community involvement and support Year 2008-2009 2009-2010
Volunteers/Businesses 5,505 3,673
Onslow County Schools District Profile Addendum June 2012 2010-2011
Budgetary Allotments Funding Source Local State Federal Staff:
5,125
2008-2009 District/State $1890/$2130 $5344/$5653 $776/$873
2009-2010 District/State $1683/$1946 $4759/$5225 $1171/$1275
2010-2011 District/State $1685/$1902 $4758/$5155 $1283/$1341
Approximately 150 new employees were hired during the 2010-2011 and 2011-2012 school years. As of June 2012, a total of 184 of our district’s teachers have achieved National Board Certification.
Student Performance Data: Onslow County School District met 92.6% of AYP targets goals in 2008-2009; 92.8% in 2009-2010 and 74.2% in 2010-2011 (note change in the target rates occurred in 2010-2011). As a whole, the school’s met 97.2% of all goals in 2008-09; 96.4% of goals in 2009-2010 and 82.4% of all goals in 2010-2011 (see note above) State Measures: For the 2010-2011 school year, proficiency rates in reading ranged from 61% to 86% and for mathematics the range was from 64% to 90.1%. The overall reading composite for 2010-2011 is 73.1% and for mathematics if 80.8%. For high schools, the performance composite rates ranged from 73.4% to 84.8% for an overall district rate of 78.1%. Stakeholder Perspectives on the Quality of Education North Carolina Teacher Working Conditions Comparison results for 2010 to 2012 are available at: http://ncteachingconditions.org/reports/summarycomp.php?orgID=670
Summary of Performance: Subject Math (3-8) Read (3-8) Science (Grade 5)
2009-2010 80.4% 72.2% 76.3%
2010-2011 80.9% 73.1% 81.7%
Status
Onslow County Schools District Profile Addendum June 2012 Science (Grade 8) Algebra 1 Algebra 2 Biology Civics/Economics English I Physical Science US History
73.5% 75.6% 81.7% 83.7% 81.5% 86.2% 77.0% 80.7%
78.6% 76.1% 79.0% 83.2% 83.4% 83.3% 77.5% 79.3%
Strategic Planning Process Historical Perspective
S
ystem-wide strategic planning began in the Onslow County School System in the mid-1980’s with the district office and all schools, grades K-12, receiving accreditation through the Southern Association of Colleges and Schools (SACS). SACS accreditation continues to be an integral part of the strategic planning process within the Onslow County School System.
T
he most significant change in North Carolina’s accreditation process came in 1983 with the enactment of the Basic Education Plan (BEP). This program introduced the opportunity and performance standards that addressed the availability of educational resources within each district. This plan guaranteed each child had access to the same educational program. The BEP Course of Study and class size ratios were the opportunity standards created.
I
n 1990, North Carolina legislated the school improvement process known as Senate Bill II (SBII). Under this process, each school developed a plan, complete with individual school goals and strategies for accomplishing each goal.
T
he North Carolina Performance Based Accountability Plan (PBAP), as established by the State Board under the directives of SBII required each local administrative unit to develop a 3-5 year plan to improve student performance. It included 30 performance indicators that schools and school systems had to meet. State testing was an important component of PBAP. This school improvement process lasted for three years and included the development, by each school, of a school improvement plan, which focused on the state-mandated performance indicators. was followed at the state level by the ABC model for school improvement PBAP (1996). This model had a three-pronged focus—A: Accountability; B: Back to Basics; C: Local Control. The ABC model continues to be the school improvement model for all schools in North Carolina. the state changing the model for school improvement every few years, Witheducators in Onslow County recognized the need for a consistent plan within the
school system. In 1991, after much consideration, administrators adopted the improvement model based on “Effective Schools Research” as the foundation that schools and the school system, as a whole, would follow for the future. An effective school is defined as one “in which all students learn the specified curriculum, regardless of factors in their background which have ordinarily been identified as those which prevent such learning.” There are seven correlates of effective schools—safe and orderly environment, climate of high expectations for success, instructional leadership, clear and focused mission, opportunity to learn and student time on task, frequent monitoring of student progress, and home-school relations. Using the correlates of “Effective Schools Research”, the school system developed the original plan for school improvement, which the schools in the district would support with their individual plans.
35
Strategic Planning Process Historical Perspective
I
n 1996, the Onslow County School System was invited to participate in a North Carolina consortium of school systems aimed at providing the structure needed to become an “excellent” school system. The initiative involved the components of Total Quality Education (TQE), modeled after the Total Quality Management Model created by Edward Deming. The focus of TQE is on “how” a job is planned and completed. The focus of the system moved from a school improvement to a strategic planning model. North Carolina followed this same approach by implementing a NC Public Schools Strategic Plan.
T
he alignment of the principles and standards of SACS, TQE, and the North Carolina Public Schools Strategic Plan with the components of the Onslow County Schools plan assured that an umbrella planning approach was created to avoid fragmentation of reform initiatives.
A
key element of the first and succeeding plans is the link between data and the identification of areas for needed improvement. Through the use of disaggregated student achievement and behavior data, along with climate survey data from internal and external stakeholders, the plans are designed to give clear direction to the schools. Specific guidelines were established to assist schools in the development, implementation, and evaluation of the school strategic plans. Components were added to earlier plans to standardize processes and procedures at the central level in order for all departments to utilize a more cohesive and integrated approach for addressing the goals of the school system and working toward attainment of the vision of “Excellence in Education.” While the Baldrige criteria were added in the 2001-2004 plan to serve as an evaluative construct for finding ways to restructure processes to build a more aligned management system for decision-making and goal setting, a greater emphasis has been placed upon this criteria through the adoption of the set of core values, which are the building blocks for the Baldrige criteria for the planning phase (2005-2010).
W
ith the Superintendent and the Board of Education’s early commitment to continuous improvement through strategic planning, very few of the guidelines and structures outlined in the plan have had to be changed over the years. After a careful review of the plan by the Quality Council, the administrators, school strategic planning team representatives, and district office staff, it was determined that the intent of the vision, mission, and goals from the 2005-2010 plan were still relevant. There were minor revisions that were approved by the board of education in the spring of 2010.
I
n the fall 2006, the mission, goals and indicators of the NC Public Schools Strategic Plan were revised to reflect a focus on “future-ready students for the 21st century.” To better align with the state’s revised plan, Onslow County Schools adopted a similar “future-ready” mission and goals. Results are stated in measurable terms with key measures for data collection. A three-year addendum was written in 2007 to ensure that the school system retained its focus on the improvement of student achievement 36
Strategic Planning Process Historical Perspective and learning opportunities for all students. The addendum was formulated to allow the system and schools to work together as a united team toward common goals, to chart progress along the way, and to measure successes for celebration and continuous improvement.
I
n 2005, Onslow County Schools became the first district in the North Carolina to earn district accreditation under the guidelines of AdvancED SACS/CASI. The PreK-12 initiative is aimed at the system’s determination to provide a seamless education for its students and to demonstrate its vision for “Excellence in Education”.
D
uring the 2009-2010 school year the system was awarded its five-year district reaccreditation from AdvancED, SACS/CASI. The final exit report from this entity, specifically the Commendations and Required Actions, are to be addressed in the writing of the district and school-level strategic plans for the 2010-2016 planning cycle.
37
AdvancED Accreditation Standards SACS CASI
AdvancED Standards for Quality School Systems Standard 1: Purpose and Direction The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.
Standard 2: Governance and Leadership The system operates under governance and leadership that promote and support student performance and school effectiveness.
Standard 3: Teaching and Assessing for Learning The system’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses.
Standard 4: Resources and Support Systems The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students.
Standard 5: Using Results for Continuous Improvement The system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement. © AdvancED® 2011 2 Standards for Quality School Systems
Standard 1 Purpose and Direction The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Indicator 1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide purpose for student success.
Indicator 1.2 The system ensures that each school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success.
Indicator 1.3 The school leadership and staff at all levels of the system commit to a culture that is based on shared values and beliefs about teaching and learning and supports
AdvancED Accreditation Standards SACS CASI challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.
Indicator 1.4 Leadership at all levels of the system implement a continuous improvement process that provides clear direction for improving conditions that support student learning. © AdvancED® 2011 3 Standards for Quality School Systems
Standard 2 Governance and Leadership The system operates under governance and leadership that promote and support student performance and system effectiveness. Indicator 2.1 The governing body establishes policies and supports practices that ensure effective administration of the system and its schools.
Indicator 2.2 The governing body operates responsibly and functions effectively.
Indicator 2.3 The governing body ensures that the leadership at all levels has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.
Indicator 2.4 Leadership and staff at all levels of the system foster a culture consistent with the system’s purpose and direction.
Indicator 2.5 Leadership engages stakeholders effectively in support of the system’s purpose and direction.
Indicator 2.6 Leadership and staff supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success. © AdvancED® 2011 4 Standards for Quality School Systems
Standard 3
AdvancED Accreditation Standards SACS CASI
Teaching and Assessing for Learning The system’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses. Indicator 3.1 The system’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.
Indicator 3.2 Curriculum, instruction, and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.
Indicator 3.3 Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectations.
Indicator 3.4 System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success.
Indicator 3.5 The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels.
Indicator 3.6 Teachers implement the system’s instructional process in support of student learning.
Indicator 3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the system’s values and beliefs about teaching and learning.
Indicator 3.8 The system and all of its schools engage families in meaningful ways in their children’s education and keep them informed of their children’s learning progress.
Indicator 3.9 The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the student’s school who supports that student’s educational experience.
AdvancED Accreditation Standards SACS CASI Indicator 3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.
Indicator 3.11 All staff members participate in a continuous program of professional learning.
Indicator 3.12 The system and its schools provide and coordinate learning support services to meet the unique learning needs of students. © AdvancED® 2011 6 Standards for Quality School Systems
Standard 4 Resources and Support Systems The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students. Indicator 4.1 The system engages in a systematic process to recruit, employ, and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support the purpose and direction of the system, individual schools, and educational programs.
Indicator 4.2 Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the system, individual schools, educational programs, and system operations.
Indicator 4.3 The system maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff.
Indicator 4.4 The system demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system.
Indicator 4.5 The system provides, coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the system.
Indicator 4.6 The system provides a technology infrastructure and equipment to support the system’s teaching, learning, and operational needs.
AdvancED Accreditation Standards SACS CASI Indicator 4.7 The system provides, coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served. © AdvancED® 2011 7 Standards for Quality School Systems
Standard 4: Resources and Support Systems
Indicator 4.8 The system provides, coordinates, and evaluates the effectiveness of services that support the counseling, assessment, referral, educational, and career planning needs of all students.
Using Results for Continuous Improvement The system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement. Indicator 5.1 The system establishes and maintains a clearly defined and comprehensive student assessment system.
Indicator 5.2 Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions that support learning.
Indicator 5.3 Throughout the system professional and support staff are trained in the interpretation and use of data.
Indicator 5.4 The system engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.
Indicator 5.5 System and school leaders monitor and communicate comprehensive information about student learning, school performance, and the achievement of system and school improvement goals to stake holders.
Correlates of Effective Schools The First and Second Generation
A number of schools have been relying on effective schools research as the framework for their school improvement program. After three or four years, many claim that they have successfully met the criteria described in the research on the correlates of effective schools. These educators ask if there is anything that comes after, or goes beyond, these standards. The concept of second generation correlates attempts to incorporate the recent research and school improvement findings and offers an even more challenging developmental stage to which schools committed to the Learning for All mission ought to aspire. There are two underlying assumptions to keep in mind: First, school improvement is an endless journey. Second, the second generation correlates cannot be implemented successfully unless the first generation correlate standards are present in the school. In one sense, the second generation correlates represent a developmental step beyond the first and, when successfully accomplished, will move the school even closer to the mission of Learning for All. 1. Clear and Focused Mission First Generation: There is a clearly articulated school mission through which the staff shares an understanding of a commitment to the instructional goals, priorities, assessment procedures, and accountability. Staff accept responsibility for students’ learning of the school's essential curricular goals. Second Generation: The focus will shift toward a more appropriate balance between higherlevel learning and those more basic skills that are truly prerequisite to their mastery. The advocated mission will be Learning for All instead of “teaching for Learning for All”. There will be continued learning of the educators as well as the students. 2. Instructional Leadership First Generation: The principal acts as an instructional leader and effectively and persistently communicates that mission to the staff, parents, and students. The principal understands and applies the characteristics of instructional effectiveness in the management of the instructional program. Second Generation: The concept of leadership will be broadened and leadership will be viewed as a dispersed concept that includes all adults, especially the teachers. This will help to create a “community of shared values”. The role of the principal will be that of “a leader of leaders”. Expertise is generally distributed among many, not concertrated in a single person. 3. Climate of High Expectations for Success First Generation: There is a climate of expectation in which the staff believes and demonstrates that all students can attain mastery of the essential school skills, and they believe that they have the capability to help all students attain mastery. Second Generation: The emphasis placed on high expectations for success will be broadened significantly. Teachers will anticipate that some students did not learn to their expectations and will develop a broader array of responses and implement additional strategies such are reteaching and regrouping to assure all students do achieve mastery. 4. Safe and Orderly Environment 45
Correlates of Effective Schools The First and Second Generation
First Generation: There is an orderly, purposeful, businesslike atmosphere which is free from threat of physical harm. The school climate is not oppressive and is conducive to teaching and learning. Second Generation: The concept of a school environment conducive to Learning for All must move beyond the elimination of undesirable behavior. The second generation will place increased emphasis on the presence of certain desirable behaviors (e.g., cooperative team learning). These second generation schools will be places where students actually help one another. 5. Frequent Monitoring of Student Progress First Generation: Student academic progress is measured frequently. A variety of assessment procedures are used. The results of the assessments are used to improve individual student performance and also to improve the instructional program. Second Generation: The use of technology will permit teachers to do a better job on monitoring their students’ progress and will allow students to monitor their own learning. The assessment emphasis will continue to shift away from standardized norm-referenced paper-pencil tests and toward curricular-based, criterion-referenced measures of student mastery. The monitoring of student learning will emphasize “more authentic assessments” of curriculum mastery. Teachers will pay much more attention to the alignment that must exist between the intended, taught, and tested curriculum. 6.Opportunity to Learn and Student Time on Task First Generation: In the effective school, teachers allocate a significant amount of classroom time to instruction in the essential skills. For a high percentage of this time, students are engaged in whole class or large group, planned, teacher-directed, learning activities. Second Generation: Teachers will have to become more skilled at interdisciplinary curriculum and they will need to learn how to comfortably practice “organized abandonment.” The school is willing to declare that some things are more important than others; they are willing to abandon some less important content to be able to have enough time dedicated to those areas that are valued the most. 7. Home/School Relations First Generation: Parents understand and support the basic mission of the school and are made to feel that they have an important role in achieving this mission. Second Generation: The relationship between parents and the school must be an authentic partnership between the school and home. The best hope for students to learn what the school teaches is to build enough trust and enough communication to realize that both teachers and parents have the same goal – an effective school and home for all children! 46
Baldrige National Quality Program
Education Criteria for Performance Excellence Core Values and Concepts
T
he school system will continue its efforts toward achievement of excellence in education, adhering to the following set of interrelated Core Values and Concepts upon which the Baldrige Education Criteria were built. Visionary leadership Senior leaders play a crucial role in the development of a student-focused, learning-oriented climate. This requires the setting of clear and visible directions and high expectations. Senior leaders need to take part in the development of strategies, system, and methods for achieving excellence. Learning-centered education Learning-centered education places the focus of education on learning and the real needs of students. Such needs derive from the requirements of the marketplace and the responsibilities of citizenship. Schools of all types need to focus more on students’ active learning and on the development of problemsolving skills. Organizational and personal learning Achieving ever-high levels of school performance requires a well-executed approach to organization improvement and personal learning. Learning needs to be embedded in the way the organization operates. This means that learning: is a regular part of the daily work or all students, faculty, and staff; is practiced at personal, departmental, and organizational levels; results in solving a problem at its source; focuses on sharing knowledge throughout the organization; are driven by opportunities to effect significant change and a desire to do better. Valuing workforce members and partners Success depends upon the knowledge, capabilities, skills, innovative creativity, and motivation of its faculty, staff, and partners. Success depends upon having meaningful opportunities to develop and practice new skills. Educational organizations need to build internal and external partnerships to better accomplish their overall goals. Partners should address objectives of the partnership, key requirements for success, means of regular communication, approaches to evaluating progress, and processes for adapting to changing conditions. Agility An increasingly important measure of organizational effectiveness is faster and more flexible response to the needs of stakeholders of the schools. This helps drive the simplification of work organization, quality, and productivity.
50
Baldrige National Quality Program
Education Criteria for Performance Excellence Core Values and Concepts Focus on the Future Pursuit of educational improvement requires a strong future orientation and a willingness to make long-term commitments to students and to all stakeholders. Planning needs to anticipate many types of changes. Managing for Innovation Innovation means making meaningful changes to improve an organization’s programs, services, and processes to create new value for the organization’s stakeholders. This should lead to new dimensions of performance. It is important for providing ever-improving educational value to students and for improving all educational and operational processes. Management by Fact An effective educational improvement system needs to be built upon measurement, information, data, and analysis. A strong focus on student learning requires a comprehensive and integrated fact-based system – one that includes input data, environmental data, and performance data. Societal Responsibility An organization’s leaders should be role models for the organization in focusing on ethics and the protection of public health, safety and the environment. Organization’s leaders should stress responsibilities to the public, ethical behavior and the need to consider societal well-being and benefit. Focus on Results and Creating Value A school’s performance system should focus on results – creating and balancing value for your students and key stakeholders. Strategies should ensure that actions and plans meet differing needs and avoid adverse impact on students and/or stakeholders. Systems Perspective An organization must have a systems perspective for managing the organization to achieve performance excellence. Successful management of overall performance requires synthesis and alignment. Synthesis means looking at the organization as a whole and building upon key educational requirements, including essential strategies and action plans. Alignment means using linkages among requirements in the Baldrige categories.
51
Onslow County Schools Strategic Planning Process Flowchart
Vision, Mission, Goals
Policy, Legislative Controls, Standards State Department of Public Instruction Federal Government State Board of Education Local Board of Education OCS Vision, Mission and Goals Total Quality Education Core Values
Students/Stakeholders Requirements
Internal Assessment Resources/Stakeholder Needs Student Performance and Learning Needs
Strategic Plan (2 years)
Strategic Goals
Targets (desired result) Performance Indicators and Measurements Action Steps
Communication Plans Board of Education meetings Superintendent’s leadership staff meetings Department meetings Division meetings Administrator meetings System Involvement Team sessions Feeder school district meetings SSP Team district meetings Action Teams Student focus groups
Strategy Implementation Quality Council Review
Feedback
52
OCS Strategic Planning Evaluation Process
T
he evaluation process for measuring the degree of success in the implementation of the procedures and strategies outlined in the strategic plan will be the analysis of collected data and the results achieved. Annual progress reports are crucial for monitoring achievement and for making changes in the plan as needed to accomplish the stated goals. These reports must be made at both the district and school levels. The district and each school have assigned responsibilities and are held accountable for the execution of the components listed in their plans.
S
ummaries with concrete data and tangible evidences are documented and used to make decisions relative to any modifications. Heavy emphasis is placed upon finding and examining trends in the data so accurate projections can be made and leadership responses can occur for refinement of the educational environment to increase the potential for improvement of student achievement. This will assure all students will be equipped with the skills and knowledge needed to meet the challenges of the future. A thorough and comprehensive assessment will be conducted every three years to examine the effectiveness of the implementation of the district plan.
T
o more accurately evaluate the effectiveness and the efficiency of central level support services to the individual schools, an examination of school leadership and staff perceptions will be made through gathering of multi-rater feedback from a 3600 process. This feedback will come from an array of stakeholders, including teachers and students.
A
comprehensive self-assessment and/or an external review by professional educators is needed to benchmark the system and the implementation processes against high performing organizations to gain a quality perspective on the impact of the plan. All targets and strategies within the strategic plan must be evaluated and compared to the correlates and characteristics related to a continuous improvement model.
B
ecoming a more data driven, results-oriented organization, which is responsive to the stakeholders (internal and external) at every level of the system, requires that all personnel become increasingly knowledgeable in the use of data and process analysis. This practice will improve the efficiency and effectiveness of the operations in every department, division, school and classroom. Cross-functional teams among and within departments should continue to be established and monitored as a means to evaluate operations and use the process analysis procedures. This would allow subsystems to be strengthened in all departments and divisions.
T
echnology advancements have given the system more sophisticated tools to use to assess data and uncover root causes for adjusting practices. Additional data can be collected and a more expeditious method of analysis can be made to give feedback to the stakeholders to accelerate the decision-making process. With an on-going monitoring and evaluation system in place, the school system is assured that decisions for improvement are based on accurate data and information. 53
Communication for District Strategic Planning and Implementation
System Involvement Team
Board of Education
Quality Council
Superintendent
Schools
Onslow County Schools Education and Technical Support Center
54
Strategic Planning Teams Board of Education (BOE) Leads
by formulating a vision and mission statement and by setting goals that challenge staff and students to work toward achievement of the goals Sets policy, revises goals, and plans for improvement based on results Supports school-based management, shared decision-making, and keeps abreast of the diversity among schools Defines roles in policy and is explicit with regard to power and authority to be delegated and shared with school staff and parents Approves system, school level and departmental plans Reviews data periodically to evaluate progress toward identified goals (Reference for the Board of Education Section: School-Based Management of Procedures Manual)
Superintendent of Schools Exercises
leadership with the Board of Education to adopt necessary policies to support continuous school improvement Initiates practices that support shared decision-making Transmits an overall inspirational vision of teaching for learning impacting all children in the organization Supports mediation of conflicts Assures that a strategic plan for implementing the improvement process is developed and updated Assigns responsibility for implementing the Strategic Plan Reflects the mission and improvement goals of the school system in contacts with personnel within and outside of the school system Communicates the Strategic Plan to the Board of Education and to the community Supports allocation of resources to priority needs as reflected in the local school strategic plans Includes use of collected data among factors considered in the evaluation process for decision-making Celebrates successes, evaluates strengths and areas of needed improvement, and makes recommendations to the Board of Education for improvement
Quality Council Addresses the components included in the Onslow County Schools strategic plan Works cooperatively and collaboratively within the school district and the community Synthesizes the data and feedback and makes appropriate recommendations Provides input for updating the strategic plan Shares Strategic Plan focus with outside constituents
54
Strategic Planning Teams
System Involvement Team A System Involvement Team (SIT) shall be composed of a parent and an instructional staff member from each school and designated representatives from the various constituency groups in the community. The Superintendent or designee will be responsible for selecting the members and convening a team as needed to deploy school strategic plan activities. Represents all school system stakeholders--internal and external Provides input to the Quality Council as needed Disseminates information to their constituency groups Provides support for the system strategic plan Conducts studies as assigned by the Superintendent or the Board
of Education
School Strategic Planning Teams Members and other committees at the school level are selected in accordance with N.C. G.S. 115C-105.27. • The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team. • Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot. Unless the local board of education has adopted an election policy, parents shall be elected by parents of children enrolled in the school in an election conducted by the parent and teacher organization of the school or if none exists, by the largest organization of parents formed for this purpose. • Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff. The School Strategic Planning Team shall: Serve as a representative body of all stakeholders--internal and external Collect and analyze assessment data for decision-making Develop strategies for ongoing implementation, assessment, and revision of the school plans Serve as facilitators of action teams Function as the key leadership group in the schools
55
Strategic Planning Teams Action Teams Action Teams shall be established to address specific strategies in the system-level and school-level plans. The members will be determined according to the focus of the strategy. Function as a small group to develop action plans for a targeted strategy Conduct research to address various issues Review draft components of the System and School Strategic Team Plans Provide input/feedback directly to the Superintendent, Board of Education,
and/or
building-level leadership
Peer Review Teams Peer Review Teams, representing elementary, middle, and high school levels, shall be established. Each school shall be represented on the appropriate grade level team. Membership shall be composed of administrators, instructional staff, and a designated facilitator. Review,
analyze, and provide feedback regarding School Strategic Plans
56
SCHOOL STRATEGIC PLANNING PROCESS PLANNING PROCESS FLOWCHART DEVELOPMENT AND REVIEW OF PLAN TIMELINE G.S. 115C-105.35 DEVELOPMENT AND APPROVAL OF SCHOOL STRATEGIC PLANS SAFE SCHOOLS CHARACTER EDUCATION
Recommended School Strategic Planning Process
I
dividual school strategic plans must support the goals and strategies outlined in the system plan. The standards and criteria in various planning models (Baldrige, Effective Schools Research model, TQE, SACS/CASI, and the North Carolina Accountability System) are correlated and synchronized to give the schools a welldefined planning entity. This provides individual schools with the means to address the standards of the researched-based school strategic models and to assess needs with a multi-faceted evaluation system.
S
chools develop a three-year plan in a process similar to the system-wide strategic planning process. The schools formulate annual action plans in response to the results from data analysis of student performance, stakeholder input, legislative mandates or local board policies, and superintendent initiatives. Status reports to the superintendent and the board of education are made each year. Timelines and procedures for the development, review, presentation, and approval of plans and yearly action plans are set by the superintendent. Emphasis on articulation of curriculum programs and practices among the elementary, middle, and high schools and within feeder districts assures that the planning process is not a single building level endeavor but a joint venture among all levels and within the geographic feeder districts.
P
reliminary critiques of the school plans are made in peer review sessions, thus creating opportunities for sharing of successful strategies among the schools. The peer review teams are comprised of teachers and principals from each school. The teams meet with other school peer review teams within their primary feeder districts to assure understanding and share initiatives among all levels.
L
eaders at the Onslow County Schools Education and Technical Support Center have the responsibility of overseeing the development and implementation of the School Strategic Plans. Parent and school community members are valued members on School Strategic Planning teams, working together with school staff members to build cohesive plans for continuous improvement.
Recommended School Strategic Planning Process
T
he North Carolina School Improvement Planning Implementation Guide (20092010) is a recommended resource for the school planning process and can be found at: http://www.ncpublicschools.org/councils/lea/previous/templates/. The planning process is a four-phase Plan-Do-Check-Act (PDCA) model. This approach allows school personnel to develop plans based on: Data analysis (Plan) Implement (Do) Understand the results or impact (Check) Make adjustments based on outcomes of strategy implementation (Act) The “Plan” phase addresses the following guiding principles: Goal alignment Structured needs assessment Limited focus Data-driven decision-making The “Do” phase addresses the following guiding principles Data-driven decision-making Effective measurement Distributed leadership Professional development alignment Calendar alignment The “Check” phase considers guiding principles: Data-driven decision-making District-level participation The “Act” phase is the completion of the review cycle Is a continuation of the “Do” phase Reflects changes resulting from the “Check” phase Efforts focus on continuing what has been show to work Refreshes the continuous improvement process Integrates new ideas with proven actions The school improvement planning model is NOT a mandate from the NCDPI. It is a resource for school strategic planning teams to use as deemed appropriate.
School Strategic Planning Flowchart
Superintendent
Peer Review Team
Board of Education
School Strategic Planning Team
Action Teams for strategy development and implementation
School Strategic Plans
Guidelines for Development and Review
A
school strategic plan is a document developed by a school strategic planning team and approved by the school staff for implementation during a two-year period. The plan is based upon an analysis of school needs as reflected in disaggregated data from all stakeholders. The principal is responsible for ensuring that the school strategic plan is developed and monitored. Specific strategies are formulated for implementation which support the six-year system strategic plan. At the end of each year school plans are updated with summaries of results and areas for improvement. New action steps are outlined, as needed, to address targeted deficiencies. A. Components of the School Strategic Plan Each School Strategic Plan should include and document the following components on the appropriate forms as determined by the Superintendent or his/her designee: 1. Assurances that the plan has been developed in compliance with the N. C. Legislative actions and the N. C. State Board of Education regulations: N.C. G.S. §115C-105.00 – improving student performance N.C. G.S. §115C-105.21 – all school districts in NC are required to participate in the program N.C. G.S. §115C-105.27 – each school shall develop a school improvement plan 2. Strategies/action steps that are aligned and support the Board of Education adopted strategic plan and system goals 3. Documented indicators and results that clearly indicate accomplishments or targeted areas for process improvement (Annually, any area that is designated as growth not met, AYP not met, AYP met with Confidence Interval and/or Safe Harbor must be specifically addressed.) 4. Documented evidences of the integration of all mandated local, state, and federal programs 5. Strategies for input/feedback from the following groups: feeder schools in each district, various departments/divisions/teams within each school, stakeholders, students, parents, businesses, community, etc. 6. Annual summaries to assess progress during the two-year plan implementation 7. Budget and resource allocations congruent with assessed needs 8. Evaluation expressed in terms of the indicators and results
School Strategic Plans
Guidelines for Development and Review 9. Waivers that are needed to support the implementation of strategies to include: Describe what inhibits the school's ability to improve student performance Identify the waiver you are requesting Specify how the waiver will
be used Explain how the waiver will permit the school to improve student performance B. Procedures for Review and Approval of School Strategic Plans 1. Peer review committees will be selected to review plans before submission to the Board of Education. 2. School strategic plans will be submitted to the Department of Instructional Services and Continuous Improvement for coordinating and scheduling with the peer review committees. 3. The committees will review plans and provide written feedback to the individual schools in accordance with established criteria. Technical assistance will be provided upon request. 4. Revisions based upon committee recommendations are at the discretion of the school strategic planning team. 5. Recommendations for approval will be made by the superintendent or designee(s) to the Board of Education. 6. Plans will be reviewed and approved by the Board of Education in accordance with N. C. legislation and N.C. State Board of Education regulations. 7. Technical assistance may be provided (upon request) to any school staff or planning group. The Department of Instructional Services and Continuous Improvement will coordinate and schedule needed services. C. Development and Submission of Annual Plan Updates 1. Annual updates are required each year as a means of evaluating the implementation process and targeting areas for improvement. 2. Annual plan updates will be presented to the Board of Education. 3. Peer review committees will be convened for review of annual plan updates in accordance with the same guidelines as stated for review of the school strategic plans.
School Strategic Plans
Guidelines for Development and Review D. Suggested questions to generate information and discussion needed for development of school strategic plans The following questions are provided to help generate the information and discussion needed to develop the school strategic plan: 1. What indicators will be used to collect data to consistently monitor the action steps and activities to be implemented? How are you using trend and disaggregated data to help plan for the future? 2. How will you benchmark, inside and outside the county, to identify best practices for continued improvement in the teaching/learning process? 3. For each strategy and related action step, what will be used during the year to: a. determine whether or not each strategy is being implemented appropriately; and b. determine whether or not the strategies are having the desired impact or effect? 4. What resources and materials (human and fiscal) will be used to implement each action step? 5. What components are in place to continuously foster human resource development? 6. How will you know at the end of the year if strategies/action steps have been successful? 7. Do all components of the school strategic plan support the system-wide plan? 8. How was the entire staff involved in developing the school strategic plan? 9. How will the leadership communicate, display, implement, reinforce, and monitor the goal?
School Strategic Plan Timeline
E
ach school strategic planning team will develop and implement a two-year strategic plan as determined by the State of North Carolina. School plans will be reviewed and revised as needed at the end of each year to determine results, consider any necessary changes to the action plans and create “next steps”. The revised action plans will be presented to the board of education for approval.
T
he following activities are to be completed during the projected time frame in order to maintain an ongoing planning process. Specific due dates will be announced each year.
June - October School strategic planning teams will be established (new members elected pursuant
to NC 115C-105.2 if applicable). Peer review committees will be established. Peer review committees should include teachers and administrators. School strategic planning team will work with colleagues to disaggregate and analyze the student outcome, school improvement, and stakeholder data relative to the indicators and results. School strategic planning team will evaluate action plans for the previous and present years and determine continuation and/or revisions. School strategic planning team will identify action steps based on data and staff input to be targeted during the upcoming year. October - November School
strategic planning team will collaborate, develop and share with staff for approval the two-year plan, action plans and document amendments in the strategic plan. The two-year plan, action plans, and amendments will be forwarded to the peer review committees. The peer review committees will analyze plans and components and return a report to the school with recommendations for revisions (if applicable). School strategic plan recommendations will be reviewed by the school strategic planning teams. Agreed-upon changes will be made, shared and approved by the staff through secret ballot voting. The Assurance Statement will be completed. The Superintendent will make recommendations to the Board of Education for approval.
School Strategic Plan Timeline
The Board of
Education will approve the initial school strategic plans in accordance with the N. C. legislation and the N. C. State Board of Education regulations. If a school strategic plan is rejected, the school will revise and resubmit to the Board by the first meeting in November. Annual updated plan status reports of the implementation process will be made to the Board of Education. November - April School strategic plan will be implemented. School strategic planning team will monitor the plan ensuring that strategies and action plans are progressing according to the planned time line. A progress and status report of goal achievement may be submitted to the superintendent as needed to evaluate implementation of the plan. Updating of two-year plan will occur each of the two years.
NC General Statute 115C-105.27
Development and Approval of School Improvement Plans North Carolina General Statute 115C-105.27 NOTE: 02/12/2010 - The Statutes on the North Carolina General Assembly website reflect changes made in the 2009 legislative session. § 115C-105.27. Development and approval of school improvement plans. (a) In order to improve student performance, each school shall develop a school improvement plan that takes into consideration the annual performance goal for that school that is set by the State Board under G.S. 115C-105.35 and the goals set out in the mission statement for the public schools adopted by the State Board of Education. The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot. Unless the local board of education has adopted an election policy, parents shall be elected by parents of children enrolled in the school in an election conducted by the parent and teacher organization of the school or, if none exists, by the largest organization of parents formed for this purpose. Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff. Parental involvement is a critical component of school success and positive student achievement; therefore, it is the intent of the General Assembly that parents, along with teachers, have a substantial role in developing school improvement plans. To this end, school improvement team meetings shall be held at a convenient time to assure substantial parent participation. All school improvement plans shall be, to the greatest extent possible, data-driven. School improvement teams shall analyze student data to identify root causes for problems and to determine actions to address them. School improvement plans shall contain clear, unambiguous targets, explicit indicators and actual measures, and expeditious time frames for meeting the measurement standards. (b)
The strategies for improving student performance:
(1) Shall include a plan for the use of staff development funds that may be made available to the school by the local board of education to implement the school improvement plan. The plan may provide that a portion of these funds is used for mentor training and for release time and substitute teachers while mentors and teachers mentored are meeting; (1a) Shall, if the school serves students in kindergarten or first grade, include a plan for preparing students to read at grade level by the time they enter second grade. The plan shall require kindergarten and first grade teachers to notify parents or guardians when their child is not reading at grade level and is at risk of not reading at grade level by the time the child enters second grade. The plan may include
NC General Statute 115C-105.27
Development and Approval of School Improvement Plans the use of assessments to monitor students' progress in learning to read, strategies for teachers and parents to implement that will help students improve and expand their reading, and provide for the recognition of teachers and strategies that appear to be effective at preparing students to read at grade level; (2) Shall include a plan to address school safety and discipline concerns in accordance with the safe school plan developed under Article 8C of this Chapter; (3)
May include a decision to use State funds in accordance with G.S. 115C-105.25;
(4) Shall include a plan that specifies the effective instructional practices and methods to be used to improve the academic performance of students identified as at risk of academic failure or at risk of dropping out of school; (5) May include requests for waivers of State laws, rules, or policies for that school. A request for a waiver shall meet the requirements of G.S. 115C-105.26; (6) Shall include a plan to provide a duty-free lunch period for every teacher on a daily basis or as otherwise approved by the school improvement team; and (7) Shall include a plan to provide duty-free instructional planning time for every teacher under G.S. 115C-301.1, with the goal of providing an average of at least five hours of planning time per week. (c) Support among affected staff members is essential to successful implementation of a school improvement plan to address improved student performance at that school. The principal of the school shall present the proposed school improvement plan to all of the principals, assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building for their review and vote. The vote shall be by secret ballot. The principal shall submit the school improvement plan to the local board of education only if the proposed school improvement plan has the approval of a majority of the staff who voted on the plan. (d) The local board of education shall accept or reject the school improvement plan. The local board shall not make any substantive changes in any school improvement plan that it accepts. If the local board rejects a school improvement plan, the local board shall state with specificity its reasons for rejecting the plan; the school improvement team may then prepare another plan, present it to the principals, assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building for a vote, and submit it to the local board to accept or reject. If no school improvement plan is accepted for a school within 60 days after its initial submission to the local board, the school or the local board may ask to use the process to resolve disagreements recommended in the guidelines developed by the State Board under G.S. 115C-105.20(b)(5). If this request is made, both the school and local board shall participate in the process to resolve disagreements. If there is no request to use that process, then the local board may develop a school
NC General Statute 115C-105.27
Development and Approval of School Improvement Plans improvement plan for the school. The General Assembly urges the local board to utilize the school's proposed school improvement plan to the maximum extent possible when developing such a plan. (e) A school improvement plan shall remain in effect for no more than two years; however, the school improvement team may amend the plan as often as is necessary or appropriate. If, at any time, any part of a school improvement plan becomes unlawful or the local board finds that a school improvement plan is impeding student performance at a school, the local board may vacate the relevant portion of the plan and may direct the school to revise that portion. The procedures set out in this subsection shall apply to amendments and revisions to school improvement plans. (1989, c. 778, s. 3; 1991 (Reg. Sess., 1992), c. 900, s. 75.1(b); 1993, c. 38, s. 1; c. 263, s. 2; c. 321, s. 144.2(b); 1995, c. 272, s. 3; c. 450, s. 13; 1995 (Reg. Sess., 1996), c. 716, ss. 2, 3; 1997-159, s. 1; 1997-443, s. 8.29(r)(2); 1999-271, s. 1; 1999-397, s. 1; 2000-67, s. 8.1; 2001-424, s. 28.30(c); 2006-153, s. 1; 2009-223, s. 2.)
Safe School Plan Legislation Schools must be safe, secure, orderly, and caring. If students are to achieve academically, it is imperative that schools have a climate of trust, respect and caring, and be free of disruption, drugs, crime, violence, firearms and other weapons. All LEAs/schools must have plans, policies and procedures for maintaining order and for dealing fairly and equitably with disruptive behavior and incidents of crime and violence. Schools and school units must also have effective methods for assisting students who are at risk of academic failure or engaging in behaviors that disrupt the teaching and learning process or pose potential risk of harm to themselves or others. State Board of Education responsibilities (G.S. §115C-105.46) In order to implement this Article, the State Board of Education: 1) Shall adopt guidelines for developing local plans under G.S. 115C-105.47. 2) Shall provide, in cooperation with the Board of Governors of the University of North Carolina, ongoing technical assistance to local school administrative units in the development, implementation, and evaluation of their local plans under G.S. 115C-105.27. 3) May require a local board of education to withhold the salary of any administrator or other employee of a local school administrative unit who delays or refuses to prepare the implement local safe school plans in accordance with G.S. 115C105.47. 4) May revoke the certificate of the superintendent pursuant to G.S. 115C-274(c), for failure to fulfill the superintendent’s duties under a local safe school plan. 5) Shall adopt policies that define who is an at-risk student (1997-443, s.8.29®(1); 1999-397, s. 2; 2000-140, s. 22) Local (LEA) safe school plans (G.S. §115C-105.47) (a)
Each local board of education shall develop a local school administrative unit safe school plan designed to provide that every school in the local school administrative unit is safe, secure, and orderly, that there is a climate of respect in every school, and that appropriate personal conduct is a priority for all students and all public school personnel. The board shall include parents, the school community, representatives of the community, and others in the development or review of this plan. The plan may be developed by or in conjunction with other committees.
(b)
Each plan shall include each of the following components: (1) Clear statements of the standard of behavior expected of students at different grade levels and of school personnel and clear statements of the consequences that will result from one or more violations of those standards. There shall be a statement of consequences for students under the age of 13 who physically assault and seriously injure a teacher or
Safe School Plan Legislation
(2)
(3)
(4)
(5) (6)
(7) (8)
(9)
other individual on school property or at a school-sponsored or schoolrelated activity. The consequences may include placement in an alternative setting. A clear statement of the responsibility of the superintendent for coordinating the adoption and the implementation of the plan, evaluating principals' performance regarding school safety, monitoring and evaluating the implementation of safety plans at the school level, and coordinating with local law enforcement and court officials appropriate aspects of implementation of the plan. The statement of responsibility shall provide appropriate disciplinary consequences that may occur if the superintendent fails to carry out these responsibilities. These consequences may include a reprimand in the superintendent's personnel file or withholding of the superintendent's salary, or both. A clear statement of the responsibility of the school principal for restoring, if necessary, and maintaining a safe, secure, and orderly school environment and of the consequences that may occur if the principal fails to meet that responsibility. The principal's duties shall include exhibiting appropriate leadership for school personnel and students, providing for alternative placements for students who are seriously disruptive, reporting all criminal acts under G.S. 115C-288(g), and providing appropriate disciplinary consequences for disruptive students. The consequences to the principal that may occur shall include a reprimand in the principal's personnel file and disciplinary proceedings under G.S. 115C-325. Clear statements of the roles of other administrators, teachers, and other school personnel in restoring, if necessary, and maintaining a safe, secure, and orderly school environment. Procedures for identifying and serving the needs of students who are at risk of academic failure or of engaging in disruptive or disorderly behavior. Mechanisms for assessing the needs of disruptive and disorderly students and students who are at risk of academic failure, and providing them with services to assist them in achieving academically and in modifying their behavior, and removing them from the classroom when necessary. Measurable objectives for improving school safety and order. Measures of the effectiveness of efforts to assist students at risk of academic failure or of engaging in disorderly or disruptive behavior. The measures shall include an analysis of the effectiveness of procedures adopted under G.S. 115C-105.48 for students referred to alternative schools and alternative learning programs. Professional development clearly matched to the goals and objectives of the plan. This professional development shall include a component to train appropriate school personnel in the management of disruptive or dangerous student behavior. Appropriate school personnel may include, but is not limited to, teachers, teacher assistants, school administrators, bus drivers, school resource officers, school psychologists, and school
Safe School Plan Legislation counselors. The training shall include instruction in positive management of student behavior, effective communication for defusing and deescalating disruptive or dangerous behavior, and safe and appropriate use of seclusion and restraint. The appropriate personnel with priority for the training shall include those staff members who are most likely to be called upon to prevent or address disruptive or dangerous student behavior. Each local board of education shall include in this component of its safe school plan procedures to evaluate the effectiveness of this training in preventing or addressing disruptive or dangerous student behavior. Local boards of education are encouraged to use available sources of discretionary revenue to implement the plan to train personnel in the management of disruptive or dangerous student behavior. Local boards may only be required to implement the behavior management training component of the plan to the extent that funds have been appropriated for this purpose by the General Assembly or by local units of government. By January 1, 2006, local boards of education shall amend their safe school plans to include this training component. (10) A plan to work effectively with local law enforcement officials and court officials to ensure that schools are safe and laws are enforced. (11) A plan to provide access to information to the school community, parents, and representatives of the local community on the ongoing implementation of the local plan, monitoring of the local plan, and the integration of educational and other services for students into the total school program. (12) The name and role description of the person responsible for implementation of the plan. (13) Direction to school improvement teams within the local school administrative unit to consider the special conditions at their schools and to incorporate into their school improvement plans the appropriate components of the local plan for: a. maintaining safe and orderly schools; and b. addressing the needs of students who are at risk of academic failure or who are disruptive or both. (13a) A clear statement of the services that will be provided to students who are assigned to an alternative school or an alternative learning program. (14) A clear and detailed statement of the planned use of federal, State, and local funds allocated for at-risk students and alternative schools and alternative learning programs. (15) Any other information the local board considers necessary or appropriate to implement this Article. A local board may develop its plan under this section by conducting a comprehensive review of its existing policies, plans, statements, and procedures to determine whether they: (i) are effective; (ii) have been updated to address recent changes in the law; (iii) meet the current needs of each school in the local school administrative unit; and (iv)
Safe School Plan Legislation address the components required to be included in the local plan. The board then may consolidate and supplement any previously developed policies, plans, statements, and procedures that the board determines are effective and updated, meet the current needs of each school, and meet the requirements of this subsection. Once developed, the board shall submit the local plan to the State Board of Education and shall ensure the plan is available and accessible to parents and the school community. The board shall provide annually to the State Board information that demonstrates how the At-Risk Student Services/Alternative Schools Funding allotment has been used to (i) prevent academic failure and (ii) promote school safety. (c) A local board may amend the plan as often as it considers necessary or appropriate. (1997-443, s. 8.29(r)(1); 1999-397, s. 2; 2005-205, s. 4.)
§ 115C-105.48. Placement of students in alternative schools/alternative learning programs. (a) Prior to referring a student to an alternative school or an alternative learning program, the referring school shall: (1) Document the procedures that were used to identify the student as being at risk of academic failure or as being disruptive or disorderly. (2) Provide the reasons for referring the student to an alternative school or an alternative learning program. (3) Provide to the alternative school or alternative learning program all relevant student records, including anecdotal information. (b) When a student is placed in an alternative school or an alternative learning program, the appropriate staff of the alternative school or alternative learning program shall meet to review the records forwarded by the referring school and to determine what support services and intervention strategies are recommended for the student. The parents shall be encouraged to provide input regarding the students' needs. (1999397, s. 2.)
Character Education
T
he Onslow County Board of Education adopted the following character traits which encompass those mandated through state law. Our schools observe these traits on a monthly basis and address them in their strategic plans. Respect (September) Self-respect Respect for others and their ideas High regard for other people, property, self, and country Value of people as human beings Respect for school personnel Self-discipline (October) Positive self-control of one's words, actions, impulses, and desires Demonstrating good judgment Courage to do the right thing Caring (November) Kindness Consideration Compassion (treating others as you would like to be treated) Responsibility (December) Dependability Accountability Encouragement of school safety Integrity (January) Inner strength Truthfulness Trustworthiness Honesty
Honor and justice Cooperation (February) Respect for diversity Teamwork within the home, school, and community Citizenship (March) Respect for law Patriotism Love of country Contribution to the laws, policies, and human rights of our land Service to others Trustworthiness (April) Reliability Dependability Being worthy of confidence Perseverance
ONSLOW COUNTY SCHOOLS STRATEGIC PLAN Regulatory Information and Assurance Statement 2012-2013 School: Date Submitted: 1 Number of Plan Team Members 2 Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants were elected (by secret ballot) by their respective groups to serve on the School Strategic Planning Team (SSPT). Check Yes/No 3 Percentage of total school staff (see note below) approving updated plan (Number approving plan divided by number voting. If there are no changes, fill in the blank with N/A. 4 Date of vote 5 A secret ballot vote for staff approval of the plan was conducted. Check Yes/No 6 Parents on the School Strategic Planning Team were elected by parents of children enrolled in your school. Check Yes/No 7 Percentage of School Strategic Planning Team who are parents providing input in the develoment of the Plan. (Number of parents divided by members on the team.) 8 The required staff development reports have been disseminated to the appropriate persons or departments. Check Yes/No 9 The dates, times, locations, and agenda items for meetings regarding our school strategic plans were publicized so as to abide by the open meetings law. Check Yes/No 10 All local, state, and federal legislative regulations regarding school strategic planning were implemented as outlined in G.S. 115C. 11 All required local, State and Federal programs have been addressed in the School Strategic Plan. Principal's Signature Signature, SSPT Facilitator/ Chairperson Signature, Elected Parent Representative Signature, Elected Parent Representative Note: Eligible voting staff--principals, assistant principals, licensed instructional personnel, support personnel, and teacher assistants.
OCS SP 2010-2016 Assurance Statement
Recommended Data Sources for Analysis by School Strategic Teams Identify disaggregated data that shows groups or subgroups in need of improvement in academic performance, behavior or other areas. Examine data from such areas as: End-of-Course (EOC) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing Results) End-of-Grade (EOG) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing Results) Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified. Number and percentage of teachers Non-HQT (www.ncreportcards.org Click on High Quality Teachers tab) Local Data: (e.g., LEA, school, and grade-level assessments, OCS Climate Survey, program-specific assessments) North Carolina Teacher Working Conditions Survey results: ( http://ncteachingconditions.org ) North Carolina Teacher Working Conditions Survey: Guide for School Strategic (To assist in conversations about improving teacher working conditions, The New Teacher Center created a guide to support using the SIP process for understanding and improving working conditions at a school. The guide can be downloaded as a single document or in each of its three sections. Find this document at http://ncteachingconditions.org/sites/default/files/attachments/SchoolImprovementGuide.pdf) Ready Schools Inventory/Ready Schools Plan (http://ncreadyschools.org) School Demographic Information related to drop-out information and graduation rate data (http://www.ncpublicschools.org/research/dropout/reports) School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable) (NC WISE and locally maintained data) School Demographic Information related to student discipline: (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance) (http://www.ncpublicschools.org/research/discipline/reports) School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty (http://www.ncreportcards.org and locally-maintained data) School Perception Information related to parent perceptions and parent needs including information about literacy and education levels (Locally maintained data) Located in Principal's Secured Data in Public Folders School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities School Report Card results: (www.ncreportcards.org) Special Education Continuous Improvement Plan Title I AYP (http://ayp.ncpublicschools.org) Title III AMAO School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency Title III AMAO School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency Career and Technical Education Local Plan http://ctelps.dpi.state.nc.us/ Healthy Active Children Initiative (http://www.nchealthyschools.org)
Onslow County Schools Climate Survey Onslow County Schools Technology Plan (http://onslowcounty.schoolinsites.com/) School Technology Needs Assessment (STNA-Spring 2012)
LEA Number: LEA Address: Plan Year(s): Date prepared:
Onslow County Schools - 670 200 Broadhurst Road, Jacksonville, NC 28540 2012-2016
Superintendent Signature: Date Local Board Approval Date: Date
District Strategic Planning Team From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”
Committee Position* Superintendent Assistant Superintendent/IS and CI Assistant Superintendent/HR Assistant Superintendent/Aux Serv Chief Financial Officer Academic Innovation Director Secondary Education Director CTE Director Elementary Education Director Safe, Civil and Caring Schools Director Accountability and Testing Officer Exceptional Children Director Director of Human Resources Director of Student Services Director of Child Nutrition Asst Director of Transportation Asst Director of Maintenance
Name Kathy Spencer Lesley Eason Barry Collins Steve Myers Jeff Hollamon Ken Reddic Brent Anderson John Shannon Dwayne Snowden Judy Yeager Lisa Thompson Clara Talton CJ Korenek TBD Tiwanja Lucas Mike Henderson David Bullock
* Add to list as needed. Each group may have more than one representative.
Committee Position*
Name
Goal 1 and Associated Strategies NC Goal 1: OCS Goal 1:
Goal 1 – North Carolina public schools will produce globally competitive students. Onslow County students will be globally competitive through the mastery of a relevant and rigorous curriculum.
AdvancED Standard 1: AdvancED Standard 3: AdvancED Standard 4: AdvancED Standard 5:
Purpose and Direction Teaching and Assessing for Learning Resources and Support Systems Using Results for Continuous Improvement
Target: (Desired Result)
The Onslow County School System will increase student achievement, growth and proficiency in all areas of the curriculum. The annual results will be calculated utilizing the district goal formula.
Indicator: (Measure)
K-2 Assessment Data Composite, 3-8 EOG Composite, Overall District ABC Growth Target, Percent of all Schools' AYP Goals Met, EOC Composite Score, SAT Ratio of OCS to National Average Score, Cohort Graduation Rate, District AP Participation, Percent of AIG Students, District VoCATS Performance Composite, Promotion Percentages.
Strategy: (Needs
Expand student opportunities for learning through a variety of academic initiatives and programs specifically targeted at improved student achievement.
Assessment, Question #4)
Plan/Do
1 Increase relevant learning opportunities in the areas of mathematics, science, foreign language, and career/technical education. 2 Provide opportunities for interest-based, differentiated learning experiences to include enrichment and interventions. Action Steps: (Processes/How)
3 Explore and integrate technology as a valuable, necessary learning tool. 4 Utilize a variety of instructional strategies to increase global awareness, collaboration, and project-based learning. 5 Structure schools and classrooms that provide students with opportunities to utilize 21st Century Skills.
Strategy:
Action Steps:
Strategy:
6 Create a comprehensive arts education program. 7 Emphasize literacy and reading skills in all areas of the curriculum. Utilize a conceptual, outcomes-based approach to address and deliver new and changing curricula. 1 Develop and implement a comprehensive plan for utilizing a systemwide curriculum, instruction, and assessment model. 2 Incorporate valuable learning experiences focused on the common core curriculum and essential standards. 3 Utilize a system of program evaluation to ensure that programs and learning opportunities are effectively addressing individual student needs and student achievement. 4 Emphasize opportunities within each curriculum area to integrate knowledge and skills across disciplines. Create a comprehensive assessment and grading system focused on improved student achievement.
1 Involve staff and students in an ongoing system of diagnostic, formative, benchmark, and summative assessment.
Action Steps:
2 Utilize assessment data to inform instruction for each individual student and to provide a platform for continuous improvement. 3 Utilize a variety of processes and opportunities in determining students' levels of mastery and learning. 4 Emphasize curriculum and instructional initiatives such as the graduation project, exit projects, the new writing instruction system, and "doing to learn" opportunities to assess the acquisition of skills. 5 Increase subgroup achievement awareness in all testable areas.
Check
What does data show regarding the results of the implemented strategies? (2012-2013, 2013-2014, 2014-2015) (Summarize your results.)
Act
Based upon identified results, what action should be taken? (Next steps)
Goal 2 and Associated Strategies NC Goal 2: OCS Goal 2:
Goal 2 – North Carolina public schools will be led by 21st Century professionals. Onslow County Schools and students will be led by creative, passionate, and technologically skilled professionals.
AdvancED Standard 2: AdvancED Standard 3: AdvancED Standard 4: AdvancED Standard 5:
Governance and Leadership Teaching and Assessing for Learning Resources and Support Systems Using Results for Continuous Improvement
Target: (Desired Result)
Plan/Do
Indicator: (Measure) Strategy: (Needs Assessment, Question #4)
Action Steps: (Processes/How)
Strategy: Action Steps:
Strategy:
Action Steps:
The Onslow County School System will decrease the teacher turnover rate. The annual result will be calculated utilizing the district goal formula. 100% of Onslow County educators will be highly qualified and continuously improving their skills to address current educational trends. Locally defined teacher turnover rate, state reported teacher turnover rate, survey results, evaluation analysis. Utilize an evaluation process that provides the employee and the employer opportunity to share accomplishments and to focus on areas of needed improvement. 1 Train staff on evaluation instruments. 2 Collect completed evaluation documents. 3 Analyze evaluation results. Promote a positive and informed working environment for all employees. 1 Develop and include a professional development plan that addresses continuous improvement strategies and individual educator growth in all areas of employment. 2 Make available resources and learning opportunities for educators to become and remain technologically skilled. 3 Recognize outstanding achievements in the field of education. Recruit, hire, retain and mentor educators who will pursue continuous improvement and ongoing adult learning opportunities. 1 Utilize a system of AdvancED ASSIST Surverys to gather necessary data relating to creativity and passion for 2 Create measures and opportunities for educator empowerment. 3 Create and promote opportunities for increased educational leadership experiences. 4 Establish countywide protocols for the implementation and productive usage of professional learning communities focused on adult learning and student achievement.
Check
What does data show regarding the results of the implemented strategies? (2012-2013, 2013-2014, 2014-2015) (Summarize your results.)
Check Act
Based upon identified results, what action should be taken? (Next steps)
Goal 3 and Associated Strategies NC Goal 3: OCS Goal 3:
Goal 3 – North Carolina Public School students will be healthy and responsible. Onslow County students will learn in a safe and civil environment to be ethical, healthy and productive citizens.
AdvancED Standard 4: Resources and Support Systems AdvancED Standard 5: Using Results for Continuous Improvement
Indicator: (Measure)
The Onslow County School System's Safe and Civil Schools initiative will provide positive results to improve teaching and learning. The annual results will be calculated utilizing the district goal formula. Discipline data, attendance data, ASSIST data, AYP data, program evaluation, dropout data
Strategy: (Needs
Create a safe environment that will support teaching and learning.
Target: (Desired Result)
Assessment, Question #4)
Plan/Do
Action Steps: (Processes/How)
Strategy:
Action Steps:
Strategy:
Action Steps:
1 Develop and implement a school safety plan, including a Safe School Plan, Crisis Plan, and Emergency Operations Plan. 2 Develop and implement a school-wide behavior management plan, using the Safe and Civil Schools Series and/or Positive Behavior Support. 3 Provide students and parents with clear behavior and performance standards, expectations and consequences at the district, school, and classroom levels. 4 Enhance articulation efforts to improve students' transitions across grade levels in all curricular areas. Promote and support activities for staff and students that create a civil learning environment. 1 Focus on developing strong student character, personal responsibility, and community/world involvement through the implementation of the North Carolina Character Education Informational Handbook & Guide II and Healthy Child curricula. 2 Provide an environment in which each child has postitive, nurturing relationships with caring adults. 3 Promote a learning environment that is inviting, respectful, supportive, inclusive, and flexible for student success. 4 Provide professional development to assist school staffs in addressing inappropriate student behaviors and improving classroom and school safety. Provide instructional opportunities focused on healthy lifestyle choices. 1 Provide instruction in responsible, safe decision making and address the consequences of making unhealthy decisions. 2 Investigate and pilot programs focused on recognizing and resisting social and peer pressure to make healthy and responsible decisions. 3 Teach the necessary skills related to individual responsibility, respect for the rights of others, and conflict resolution without the use of violence. 4 Promote a healthy, active lifestyle.
Check
What does data show regarding the results of the implemented strategies? (2012-2013, 2013-2014, 2014-2015) (Summarize your results.)
Check Act
Based upon identified results, what action should be taken? (Next steps)
Goal 4 and Associated Strategies NC Goal 4: OCS Goal 4:
Goal 4 – Leadership will guide innovation in North Carolina public schools. Leadership will foster innovation in the Onslow County School System in cooperation with families and community partners.
AdvancED Standard 1: Purpose and Direction AdvancED Standard 2: Governance and Leadership AdvancED Standard 3: Teaching and Assessing for Learning AdvancED Standard 4: Resources and Support Systems AdvancED Standard 5: Using Results for Continuous Improvement
Target: (Desired Result)
The Onslow County School System will increase the Graduation Rate. The annual results will be calculated utilizing the district goal formula. The graduation rate for the Onslow County School System will be 100%.
Indicator: (Measure)
Graduation Cohort Data, Drop Out Data, Promotion Percentages.
Strategy: (Needs
Increase student flexibility in utilizing a variety of 21st Century technology tools and applications to access information, express creativity, and solve problems. 1 Provide resources and professional development in the use and application of technology. 2 Connect the CCES to problems and situations that require students to access information and share information using technology (consumers and creators/architects of information). 3 Develop instructional strategies that requires students to utililize 21st Century tools. 4 Provide hardware, software, and networks that will support new applications. Develop a district-wide, global perspective that focuses instruction on students' application of concepts. 1 Update and implement a global district plan for Onslow County Schools. 2 Connect the CCES with developmentally appropriate global issues. 3 Globalize the curriculum by focusing on awareness, perspectives, and personal responsibility. Develop and implement a comprehensive approach to accelerating and differentiating instruction in order to prepare students for success in Advanced Placement courses. 1 Establish uniform standards for Honors, AP, and IB courses which ensure accessibility and opportunities for students to achieve their highest potential. 2 Create a course trajectory and share course pathways with stakeholders for reaching high level courses.
Assessment, Question #4)
Plan/Do
Action Steps: (Processes/How)
Strategy: Action Steps: Strategy:
Action Steps:
3 Allow students multiple entry points to access high level courses which allow children to progress into AP and/or IB courses. 4 Develop partnerships with stakeholders to provide resources to schools that increase participation in AP courses.
Strategy:
Extend and emphasize family, business, community, and education partnerships. 1 Increase communication via a variety of methods (liaisons, specialists, websites, government/education channel, etc.).
Action Steps:
Action Steps:
2 Embrace and apply 21st Century skills to emphasize leadership development skills. 3 Explore and utilize a variety of learning platforms and flexible settings. 4 Educate staff regarding resources available in the community and strategies for utilizing them. 5 Enhance graduation support for all children. 6 Increase family engagement to positively impact students and schools.
Check
What does data show regarding the results of the implemented strategies? (2012-2013, 2013-2014, 2014-2015) (Summarize your results.)
Act
Based upon identified results, what action should be taken? (Next steps)
Goal 5 and Associated Strategies NC Goal 5: OCS Goal 5:
Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems. The Onslow County schools will be supported by effective and efficient processes and systems.
AdvancED Standard 1: AdvancED Standard 2: AdvancED Standard 3: AdvancED Standard 4: AdvancED Standard 5:
Purpose and Direction Governance and Leadership Teaching and Assessing for Learning Resources and Support Systems Using Results for Continuous Improvement
Indicator: (Measure)
The Onslow County School System will maximize resource utilization to best meet the instructional and operational needs of the organization. There will be a 3% annual increase in the positive responses on a 360 survey relating to effective and efficient operations. Utilization reports, audits, participation rates, financial data, surveys, work orders, LRFNA, CIP.
Strategy: (Needs
Decrease energy and utility consumption through a wide variety of conservation programs.
Target: (Desired Result)
Plan/Do
Assessment, Question #4)
Action Steps: (Processes/How)
Strategy: Action Steps: Strategy: Action Steps: Strategy: Action Steps:
1 Use the Capital Improvement Plan to identify energy and utility conservation strategies for school facilities. 2 Monitor energy & utility consumption on a monthly basis. 3 Utilize the savings from energy conservation programs to implement additional energy/utility renovation projects. 4 Promote energy/utility awareness on school campuses and within the local community. Establish funding sources to address increases in student population and capacity constraints. 1 Provide detailed long range facility needs assessments every three years. 2 Identify Capital Improvement needs on an annual basis. 3 Apply for grants at the state and federal level. 4 Obtain adequate local funding through bonds, COPS, and Capital Outlay revenue streams. Provide sustainable technological infrastructure to support the instructional environment on and off campus. 1 Establish technology life cycle reports for school administration to budget technology acquisitions. 2 Increase instructional access to technology during and after normal school operating hours. 3 Provide adequate human resources to manage the technology requirements of the district and schools. Develop and utilize well communicated processes and procedures in all support areas. 1 Emphasize customer relations in all areas of the Onslow County School System. 2 Use process analysis to improve efficiency and effectiveness of all operation systems. 3 Provide sufficient human resources to meet the needs of the system. 4 Develop training procedural manuals in all departments.
Check
What does data show regarding the results of the implemented strategies? (2012-2013, 2013-2014, 2014-2015) (Summarize your results.)
Check Act
Based upon identified results, what action should be taken? (Next steps)
School-based Management and Accountability Program Summary of School-based Waiver Requests Program Years: 2008-2010 LEA or Charter School Name/Number:
Select your school district/charter school
School Number(s)
Request for Waiver 1. Please describe the waiver you are requesting.
2. Identify the law, regulation, or policy from which exemption is requested.
3. State how the waiver will be used.
4. State how this waiver helps achieve the specific performance goals
(Please duplicate this sheet as needed for additional waivers.)
Signature of Superintendent/Designee
Date
Strategic Plan Glossary Term
Description
NC State education model, mandated by the Legislature, which focuses on accountability, basics and local ABC control. A set of standards established for students and staff. This includes helping students develop the capacity to Academic Rigor apply content knowledge, processes, and strategies that are complex, thought-provoking, and personally or emotionally challenging. A legal, binding document that provides a student identified as disabled with reasonable accommodations and Accommodation Plan under Section modifications in the regular education program that are designed to meet the individual educational needs of the 504 student in the least restrictive environment as adequately as the needs of a non-disabled person are met. It is developed through a team process which includes referral and evaluation information. Based on scale score ranges, achievement levels identify 4 levels of performance: Level 1 is deficient. Level 2 is Achievement Levels marginal. Level 3 is on grade level. Level 4 is well above grade level. Action Steps Processes/how. Action Team A group organized as needed to conduct a continued improvement cycle. AdvancED (Advancing Education in An organization that has defined shared, research-based accreditation standards that cross state, regional, and Excellence Worldwide) national boundaries – made up of NCA/CASI, SACS/CASI, and NSSE. AIG (Academically Intellectually Academically gifted; refers to students who have met the criteria to be served in an advanced academic Gifted) enrichment program. Aligned System A logical order of ideas, structure, or curriculum which progresses from one level to another. AMOs (Annual Measurable A set of proficiency targets, differentiated by subgroup, developed by the NC Department of Public Instructions in Objectives) the new Differentiated Accountability System approved as part of ESEA Flexibility. Annual Capital Program of Work A plan of work created pursuant to the Board’s adoption of an annual capital budget. AP Courses (Advanced Placement Nationally-developed courses offered in secondary schools for college credit (based on test results). courses) College Readiness System that utilizes AVID Elementary, AVID Elective, AVID Schoolwide, and AVID AVID-A K-16 Postsecondary strategies to empower students with academic skills, individual determination, and social adaptability as they prepare for career readiness and college graduation. An accountability measure established by federal legislation that requires individual schools and the system to AYP (Adequate Yearly Progress) meet annual target goals. A partnership between Onslow County Schools and the Jacksonville-Onslow Chamber of Commerce to provide B.A.S.E.S. (Businesses Assisting volunteer resources and services to students. Schools in Educating Students) Baldrige Criteria
A process used to examine the quality of an organization by studying the following components: leadership, strategic planning, stakeholder and market focus, information and analysis, human resources development and management, process management and performance results.
Benchmarking BOE CIA ClassScape
Common Core
Consensus Core Values Culture Deployment Differentiated Instruction DPI (Department of Public Instruction) EC Program (Exceptional Children Program) Elements Enduring Understanding EOC (End-of-Course tests) EOG (End-of-Grade tests) ESL (English as a Second Language) Essential Standards
An improvement process in which a company or organization compares its performance against best-in-class companies or organizations, determines how those companies or organizations achieved their performance levels, and uses the information to improve its own performance: the subjects that can be benchmarked include strategies, products/programs/services, operations, processes and procedures. Board of Education. Curriculum, Instruction and Assessment. ClassScape is an assessment tool that was created to be used only by North Carolina public and charter schools. The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. The collective opinion of a group on the discussion of an issue until all agree and/or everyone is willing to accept the decision. An interrelated set of beliefs and concepts that characterize all types of high-performing organizations and evident in the best schools in the nation (Baldrige in Education Manual). Common or basic characteristics of any group of people (e.g., school, community, ethnic or nationality, church). The systematic process of introducing an activity or process in all applicable areas of an organization. A series of instructional and management strategies for designing learning options that are responsive to the unique needs of students. The state educational agency which leads in the development and deployment of curriculum and instruction, personnel, and facility issues; carries out policies and regulations of the State Board of Education. Designed to meet the needs of students with handicapping conditions. An instructional management and assessment process used by Career Technical Education. States what we want student to know, understand, and be able to apply years from now, even after they have forgotten the details State tests in designated subject areas in grades 9-12. State tests in designated subject areas in grades 3-8. Refers to a program serving students whose primary language is not English. The essential standardare those skills, understandings and learning experiences that a student must master at each grade level to move to the next grade level. Essential standards are the "must have" goals of the curriculum and help teachers focus on the higher-order knowledge and skills that all students should master.
ESEA Flexibility (Waivers) ETSC (Education and Technical Support Center) EVAAS (Education Value-Added Assessment System) External Facilitator Fidelity
Formative Assessment
G. S. (General Statute) Goal Honor Schools of Excellence Human Resource System
IEP (Individual Education Plan)
IHE (Institutions of Higher Education) Indicator Internal JobReady LEP (Limited English Proficiency) Linkage Literacy
A waiver package designed by the US Department of Education designed to provide states, districts, and schools with flexibility regarding specific requirements of the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State-developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction. The complex that houses the Support Staff for the Onslow County School System. SAS® EVAAS™ for K-12 is a customized software system available to all NC school districts. EVAAS tools provide a precise measurement of student progress over time and a reliable diagnosis of opportunities for growth that help to identify which students are at risk for under-achievement. Those things or people from outside an organization which affect the operations of that organization. A person who leads a group through a meeting or process by making the task easier. In the field of program evaluation, the term fidelity denotes how closely a set of procedures were implemented as they were supposed to have been. For example, it's difficult to draw conclusions from a study about formative assessment in school classrooms if the teachers are not able or willing to follow the procedures they received in training. A range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. It typically involves qualitative feedback (rather than scores) for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability. A state mandate or law. The end toward which effort is directed. A recognition of schools which have 90% or more of students achieving at or above grade level and have met growth in accordance with the North Carolina ABC Program and met the Federal No Child Left Behind Adequate Yearly Progress standards. Includes training, assessment, recognition, involvement, well being and satisfaction of the internal stakeholder. A written statement that defines and describes the specialized instruction to include supplemental aids and services designed and implemented to meet the needs of a student who meets the definition of disabled under the Individual with Disabilities Education Act (IDEA). The components of an IEP include: present level of performance, annual goals, instructional objectives, statement of special education and related services, projected service dates, objective criteria, evaluation schedule, and transition services. Refers to community colleges, colleges, and universities. Measure. Sample: Student attendance rate. Those things or people within an organization which affect the operations of that organization. A program which focuses on preparing students for the workforce. Refers to students whose primary language is not English. A factor that causes two or more ideas to relate to one another. Achievement which shows that the subject has been sufficiently mastered at a level commonly expected.
Recognition of schools which have students achieving less than 60% on or above grade level in accordance with the North Carolina ABC Program. LRFNA (Long-Range Facility Needs The adopted long-range facility planning tool of the school system. Assessment) Indicates that the student has scored at or above the score identified as needed to show adequate learning has Mastery occurred. Mission The purpose and focus of an organization. MSL (Measures of Student Common assessments to be given in all non-EOG/EOC grades and content areas in order to measure student Learning) growth and proficiency. Multiple-Choice Test Tests that require students to select a single answer from a number of choices. An organization that delivers quality accreditation and related services to education entities worldwide. It accredits NCA/CASI (North Central over 8.500 public and private schools in 19 states, the Navajo Nation, and the Department of Defense Schools. Association Commission on Accreditation and School Improvement) Low Performing and Priority Schools
NSSE (National Study of School Evaluation) OCLC (Onslow County Learning Center)
A non-profit educational research and development organization to provide educational leaders with state-of-theart resources, tools, and support services to enhance and promote student growth and school improvement through accreditation. An alternative school for students who require special services for behavior modification.
A measure widely used in educational testing that expresses an individual's standing in terms of the percentage of people falling below him. Requires students to perform a task such as a project, a debate, or production which requires use of knowledge Performance Assessment and skills under study; the final score evaluates both the product and processs involved. Process Management System The system of processes that is designed and delivered to support the quality system. Processes A series of actions that support a specified strategy in order to reach a defined goal. Proficiency A level of achievement that assures attainment of fully adequate knowledge and skills. A purpose statement captures succinctly why the organization exists and what it does. It should be memorable Purpose Statement enough so that everyone connected to the organization can remember it and use it. A reading assessment tool for K-5. It is currently used to assess text and reading comprehension at K-2 and is Reading 3D being piloted 3-5 at select sites. Rubicon Atlas An online repository for posting CIA unit plans. A group, representing the school community, who oversees the implementation of the strategic plan for the school Quality Council system. S.A.T., Inc. (Sponsors for Academic A nonprofit organization that provides scholarship for students who meet performance and volunteer standards. Talent, Inc.) Percentile
ONSLOW COUNTY SCHOOLS Local Current Expense Fund - Proposed Budget FY 2014-2015
Account No.
Account Description
Purpose: 5110
Regular Curricular Services
2.5110.001.121 2.5110.001.211 2.5110.001.221 2.5110.001.231 2.5110.003.162 2.5110.003.211 2.5110.009.184 2.5110.009.185 2.5110.009.188 2.5110.009.211 2.5110.009.221 2.5110.027.142 2.5110.027.211 2.5110.027.221 2.5110.027.231 2.5110.801.143 2.5110.801.163 2.5110.801.181 2.5110.801.191 2.5110.801.193 2.5110.801.196 2.5110.801.211 2.5110.801.221 2.5110.801.311 2.5110.801.312 2.5110.801.361 2.5110.801.411 2.5110.801.413 2.5110.801.418 2.5110.801.462 2.5110.851.163 2.5110.851.211 2.5110.851.312
* Purpose: 5110 Purpose: 5120 2.5120.014.142 2.5120.014.211 2.5120.014.221 2.5120.014.231 2.5120.014.312 2.5120.014.411
* Purpose: 5120 Purpose: 5210 2.5210.032.121 2.5210.032.131 2.5210.032.211 2.5210.032.221 2.5210.032.231 2.5210.032.311 2.5210.032.312 2.5210.032.332
* Purpose: 5210
TEACHER ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST SUB TCH - RGLR TEACHER ABSENCE ER SS COST - REGULAR LONGEVITY PAY BONUS LEAVE PAYOFF ANNUAL LEAVE PAYOFF ER SS COST - REGULAR ER RETIRE COST - REGULAR TEACHER ASSISTANT - NCLB ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST TUTOR (FULL TIME) SUB TCH - STAFF DEVELOP ABS SUPPLEMENT/SUPPLEMENTARY PAY CURRICULUM DEVELOPMENT PAY MENTOR PAY STAFF DEVELOP PARTICIPANT PAY ER SS COST - REGULAR ER RETIRE COST - REGULAR CONTRACTED SERVICES WORKSHOP EXP/ALLOWABLE TRAVEL MEMBERSHIP DUES AND FEES SUPPLIES AND MATERIALS OTHER TEXTBOOKS COMPUTER SOFTWARE & SUPPLIES COMPUTER EQUIPMENT SUB TCH - STAFF DEVELOP ABS ER SS COST - REGULAR WORKSHOP EXP/ALLOWABLE TRAVEL Regular Curricular Services
Budget
1,287,000.00 98,455.50 189,060.30 211,966.56 998,975.00 76,421.59 122,000.00 33,000.00 96,000.00 19,201.50 36,871.90 1,256,790.00 96,144.44 184,622.45 309,797.28 49,967.00 5,924.00 3,517,363.82 8,800.00 150,000.00 5,500.00 285,922.95 548,176.57 313,191.44 48,010.53 44,480.00 154,744.78 22,600.00 9,090.82 7,738.10 1,500.00 114.75 3,114.00 10,192,545.28
Vocational Curricular Services TEACHER ASSISTANT - NCLB ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST WORKSHOP EXP/ALLOWABLE TRAVEL SUPPLIES AND MATERIALS Vocational Curricular Services
83,100.00 6,357.15 12,207.39 21,740.16 5,000.00 15,000.00 143,404.70
Children With Disabilities TEACHER INSTRUCT SUPPORT I - RGLR TCH ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST CONTRACTED SERVICES WORKSHOP EXP/ALLOWABLE TRAVEL TRAVEL REIMBSMT Children With Disabilities
Page 1 of 12
1,127.00 39,900.00 3,138.57 6,026.87 5,435.04 974.00 8,286.00 34,874.60 99,762.08
4-30
ONSLOW COUNTY SCHOOLS Local Current Expense Fund - Proposed Budget FY 2014-2015
Account No.
Account Description
Purpose: 5211
Homebound Curricular Services
2.5211.032.198 2.5211.032.211 2.5211.032.221 2.5211.801.121 2.5211.801.211 2.5211.801.221
* Purpose: 5211 Purpose: 5220 2.5220.032.145 2.5220.032.211 2.5220.032.221 2.5220.032.231 2.5220.032.311 2.5220.801.311
* Purpose: 5220 Purpose: 5240 2.5240.032.318
* Purpose: 5240 Purpose: 5250 2.5250.032.311
* Purpose: 5250 Purpose: 5270 2.5270.054.143 2.5270.054.151 2.5270.054.211 2.5270.054.221 2.5270.054.231 2.5270.054.312 2.5270.054.332 2.5270.054.411 2.5270.054.418 2.5270.054.462
* Purpose: 5270 Purpose: 5310 2.5310.801.312 2.5310.801.418 2.5310.801.462
* Purpose: 5310 Purpose: 5320 2.5320.007.131 2.5320.007.211 2.5320.007.221 2.5320.007.231
TUTORIAL PAY ER SS COST - REGULAR ER RETIRE COST - REGULAR TEACHER ER SS COST - REGULAR ER RETIRE COST - REGULAR Homebound Curricular Services
Budget
15,000.00 1,147.50 2,203.50 22,900.00 1,751.85 3,364.01 46,366.86
Cte Children With Disabilities THERAPIST ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST CONTRACTED SERVICES CONTRACTED SERVICES Cte Children With Disabilities
42,100.00 3,220.65 6,184.49 5,435.04 16,756.00 37,518.00 111,214.18
Speech And Language Pathology OTHER CONTRACTS Speech And Language Pathology
202,602.19 202,602.19
Audiology Services CONTRACTED SERVICES Audiology Services
36,000.00 36,000.00
Limited English Proficiency TUTOR (FULL TIME) OFFICE SUPPORT ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST WORKSHOP EXP/ALLOWABLE TRAVEL TRAVEL REIMBSMT SUPPLIES AND MATERIALS COMPUTER SOFTWARE & SUPPLIES COMPUTER EQUIPMENT Limited English Proficiency
118,617.88 24,518.00 10,949.89 21,026.66 2,717.52 5,000.00 5,000.00 20,540.00 4,460.00 6,000.00 218,829.95
Alternative Instruct Srv K-12 WORKSHOP EXP/ALLOWABLE TRAVEL COMPUTER SOFTWARE & SUPPLIES COMPUTER EQUIPMENT Alternative Instruct Srv K-12
2,059.25 815.00 221.00 3,095.25
Attendance & Social Work Srv INSTRUCT SUPPORT I - RGLR TCH ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST
Page 2 of 12
134,000.00 10,251.00 19,684.60 16,305.12
4-30
ONSLOW COUNTY SCHOOLS Local Current Expense Fund - Proposed Budget FY 2014-2015
Account No. 2.5320.801.312 2.5320.801.332
* Purpose: 5320 Purpose: 5350 2.5350.801.192 2.5350.801.211 2.5350.801.221
* Purpose: 5350 Purpose: 5400 2.5400.003.151 2.5400.003.211 2.5400.003.221 2.5400.003.231 2.5400.005.116 2.5400.005.211 2.5400.005.221 2.5400.005.231 2.5400.801.181 2.5400.801.211 2.5400.801.221 2.5400.801.312 2.5400.841.183 2.5400.841.211 2.5400.841.221 2.5400.845.311 2.5400.845.312 2.5400.845.332 2.5400.845.411
* Purpose: 5400 Purpose: 5500 2.5500.801.113 2.5500.801.192 2.5500.801.211 2.5500.801.221 2.5500.801.231 2.5500.851.163 2.5500.851.192 2.5500.851.211 2.5500.851.221 2.5500.851.311 2.5500.851.326 2.5500.851.411 2.5500.851.418 2.5500.851.461 2.5500.851.462 2.5500.861.192 2.5500.861.211 2.5500.861.221 2.5500.861.311
* Purpose: 5500
Account Description WORKSHOP EXP/ALLOWABLE TRAVEL TRAVEL REIMBSMT Attendance & Social Work Srv
Budget 500.00 7,000.00 187,740.72
Extended Day/Year Instruct Srv CO-CURRICULAR STIPEND ER SS COST - REGULAR ER RETIRE COST - REGULAR Extended Day/Year Instruct Srv
11,500.00 879.75 1,689.35 14,069.10
School Leadership Services OFFICE SUPPORT ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST ASSISTANT PRINCIPAL (NON-TEACH ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST SUPPLEMENT/SUPPLEMENTARY PAY ER SS COST - REGULAR ER RETIRE COST - REGULAR WORKSHOP EXP/ALLOWABLE TRAVEL BONUS PAY ER SS COST - REGULAR ER RETIRE COST - REGULAR CONTRACTED SERVICES WORKSHOP EXP/ALLOWABLE TRAVEL TRAVEL REIMBSMT SUPPLIES AND MATERIALS School Leadership Services
2,185,976.00 167,227.16 321,119.87 456,543.36 1,156,552.00 88,476.23 169,897.49 125,005.92 358,200.00 27,402.30 52,619.58 1,415.00 500.00 38.25 73.45 400,000.00 8,750.00 23,500.00 157,000.00 5,700,296.61
Co-Curricular Services DIRECTOR AND/OR SUPERVISOR CO-CURRICULAR STIPEND ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST SUB TCH - STAFF DEVELOP ABS CO-CURRICULAR STIPEND ER SS COST - REGULAR ER RETIRE COST - REGULAR CONTRACTED SERVICES CONTR R & M - EQUIPMENT SUPPLIES AND MATERIALS COMPUTER SOFTWARE & SUPPLIES FURNITURE & EQUIPMENT COMPUTER EQUIPMENT CO-CURRICULAR STIPEND ER SS COST - REGULAR ER RETIRE COST - REGULAR CONTRACTED SERVICES Co-Curricular Services
Page 3 of 12
25,000.00 74,984.00 7,648.78 14,687.65 2,717.52 1,000.00 101,893.68 7,871.37 14,968.18 10,300.00 31,615.77 50,542.63 21,040.00 56,739.53 3,100.00 1,160,920.00 88,810.38 170,539.15 170,000.00 2,014,378.64
4-30
ONSLOW COUNTY SCHOOLS Local Current Expense Fund - Proposed Budget FY 2014-2015
Account No.
Account Description
Purpose: 5810
Educational Media Services
2.5810.003.162 2.5810.003.211 2.5810.801.312 2.5810.801.411 2.5810.801.414 2.5810.801.418 2.5810.801.462 2.5810.851.192 2.5810.851.211 2.5810.851.221
* Purpose: 5810 Purpose: 5820 2.5820.003.151 2.5820.003.211 2.5820.003.221 2.5820.003.231 2.5820.801.312
* Purpose: 5820 Purpose: 5840 2.5840.007.131 2.5840.007.211 2.5840.007.221 2.5840.007.231 2.5840.007.311 2.5840.032.311 2.5840.801.312 2.5840.801.332
* Purpose: 5840 Purpose: 5860 2.5860.801.135 2.5860.801.146 2.5860.801.211 2.5860.801.221 2.5860.801.231 2.5860.801.361
* Purpose: 5860 Purpose: 6110 2.6110.002.113 2.6110.002.211 2.6110.002.221 2.6110.002.231 2.6110.009.184 2.6110.009.185 2.6110.009.188 2.6110.009.189 2.6110.009.211 2.6110.009.221 2.6110.801.151
SUB TCH - RGLR TEACHER ABSENCE ER SS COST - REGULAR WORKSHOP EXP/ALLOWABLE TRAVEL SUPPLIES AND MATERIALS LIBRARY BOOKS (RGLR & REPLACE) COMPUTER SOFTWARE & SUPPLIES COMPUTER EQUIPMENT CO-CURRICULAR STIPEND ER SS COST - REGULAR ER RETIRE COST - REGULAR Educational Media Services
Budget
24,960.00 1,909.44 8,823.93 10,112.56 86,768.59 8,594.49 4,000.00 8,100.00 619.65 1,189.89 155,078.55
Student Accounting OFFICE SUPPORT ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST WORKSHOP EXP/ALLOWABLE TRAVEL Student Accounting
960,400.00 73,470.60 141,082.76 211,966.56 4,937.00 1,391,856.92
Health Support Services INSTRUCT SUPPORT I - RGLR TCH ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST CONTRACTED SERVICES CONTRACTED SERVICES WORKSHOP EXP/ALLOWABLE TRAVEL TRAVEL REIMBSMT Health Support Services
168,350.00 12,878.78 24,730.62 16,305.12 2,000.00 70,000.00 4,000.00 6,500.00 304,764.52
Instructional Technology Srv LEAD TEACHER TECHNICAL ASSISTANT ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST MEMBERSHIP DUES AND FEES Instructional Technology Srv
1,025,400.00 997,000.00 154,713.60 297,090.56 304,362.24 600.00 2,779,166.40
Rglr Curric Support & Develop DIRECTOR AND/OR SUPERVISOR ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST LONGEVITY PAY BONUS LEAVE PAYOFF ANNUAL LEAVE PAYOFF SHRT TERM DISAB PYMT - 1ST 6 ER SS COST - REGULAR ER RETIRE COST - REGULAR OFFICE SUPPORT Page 4 of 12
689,000.00 52,708.50 101,214.10 65,220.48 95,000.00 30,000.00 53,000.00 22,000.00 15,300.00 29,380.00 213,974.59 4-30
ONSLOW COUNTY SCHOOLS Local Current Expense Fund - Proposed Budget FY 2014-2015
Account No. 2.6110.801.181 2.6110.801.183 2.6110.801.211 2.6110.801.221 2.6110.801.231 2.6110.801.312 2.6110.801.332 2.6110.801.361 2.6110.801.411 2.6110.801.418 2.6110.801.462 2.6110.851.312 2.6110.851.361 2.6110.851.411
* Purpose: 6110 Purpose: 6120 2.6120.014.312
* Purpose: 6120 Purpose: 6200 2.6200.032.113 2.6200.032.151 2.6200.032.211 2.6200.032.221 2.6200.032.231
* Purpose: 6200 Purpose: 6300 2.6300.801.312
* Purpose: 6300 Purpose: 6400 2.6400.002.113 2.6400.002.211 2.6400.002.221 2.6400.002.231 2.6400.801.151 2.6400.801.152 2.6400.801.199 2.6400.801.211 2.6400.801.221 2.6400.801.231 2.6400.801.311 2.6400.801.312 2.6400.801.313 2.6400.801.326 2.6400.801.327 2.6400.801.332 2.6400.801.411 2.6400.801.418 2.6400.801.422
Account Description SUPPLEMENT/SUPPLEMENTARY PAY BONUS PAY ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST WORKSHOP EXP/ALLOWABLE TRAVEL TRAVEL REIMBSMT MEMBERSHIP DUES AND FEES SUPPLIES AND MATERIALS COMPUTER SOFTWARE & SUPPLIES COMPUTER EQUIPMENT WORKSHOP EXP/ALLOWABLE TRAVEL MEMBERSHIP DUES AND FEES SUPPLIES AND MATERIALS Rglr Curric Support & Develop
Budget 111,631.00 4,545.27 25,256.54 48,499.16 44,023.82 17,316.21 22,500.00 23,735.00 13,682.58 3,500.00 8,830.68 2,751.75 400.00 700.00 1,694,169.68
Cte Support & Develop Services WORKSHOP EXP/ALLOWABLE TRAVEL Cte Support & Develop Services
2,000.00 2,000.00
Special Population Support DIRECTOR AND/OR SUPERVISOR OFFICE SUPPORT ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST Special Population Support
73,000.00 27,400.00 7,680.60 14,748.76 10,870.08 133,699.44
Alternative Prog & Srv Support WORKSHOP EXP/ALLOWABLE TRAVEL Alternative Prog & Srv Support
5,551.00 5,551.00
Technology Support Services DIRECTOR AND/OR SUPERVISOR ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST OFFICE SUPPORT TECHNICAL SPECIALIST OVERTIME PAY ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST CONTRACTED SERVICES WORKSHOP EXP/ALLOWABLE TRAVEL ADVERTISING COST CONTR R & M - EQUIPMENT RENTALS/LEASES TRAVEL REIMBSMT SUPPLIES AND MATERIALS COMPUTER SOFTWARE & SUPPLIES REPAIR PARTS, MATERIALS, LABOR
Page 5 of 12
97,760.00 7,478.64 14,360.94 5,435.04 41,496.00 184,864.00 3,120.00 17,555.22 33,710.61 21,740.16 55,000.00 8,272.00 2,000.00 4,568.00 540.00 6,000.00 92,460.00 185,355.00 112,500.00
4-30
ONSLOW COUNTY SCHOOLS Local Current Expense Fund - Proposed Budget FY 2014-2015
Account No. 2.6400.801.461 2.6400.801.462 2.6400.801.542
* Purpose: 6400 Purpose: 6510 2.6510.801.342 2.6510.801.343 2.6510.802.341
* Purpose: 6510 Purpose: 6520 2.6520.801.175 2.6520.801.199 2.6520.801.211 2.6520.801.221 2.6520.801.231 2.6520.801.313 2.6520.801.326 2.6520.801.327 2.6520.801.411
* Purpose: 6520 Purpose: 6530 2.6530.802.321 2.6530.802.322 2.6530.802.323 2.6530.802.421
* Purpose: 6530 Purpose: 6540 2.6540.003.173 2.6540.003.199 2.6540.003.211 2.6540.003.221 2.6540.003.231 2.6540.802.311 2.6540.802.327 2.6540.802.411
* Purpose: 6540 Purpose: 6550 2.6550.014.331 2.6550.054.331 2.6550.056.311 2.6550.056.312 2.6550.056.332 2.6550.056.411 2.6550.056.418 2.6550.056.422 2.6550.056.423 2.6550.056.424 2.6550.056.425
Account Description FURNITURE & EQUIPMENT COMPUTER EQUIPMENT PURCHASE OF COMPUTER HARDWARE Technology Support Services
Budget 1,843.22 2,667,699.78 45,977.81 3,609,736.42
Communication Services POSTAGE TELECOMMUNICATIONS SERVICES TELEPHONE Communication Services
49,213.20 210,000.00 291,600.00 550,813.20
Printing & Copying Services SKILLED TRADES OVERTIME PAY ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST ADVERTISING COST CONTR R & M - EQUIPMENT RENTALS/LEASES SUPPLIES AND MATERIALS Printing & Copying Services
117,312.00 1,040.00 9,053.93 17,385.91 16,305.12 209.85 1,000.00 91,000.00 125,500.00 378,806.81
Public Utility & Energy Srv PUBLIC UTIL - ELECTRIC SRV PUBLIC UTIL - NATURAL GAS PUBLIC UTIL - WATER & SEWER FUEL FOR FACILITIES Public Utility & Energy Srv
4,700,000.00 200,000.00 700,000.00 705,000.00 6,305,000.00
Custodial/Housekeeping Srv CUSTODIAN OVERTIME PAY ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST CONTRACTED SERVICES RENTALS/LEASES SUPPLIES AND MATERIALS Custodial/Housekeeping Srv
79,248.00 20,800.00 7,653.67 14,697.05 21,740.16 245,000.00 10,000.00 570,000.00 969,138.88
Transportation Services PUPIL TRANSPORTATION - CONTR PUPIL TRANSPORTATION - CONTR CONTRACTED SERVICES WORKSHOP EXP/ALLOWABLE TRAVEL TRAVEL REIMBSMT SUPPLIES AND MATERIALS COMPUTER SOFTWARE & SUPPLIES REPAIR PARTS, MATERIALS, LABOR GAS/DIESEL FUEL OIL TIRES AND TUBES
Page 6 of 12
6,000.00 823.00 62,067.55 5,601.46 10,000.00 17,700.00 1,200.00 151,830.89 936,043.16 4,432.45 16,869.07
4-30
ONSLOW COUNTY SCHOOLS Local Current Expense Fund - Proposed Budget FY 2014-2015
Account No. 2.6550.056.461 2.6550.056.462 2.6550.056.541 2.6550.056.552 2.6550.706.175 2.6550.706.211 2.6550.706.221 2.6550.706.231 2.6550.706.313 2.6550.706.422 2.6550.706.423 2.6550.706.424 2.6550.706.425 2.6550.801.331 2.6550.851.331
* Purpose: 6550 Purpose: 6560 2.6560.801.175 2.6560.801.211 2.6560.801.221 2.6560.801.231
* Purpose: 6560 Purpose: 6580 2.6580.802.151 2.6580.802.175 2.6580.802.199 2.6580.802.211 2.6580.802.221 2.6580.802.231 2.6580.802.311 2.6580.802.312 2.6580.802.313 2.6580.802.324 2.6580.802.325 2.6580.802.326 2.6580.802.327 2.6580.802.345 2.6580.802.352 2.6580.802.361 2.6580.802.418 2.6580.802.422 2.6580.802.423 2.6580.802.461 2.6580.802.541
* Purpose: 6580 Purpose: 6610 2.6610.801.151 2.6610.801.153 2.6610.801.211 2.6610.801.221 2.6610.801.231 2.6610.801.232 2.6610.801.233
Account Description FURNITURE & EQUIPMENT COMPUTER EQUIPMENT PURCHASE OF EQUIPMENT LICENSE AND TITLE FEES SKILLED TRADES ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST ADVERTISING COST REPAIR PARTS, MATERIALS, LABOR GAS/DIESEL FUEL OIL TIRES AND TUBES PUPIL TRANSPORTATION - CONTR PUPIL TRANSPORTATION - CONTR Transportation Services
Budget 4,550.00 5,701.00 2,899.04 5,500.00 88,160.63 6,744.29 12,950.80 10,870.08 214.43 120,000.00 265,285.57 5,000.00 35,000.00 5,500.00 8,000.00 1,788,943.42
Warehouse & Delivery Services SKILLED TRADES ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST Warehouse & Delivery Services
202,904.00 15,522.16 29,806.60 38,045.28 286,278.04
Maintenance Services OFFICE SUPPORT SKILLED TRADES OVERTIME PAY ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST CONTRACTED SERVICES WORKSHOP EXP/ALLOWABLE TRAVEL ADVERTISING COST WASTE MANAGEMENT CONTR R & M - LAND & BUILDINGS CONTR R & M - EQUIPMENT RENTALS/LEASES SECURITY MONITORING EE EDUCATION REIMBURSEMENT MEMBERSHIP DUES AND FEES COMPUTER SOFTWARE & SUPPLIES REPAIR PARTS, MATERIALS, LABOR GAS/DIESEL FUEL FURNITURE & EQUIPMENT PURCHASE OF EQUIPMENT Maintenance Services
135,600.00 2,367,000.00 26,000.00 193,437.90 371,451.34 407,628.00 325,000.00 15,000.00 400.00 171,000.00 206,000.00 20,000.00 40,000.00 20,000.00 1,500.00 1,600.00 10,000.00 1,241,000.00 191,000.00 237,000.00 40,000.00 6,020,617.24
Financial Services OFFICE SUPPORT ADMINISTRATIVE SPECIALIST ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST ER WORKERS' COMP INS COST ER UNEMPLOYMENT INS COST Page 7 of 12
431,096.00 467,700.00 68,757.89 132,033.13 119,570.88 610,000.00 60,000.00 4-30
ONSLOW COUNTY SCHOOLS Local Current Expense Fund - Proposed Budget FY 2014-2015
Account No. 2.6610.801.311 2.6610.801.312 2.6610.801.332 2.6610.801.371 2.6610.801.372 2.6610.801.373 2.6610.801.374 2.6610.801.375 2.6610.801.411 2.6610.801.418 2.6610.801.461 2.6610.801.462 2.6610.801.542
* Purpose: 6610 Purpose: 6620 2.6620.002.113 2.6620.002.211 2.6620.002.221 2.6620.002.231 2.6620.801.151 2.6620.801.163 2.6620.801.187 2.6620.801.191 2.6620.801.196 2.6620.801.197 2.6620.801.211 2.6620.801.221 2.6620.801.231 2.6620.801.235 2.6620.801.311 2.6620.801.312 2.6620.801.313 2.6620.801.319 2.6620.801.332 2.6620.801.344 2.6620.801.352 2.6620.801.361 2.6620.801.411 2.6620.801.418 2.6620.801.422 2.6620.801.462 2.6620.801.542
* Purpose: 6620 Purpose: 6710 2.6710.801.151 2.6710.801.153 2.6710.801.211 2.6710.801.221 2.6710.801.231 2.6710.801.312 2.6710.801.411 2.6710.801.418 2.6710.801.422 2.6710.801.462
* Purpose: 6710
Account Description CONTRACTED SERVICES WORKSHOP EXP/ALLOWABLE TRAVEL TRAVEL REIMBSMT LIABILITY INSURANCE VEHICLE LIABILITY INSURANCE PROPERTY INSURANCE JUDGMENTS AGAINST LOCAL SCHOOL FIDELITY BOND PREMIUM SUPPLIES AND MATERIALS COMPUTER SOFTWARE & SUPPLIES FURNITURE & EQUIPMENT COMPUTER EQUIPMENT PURCHASE OF COMPUTER HARDWARE Financial Services
Budget 114,217.72 12,786.80 4,000.00 194,235.00 96,465.00 586,609.58 10,000.00 2,587.00 15,250.00 14,782.28 1,000.00 2,000.00 68,500.00 3,011,591.28
Human Resource Services DIRECTOR AND/OR SUPERVISOR ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST OFFICE SUPPORT SUB TCH - STAFF DEVELOP ABS SALARY DIFFERENTIAL - LOCALLY CURRICULUM DEVELOPMENT PAY STAFF DEVELOP PARTICIPANT PAY STAFF DEVELOPMENT INSTRUCTOR ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST ER LIFE INSURANCE COST CONTRACTED SERVICES WORKSHOP EXP/ALLOWABLE TRAVEL ADVERTISING COST OTHER PROF & TECHNICAL SRV TRAVEL REIMBSMT MOBILE COMMUNICATION COSTS EE EDUCATION REIMBURSEMENT MEMBERSHIP DUES AND FEES SUPPLIES AND MATERIALS COMPUTER SOFTWARE & SUPPLIES REPAIR PARTS, MATERIALS, LABOR COMPUTER EQUIPMENT PURCHASE OF COMPUTER HARDWARE Human Resource Services
161,616.00 12,363.62 23,741.39 10,870.08 294,300.00 10,000.00 1,600.00 5,600.00 1,884.00 6,000.00 24,432.88 45,448.51 59,785.44 6,000.00 78,181.00 18,050.00 55,000.00 95,000.00 8,500.00 8,000.00 17,000.00 267.00 18,000.00 2,500.00 1,000.00 4,500.00 16,000.00 985,639.92
Student Testing Services OFFICE SUPPORT ADMINISTRATIVE SPECIALIST ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST WORKSHOP EXP/ALLOWABLE TRAVEL SUPPLIES AND MATERIALS COMPUTER SOFTWARE & SUPPLIES REPAIR PARTS, MATERIALS, LABOR COMPUTER EQUIPMENT Student Testing Services Page 8 of 12
59,800.00 70,096.00 9,937.04 19,081.72 16,305.12 8,025.00 75,364.00 2,240.00 1,000.00 6,334.00 268,182.88 4-30
ONSLOW COUNTY SCHOOLS Local Current Expense Fund - Proposed Budget FY 2014-2015
Account No.
Account Description
Purpose: 6810
Educational Media Support Srv
2.6810.801.152 2.6810.801.211 2.6810.801.221 2.6810.801.231 2.6810.801.411
* Purpose: 6810 Purpose: 6820 2.6820.801.151 2.6820.801.211 2.6820.801.221 2.6820.801.231 2.6820.801.312 2.6820.801.326 2.6820.801.411 2.6820.801.418 2.6820.801.462
* Purpose: 6820 Purpose: 6830 2.6830.007.113 2.6830.007.211 2.6830.007.221 2.6830.007.231
* Purpose: 6830 Purpose: 6840 2.6840.801.411
* Purpose: 6840 Purpose: 6850 2.6850.801.153 2.6850.801.211 2.6850.801.221 2.6850.801.231 2.6850.801.311 2.6850.801.312 2.6850.801.313 2.6850.801.332 2.6850.801.411 2.6850.801.418
* Purpose: 6850 Purpose: 6860 2.6860.801.151 2.6860.801.152 2.6860.801.211 2.6860.801.221 2.6860.801.231
* Purpose: 6860
TECHNICAL SPECIALIST ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST SUPPLIES AND MATERIALS Educational Media Support Srv
Budget
26,000.00 1,989.00 3,819.40 5,435.04 7,974.10 45,217.54
Student Accounting Support Srv OFFICE SUPPORT ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST WORKSHOP EXP/ALLOWABLE TRAVEL CONTR R & M - EQUIPMENT SUPPLIES AND MATERIALS COMPUTER SOFTWARE & SUPPLIES COMPUTER EQUIPMENT Student Accounting Support Srv
80,600.00 6,165.90 11,840.14 10,870.08 2,000.00 3,700.00 7,500.00 3,500.00 29,500.00 155,676.12
Guidance Support Services DIRECTOR AND/OR SUPERVISOR ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST Guidance Support Services
65,624.00 5,020.24 9,640.17 5,435.04 85,719.45
Health Support Services SUPPLIES AND MATERIALS Health Support Services
28,000.00 28,000.00
Safety & Security Support Srv ADMINISTRATIVE SPECIALIST ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST CONTRACTED SERVICES WORKSHOP EXP/ALLOWABLE TRAVEL ADVERTISING COST TRAVEL REIMBSMT SUPPLIES AND MATERIALS COMPUTER SOFTWARE & SUPPLIES Safety & Security Support Srv
98,176.00 7,510.46 14,422.05 10,870.08 23,400.00 1,850.00 208.00 200.00 6,225.00 20,278.00 183,139.59
Instruct Technology Support OFFICE SUPPORT TECHNICAL SPECIALIST ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST Instruct Technology Support
Page 9 of 12
33,072.00 66,664.00 7,629.80 14,651.22 10,870.08 132,887.10
4-30
ONSLOW COUNTY SCHOOLS Local Current Expense Fund - Proposed Budget FY 2014-2015
Account No.
Account Description
Purpose: 6910
Board Of Education
2.6910.841.192 2.6910.841.211 2.6910.841.221 2.6910.841.312 2.6910.841.332 2.6910.841.361 2.6910.841.411
* Purpose: 6910
CO-CURRICULAR STIPEND ER SS COST - REGULAR ER RETIRE COST - REGULAR WORKSHOP EXP/ALLOWABLE TRAVEL TRAVEL REIMBSMT MEMBERSHIP DUES AND FEES SUPPLIES AND MATERIALS Board Of Education
Purpose: 6920 2.6920.841.311
* Purpose: 6920
* Purpose: 6930 Purpose: 6940 2.6940.801.151 2.6940.801.187 2.6940.801.211 2.6940.801.221 2.6940.801.231 2.6940.801.311 2.6940.801.312 2.6940.801.313 2.6940.801.332 2.6940.801.361 2.6940.801.411 2.6940.801.461 2.6940.801.541
* Purpose: 6940 Purpose: 7100 2.7100.801.151 2.7100.801.192 2.7100.801.211 2.7100.801.221 2.7100.801.231 2.7100.801.312 2.7100.801.332 2.7100.801.411
* Purpose: 7100
36,480.00 2,790.72 5,358.91 23,500.00 5,000.00 78,500.00 18,300.00 169,929.63
Legal Services CONTRACTED SERVICES Legal Services
Purpose: 6930 2.6930.841.311
Budget
262,500.00 262,500.00 Audit Services
CONTRACTED SERVICES Audit Services
50,000.00 50,000.00
Leadership Services OFFICE SUPPORT SALARY DIFFERENTIAL - LOCALLY ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST CONTRACTED SERVICES WORKSHOP EXP/ALLOWABLE TRAVEL ADVERTISING COST TRAVEL REIMBSMT MEMBERSHIP DUES AND FEES SUPPLIES AND MATERIALS FURNITURE & EQUIPMENT PURCHASE OF EQUIPMENT Leadership Services
167,300.00 172,500.00 25,994.70 49,916.62 21,740.16 11,000.00 17,900.26 5,200.00 6,444.00 3,000.00 53,550.00 5,000.00 5,000.00 544,545.74
Community Services OFFICE SUPPORT CO-CURRICULAR STIPEND ER SS COST - REGULAR ER RETIRE COST - REGULAR ER HOSPITALIZATION INS COST WORKSHOP EXP/ALLOWABLE TRAVEL TRAVEL REIMBSMT SUPPLIES AND MATERIALS Community Services
Page 10 of 12
44,500.00 1,100.00 3,488.40 6,698.64 5,435.04 1,400.00 465.00 1,000.00 64,087.08
4-30
ONSLOW COUNTY SCHOOLS Local Current Expense Fund - Proposed Budget FY 2014-2015
Account No.
Account Description
Purpose: 7200
Nutrition Services
2.7200.801.451
* Purpose: 7200 Purpose: 8100 2.8100.036.717
* Purpose: 8100
FOOD PURCHASES Nutrition Services
Budget
250,000.00 250,000.00 Payments To Other Gov Units
TRANS TO CHARTER SCHOOLS Payments To Other Gov Units
Grand Totals:
273,750.00 273,750.00 51,856,792.41
Page 11 of 12
4-30
ONSLOW COUNTY SCHOOLS Local Current Expense Fund - Proposed Budget 2014 - 2015
ACCOUNT NO.
ACCOUNT DESCRIPTION
Budget
LOCAL REVENUES 2.4110.801.000 2.4110.801.000 2.4910.801.000 2.4910.801.000 2.4410.801.000 LOCAL REVENUES
COUNTY APPROPRIATION COUNTY APPROPRIATION FUND BALANCE APPROPRIATED FUND BALANCE APPROPRIATED FINES AND FORFEITURES
TOTAL REVENUES
43,987,242.00 (13,000,000.00) 13,000,000.00 6,869,550.41 1,000,000.00 51,856,792.41 51,856,792.41
Page 12 of 12
4-30
Onslow County Schools Capital Outlay Fund - Board Budget Workshop 2014-2015
Account
Description
Budget
CATEGORY I: BUILDINGS & PROPERTY - MAINTENANCE/IMPROVEMENTS 4.9101.900.529
PAVING
100,000.00
4.9102.900.529
MODULAR CLASSROOMS
180,000.00
4.9104.900.529
ROOFING & RENOVATIONS
852,000.00
4.9105.900.529
SECURITY SYSTEMS
138,650.00
4.9106.900.529
HANDICAPPED RENOVATIONS
4.9107.900.529
SITE IMPROVEMENTS
571,000.00
4.9119.900.529
ARCHITECT & ENGINEERING
100,000.00
4.9129.900.529
CEILING/LIGHTING RENOVATIONS
TOTAL CATEGORY I: BUILDINGS & PROPERTY - MAINTENANCE/IMPROVEMENTS
23,450.00
61,000.00 2,026,100.00
CATEGORY II: FURNITURE & EQUIPMENT 4.9201.900.461
FURNITURE & EQUIPMENT
4.9204.900.462
COMPUTER EQUIPMENT
TOTAL CATEGORY II: FURNITURE AND EQUIPMENT
59,900.00 90,000.00 149,900.00
CATEGORY III: MOTOR VEHICLES 4.6580.900.551
SERVICE VEHICLES
TOTAL CATEGORY III: MOTOR VEHICLES *** TOTAL EXPENDITURES *********
23,000.00 23,000.00 2,199,000.00
REVENUES: 4.3250.900.000
SALES TAX REIMBURSEMENT
4.4110.900.000
COUNTY APPROPRIATION
2,175,000.00
24,000.00
*** TOTAL REVENUES *********
2,199,000.00
4-30
Onslow County Schools 2012 Long Range Facility Needs Assessment
Long Range Facility Needs Assessment What it is
• Accumulation of data and analysis – Student population trends and projections – Existing facility capacities – Potential for campus renovation and expansion – Facility maintenance needs – Campus safety & security – Technology – New schools
Long Range Facility Needs Assessment What it is
• Third party and internal research/analysis – – – –
Educational Facility Planners (Smith Sinnett) NC State (OR/ED) School administration Auxiliary Services staff
Long Range Facility Needs Assessment What it is used for
• LRFNA looks at projected needs for the next ten years • Used to establish – Capital Investment Plans – Urgent and Critical Needs for the next five years
Data Collection Pgs. 14 - 16 Source:
Demographics Onslow County and Surrounding
NCOSBM
Pg. 14
Pg. 16 Allotted ADM FY 2011-12
Pg. 15 2011 Certified County Population Estimates - Fastest Growing Counties NC Rank
County
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Hoke Onslow Harnett Wake Cumberland Brunswick Pender Buncombe Mecklenburg Union Johnston Madison New Hanover Watauga Swain Carteret Cabarrus Durham Jones Franklin
July 2011 Estimate 49,065 184,228 118,615 925,938 327,643 110,140 53,437 243,855 940,697 205,717 172,570 21,193 206,774 52,111 14,263 67,696 181,253 272,314 10,327 61,651
April 2010 Net Total Births, Total Deaths, Natural Growth, Estimate Amount Percent Migration Percent A2010 - J2011 A2010 - J2011 A2010 - J2011 Base Amount 46,952 2,113 4.5 1,202 357 845 1,268 2.7 177,772 6,456 3.6 5,406 1,097 4,309 2,147 1.2 114,678 3,937 3.4 2,202 1,014 1,188 2,749 2.4 900,993 24,945 2.8 15,758 5,416 10,342 14,603 1.6 319,431 8,212 2.6 7,413 2,845 4,568 3,644 1.1 107,431 2,709 2.5 1,308 1,354 -46 2,755 2.6 52,217 1,220 2.3 759 559 200 1,020 2 238,318 5,537 2.3 3,199 2,881 318 5,219 2.2 919,628 21,069 2.3 17,288 6,362 10,926 10,143 1.1 201,292 4,425 2.2 3,048 1,484 1,564 2,861 1.4 168,878 3,692 2.2 2,831 1,498 1,333 2,359 1.4 20,764 429 2.1 213 266 -53 482 2.3 202,667 4,107 2 2,797 2,031 766 3,341 1.6 51,079 1,032 2 441 413 28 1,004 2 13,981 282 2 238 234 4 278 2 66,469 1,227 1.8 783 913 -130 1,357 2 178,011 3,242 1.8 2,916 1,730 1,186 2,056 1.2 267,587 4,727 1.8 5,309 2,199 3,110 1,617 0.6 10,153 174 1.7 133 177 -44 218 2.1 60,619 1,032 1.7 841 581 260 772 1.3
Ranking 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
School System Wake County Mecklenburg County Guilford County Forsyth County Cumberland County Union County Johnston County Durham County Gaston County Cabarrus County Buncombe County New Hanover County Onslow County Pitt County Robeson County Alamance-Burlington Iredell-Statesville Davidson County 20,418 Rowan-Salisbury Harnett County
ADM 146,078 137,497 72,056 52,850 52,443 39,844 32,821 32,369 31,400 29,298 25,571 24,636 23,644 23,557 23,420 22,531 21,518 20,418 20,336 19,780
Data Collection Pgs. 60-61
School Data Photos, Use, Campus Value, Construction Data Capacity Diagram
A
M
26 26
26 21
21 21
21 21
C
26 21
21 21
21 21
26 26 26 26
347-15
BELL FORK 67030401
ADMINISTRATION BLDG
67030402 67030403 67030404 67030405
ELEMENTARY BLDG "A" ELEMENTARY BLDG "B" PRIMARY BUILDING COVERED WALK
67030406 67030407 67030408
1987 CLASSROOM BLDG 1988 MEDIA CENTER MULTI·PURPOSE BLDG Totals Average Construction Date Average Age
CNST TYP NC2 F1 NC1 NC1 NC1 F1 F1 NC2 NC2 NC1
21 21 21 21
21
21 21 21
TOTAL ADJ VALUE ACRES $10,013,310 23.17
ALTID
Facility Bell Fork
21 21 21
DATE BLT 1/1/1961 7/10/1988 1/1/1961 1/1/1961 1/1/1961 1/1/1961 1/1/1988 12/3/1987 1/1/1988 4/28/2008
BLDG ADJ BLDG SQFT CONT VALUE 10,670 $282,846 1,005 8,214 $109,506 8,214 $109,506 4,733 $63,098 3,271 $0 2,835 12,500 $181,745 12,593 $183,097 11,273 $224,203 $75,308
1976 36
$1,154,001
ADJ BLDG REPL COST $1,662,060
ADJ BLDG CASH VALUE $1,563,998
$1,095,061 $1,095,061 $630,987 $112,644
$1,050,163 $1,050,163 $605,117 $111,518
$1,817,453 $1,830,973 $2,242,036
$1,673,874 $1,686,326 $2,242,036
$10,486,275
$9,983,195
21
Capacity 2009 PK (18)0 = 0 K (21)6 =126 1-3 (21)16 =336 4-5 (26)8 =208 EC (10)0 = 0 Total
30 =670
Observations / Existing Conditions
Data Collection Source: OCS Smith Sinnett
Building Data SF/ Students & FCI
Onslow County Schools Building Bio Data 10/22/2012 Student SqFt / ADJ BLDG CASH Major Sched. Facility Cost Capacity BLDG SQFT Student VALUE Maintenance Index Elementary 129 Bell Fork Elementary 637 75,308 118 $9,983,195 $3,035,863 0.30 Blue Creek Elementary 626 72,795 116 $9,858,892 $2,339,009 0.24 Carolina Forest Elementary 680 84,752 125 $12,135,537 $826,159 0.07 Clyde Erwin Elementary 470 61,806 132 $7,018,759 $1,959,585 0.28 Dixon Elementary School 720 90,563 126 $13,518,198 $672,979 0.05 Hunters Creek Elementary 656 82,312 126 $11,294,529 $1,540,903 0.14 Jacksonville Commons Elementary 656 80,794 123 $10,819,112 $2,090,469 0.19 Meadow View 765 97,267 127 $16,517,481 $487,647 0.03 Morton Elementary 680 90,189 133 $12,911,614 $2,307,737 0.18 Northwoods Elementary 481 54,021 112 $7,441,049 $1,041,597 0.14 Parkwood Elementary 522 60,872 117 $8,458,423 $2,240,255 0.26 Queens Creek Elementary 656 94,744 145 $13,302,315 $1,910,892 0.14 Richlands Elementary 654 80,939 124 $6,328,227 $3,534,903 0.56 Richlands Primary School 637 88,733 139 $11,937,678 $674,203 0.06 Sand Ridge Elementary 665 85,901 129 $11,700,393 $806,631 0.07 Silverdale Elementary 522 62,642 120 $7,964,404 $1,420,706 0.18 Southwest Elementary 636 84,814 133 $11,357,430 $1,310,796 0.12 Stateside Elementary 746 93,750 126 $17,732,067 $348,853 0.02 Summersill Elementary 720 75,786 105 $9,929,215 $2,083,663 0.21 Swansboro Elementary 586 68,291 117 $9,515,951 $1,263,770 0.13 Subtotal 12712 1,586,279 125 $219,724,469 $31,896,617 0.15 Middle 143 Dixon Middle 599 78,927 132 $9,594,224 $2,510,029 0.26 Hunters Creek Middle 826 101,943 123 $14,801,237 $1,229,694 0.08 Jacksonville Commons Middle 826 115,170 139 $12,880,338 $532,767 0.04 New Bridge Middle 504 76,987 153 $9,505,701 $3,552,703 0.37 Northwoods Park Middle 695 84,278 121 $10,611,881 $2,023,784 0.19 Southwest Middle 518 75,437 146 $10,101,509 $1,246,286 0.12 Swansboro Middle 912 140,956 155 $17,609,498 $4,011,619 0.23 Trexler Middle 625 94,059 151 $8,573,578 $1,676,067 0.20 Subtotal 5506 767,757 140 $93,677,966 $16,782,948 0.18 High 165 Dixon High 690 121,284 176 $17,357,065 $4,176,914 0.24 Jacksonville High School 1,390 213,839 154 $27,494,374 $5,082,306 0.18 Northside High School 1,105 215,893 195 $35,418,372 $331,164 0.01 Richlands High 870 139,326 160 $20,350,346 $2,108,445 0.10 Southwest High 950 142,297 150 $19,435,550 $2,141,479 0.11 Swansboro High 1,170 193,274 165 $28,079,154 $2,904,161 0.10 White Oak High 1,225 212,777 174 $30,513,550 $2,797,543 0.09 Subtotal 7400 1,238,690 168 $178,648,411 $19,542,011 0.11 Other Thompson Early Childhood Center NA 42,366 $5,016,788 $1,929,006 0.38 OCLC NA 8,930 $1,086,942 $536,757 0.49 Subtotal 51,296 $6,103,730 $2,465,763 0.40
Facility
Total Board of Education (Non Instructional)
25,618
3,644,022
$498,154,576
$70,687,340
0.14
99,325
$774,731
$905,745
1.17
Data Collection Pg. 50 Source: NCDPI
Student Capacities Capacities
Data Collection Pg. 25
Onslow County Schools Capacity Calculations 28-Nov-12 2012
School Bell Fork Elementary Blue Creek Elementary Carolina Forest Elementary Clyde Erwin Elementary * Dixon Elementary Hunters Creek Elementary Jacksonville Commons Elementary Meadow View Elementary Morton Elementary Northwoods Elementary* Parkwood Elementary Queens Creek Elementary Richlands Elementary Richlands Primary Sand Ridge Elementary Silverdale Elementary Southwest Elementary Stateside Elementary Summersill Elementary Swansboro Elementary Thompson Early Childhood Center
Grade K-5 K-5 K-5 K-5 Pk-5 Pk-5 K-5 K-5 Pk-5 K-5 K-5 Pk-5 3-5 Pk-2 K-5 Pk-5 Pk-5 K-5 Pk-5 K-5 PK
Elementary Subtotal Dixon Middle Hunters Creek Middle Jacksonville Commons Middle New Bridge Middle* Northwoods Park Middle Southwest Middle Swansboro Middle Trexler Middle
127 6-8 6-8 6-8 6-8 6-8 6-8 6-8 6-8
Middle Subtotal Dixon High Jacksonville High Northside High Righlands High Southwest High Swansboro High White Oak High
Mobile Units To Remain 4 9 3 6 10 7 9 2 9 7 10 6 5 5 2 4 12 0 10 5 2
Mobile Units as Classroo Campus m Capacity 4 717 6 746 3 740 4 567 8 880 4 736 7 796 2 805 8 840 6 577 9 702 5 756 4 734 5 737 2 705 2 562 12 876 0 746 9 900 3 646 1 272 104
0 10 0 0 3 5 0 5 23
9-12 9-12 9-12 9-12 9-12 9-12 9-12
15,036 0 7 0 0 3 4 0 4
18 4 7 0 8 2 4 11
599 966 826 530 755 623 912 790 6,002
4 4 0 8 1 3 7
770 1,470 1,105 1,030 970 1,230 1,365
Buidling ADM Capacity Capacity 670 670 659 659 716 716 470 470 758 758 726 690 690 690 805 805 752 716 481 481 549 549 762 690 688 688 725 671 700 700 567 549 723 669 785 785 758 758 617 617 252 13,853 618 852 852 546 716 560 940 732 5,816 690 1,390 1,105 870 950 1,170 1,225
13,331 618 852 852 546 716 560 940 732 5,816 690 1,390 1,105 870 950 1,170 1,225
Optimal Capacity 637 626 680 470 720 656 656 765 680 481 522 656 654 637 665 522 636 746 720 586 12,712 97.00% 599 826 826 546 695 543 912 710 5,658 100.00% 690 1,390 1,105 870 950 1,170 1,225
High Subtotal
36
27
7,940
7,400
7,400
7,400
Total
186
149
28,978
27,069
26,547
25,770
* The noted schools support special programs and serve either as a magnet or school of choice. Optimal Capacity is not used. Additional Mobile Units = 12 OCLC = 7 Admin = 4 Bus Garage = 1
Onslow County Schools Out-of-Capacity Worksheet - Operational Capacity
Out of Capacity
1. 2012-13 Month-2 ADM provided by Onslow County Schools, Pre-K not included. CSR projection uses (4,3,2,1) weighting. 2. 2012-13 Planning Segment level AOG based on 2011 Land Use Study, revised using one-year growth. 3. Operational Capacity provided by SS/OCS Oct. 2012. Capacities Month-2 2012-13 2012-13
Buildings Only
Elementary Bell Fork ES Blue Creek ES Carolina Forest ES Clyde Erwin (magnet) Dixon ES Hunters Creek ES Jacksonville Commons ES Meadow View ES Morton ES Northwoods ES Parkwood ES Queens Creek ES Richlands Prim (K-2) Richlands Elem (3-5) Sandridge ES Silverdale ES Southwest ES Stateside ES Summersill ES Swansboro ES
Month-2 Membership Forecast 2013-14
2014-15
2015-16
2016-17
2017-18
2018-19
2019-20
2020-21
2021-22
2022-23
637 626 680 470 720 656 656 765 680 481 522 656 637 654 665 522 636 746 720 586
530 461 885 503 839 532 662 784 545 332 600 634 866 706 512 429 852 735 616 500
532 475 948 503 897 555 662 799 565 333 604 655 887 727 513 452 869 778 630 535
534 488 1014 503 953 576 663 811 585 334 606 674 903 743 514 475 883 823 654 562
535 499 1080 503 1009 594 664 821 606 335 609 691 918 758 515 499 896 869 696 582
538 510 1162 503 1079 612 665 831 632 337 611 711 932 772 517 527 910 926 758 598
539 515 1199 503 1116 620 666 835 644 338 613 720 938 778 518 543 916 957 785 604
541 518 1216 503 1132 624 668 838 651 340 614 726 942 782 520 553 919 974 796 607
546 527 1267 503 1176 637 673 846 671 345 620 741 953 793 525 594 930 1021 818 616
552 536 1306 503 1215 649 679 855 689 351 626 755 963 803 531 630 940 1060 833 625
558 544 1338 503 1247 658 685 862 703 357 632 766 972 812 537 660 949 1090 843 633
565 553 1376 503 1280 669 692 871 718 364 639 778 981 821 544 696 958 1123 853 641
12715
12523
12918
13299
13678
14131
14350
14461
14803
15100
15350
15625
Middle Dixon MS Hunters Creek MS Jacksonville Commons MS New Bridge MS Northwoods Park MS Southwest MS Swansboro MS Trexler MS
599 826 826 520 695 518 912 710
644 745 853 525 613 506 811 942
641 742 861 525 595 485 788 947
664 769 890 525 598 494 800 974
658 764 901 525 560 451 756 983
660 766 905 525 560 452 757 985
663 769 912 525 560 453 757 989
731 832 990 525 569 468 769 1058
742 843 1006 525 569 470 771 1068
752 853 1016 525 570 471 772 1076
749 850 1012 525 569 470 771 1073
789 908 1033 525 570 473 772 1130
Totals
5606
5639
5584
5713
5598
5608
5627
5941
5993
6036
6018
6200
High Dixon HS Jacksonville HS Northside HS Richlands HS Southwest HS Swansboro HS White Oak HS
690 1390 1105 870 950 1170 1225
792 1112 899 1127 710 1058 1084
785 1138 933 1094 739 1090 1071
806 1141 959 1118 748 1101 1096
799 1165 1003 1083 775 1128 1082
808 1166 1023 1093 778 1131 1092
823 1168 1053 1109 781 1133 1107
829 1145 995 1117 757 1110 1113
829 1143 991 1120 754 1108 1114
863 1144 1024 1160 758 1110 1147
889 1145 1044 1195 760 1111 1178
917 1146 1058 1235 762 1112 1218
Totals
7400
6782
6849
6967
7036
7092
7175
7065
7059
7206
7322
7449
System Totals
25721
24944
25351
25978
26311
26832
27152
27467
27855
28341
28690
29273
Totals
Capacity Legend < 95%
95% - 100%
100% - 105%
> 105%
Operations Research and Education Laboratory Institute for Transportation Research and Education
Analysis Pg. 5 Source: ORED/ ITRE
Elementary Schools
Analysis Pgs. 62-63
Space and Cost Worksheets Onslow County Schools
670-304
Onslow County Schools
Space Inventory / Worksheet 2012
Cost Estimate Worksheet: 2012
Bell Fork Elementary Current Student Capacity (NCDPI)
Proposed Student Capacity
670
515
800
700
Current Core Capacity (NCDPI)
Proposed Core Capacity
800
0
Square Footage
Number of Spaces Existing RenoNCDPI Facilities vated New
Room Name
Room Name
Academic Classrooms Pre-K Clsrms Kindergartens Grades 1-3 Clsrms Grades 4-5 Clsrms 4-8 LA/SS/Math Grades 6-8 Math/Sci Clsrms Grades 5-8 Science Clsrms (9-12) Eng. / F-Lang. / SS / Math Exceptional (self contained) Instructional Kitchen Resource Computer ISS Sub-Total
0 6 16 8 0 0 0 0 0 0 6 1 1 38
0
0 1 4 2 0 0 0 0 0 0 0 0 0 7
0
0 0 0 0
0
0 0 0 0 0 0 0 0 0 0 0 0
0
0 0 0 0 0 0 0 0 0 0 0 0 0
0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
-1
1
Media (RLV) Support Computer
2312 438 0 Sub-Total 2,750 Food Service # of seatings Dining 3,840 2831 Kitchen 1,938 1624 Serving 620 271 Sub-Total 6,398 4,726 Auditorium # of seats Auditorium 0 0 Stage / Dress / Sto. 0 0 Lobby 0 0 Sub-Total 0 0
$10,622
3,276 1,500 0 4,776
0 0 0 0
1 0 1 1 0 0 0 0 0 0 0 3
1 0 1 1 0 0 0 0 0 0 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0
1 1 0 0 0 0 0 1 0 0 0 0 0 0 3
1 1 0 0 0 0 0 2 0 0 0 0 0 0 4
0 0
0 4
Administration Sub-Total
3,270 3,270
2623 2,623
New
Facility Name
1948 364
Track Pole Vault High Jump Long / Triple Jump Shot Put / Discus Fencing Sub-Total
Sub-Total
900 1,000 1,900
0 867 867
0 1249 1,249
1,648 1,648
685 250 935
215 423 638
896 896
519 519
2,312 3,874 678 646 5,198
Staff Support
1,600 1,600
185 185
Sub-Total
0 0 0 0 0 0 0
0
0 0 0 0 0 0 0
Academic Classrooms Science Classrooms Arts Education Vocational Physical Education Etc. Misc. Spaces Renovations
0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0
Media Center Food Service Auditorium Administration Storage Staff Support Renovations
0
0 0 0 0 0 0 0 0 0 0
0
0 0 0 0 0 0 0
0
0 0 0 0 0 0 0 0 0 0
Soccer Field Field Lights Bleachers Scoreboard Field Irrigation Fencing Sub-Total
0 0 0 0 0 0 0
0 0 0 0 0 0 0
Lights Bleachers Scoreboard Field Irrigation Concessions / Toilets Press Box
Fencing Sub-Total
0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0
Softball Field Dugouts
Lights Bleachers Scoreboard Field Irrigation Concessions / Toilets Press Box
Fencing Sub-Total
0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0
0
0 0 0 0 0 0 0 0 0 0
0 0 0 0
0
0 0 0 0
0 0
0
0 0
0 0
0
0 0
1 1
0
0 0
Tennis Courts Number of Courts Lights Fencing (as Required) Sub-Total
0 0 0 0
Total Total
51
45
0 0
0
7
1,348 1,260 0 1,648 638 519 10,590
191.48 249.75 #DIV/0! 166.50 166.50 166.50 93.99
SF
800
Total Cost $1,073,936 $0 $0 $0 $0 $0 $0
Track Football Soccer Field Baseball Softball Tennis Courts Field House Concessions Play Field
0 0 0 0 0 0 0 0 0
$258,120 $314,685 $0 $274,392 $106,227 $86,414 $995,320 $0 $0 $0 $0 $0 $0 $0 $0 $0
Circulation / Mechanical / Walls Parking / Drives Grading / Drainage Canopy (cov. Walks) Other Site Roofing Windows Ceilings Flooring Painting Other Building Interior Mechanical Electrical Lighting Technology Code / Safety ADA Toilets Fire Alarm Abatement Furniture / Equipment Kitchen Equipment Media Center Furniture
4,064
166.50
$676,639 $289,636 $37,100 $60,000 $70,500 $301,728 $235,975 $372,703 $63,802 $74,049 $239,088 $455,900 $50,000 $15,100 $57,500 $101,600 $140,000 $55,683 $156,000 $114,500 $125,000 $20,000
Field House Field House Sub-Total
0 0
Concessions 0 0 Play Field Field 1 1
Concessions Sub-Total
Sub-Total
Misc. Spaces ROTC Mobile Units
7,100 0 0 0 0 0 0
Cost / SF Based on Need 151.26 #DIV/0! #DIV/0! #DIV/0! #DIV/0! 120.00 84.80
Other Issues:
Baseball Field Dugouts
Physical Education Etc. Multi/Main Gymnasium Stage Boys/Girls Locker Boys/Girls Showers Coaches off./ Showers Training Laundry Storage / Office Officials/showers Lobby/cons./commons Auxillary Gym Weight Room Wrestling Health/P.E. Clarms
0 0 0 0 0 0 0
Number of Spaces 7 0 0 0 0 0 0
800
Football Field Lighting Home Stadium Press Box Visitors Seating Scoreboard Irrigation Fencing Additional Parking Sub-Total
Staff Support Sub-Total
Space Type
Track 1,348 0 0 1,348 2.5 0 1,260 0 1,260 0 0 0 0 0
Proposed Student Capacity Proposed Core Capacity
Additions / Renovations
Existing RenoSTD Facilities vated New
Reno-vated
Storage Book Storage General Storage
Bell Fork Elementary
Number of Spaces
Vocational Keyboarding Labs Exploratory Labs Computer Applications Business/Office Ed. Cons/Occ Home Economics Service/Marketing Health Occupations Agri/Trade & Industry (Heavy) Trade & Industry (Medium) Technology (Light) Communications/Misc Vocational Clsrms Sub-Total
Cost / Student Athletic / PE /Facilities
Administration
0 0 0 0
Arts Education Visual Arts Art Project Art Sto. Kiln General Music Instrumental Music (Band) Vocal Music (Chorus) + Sto. Ensemble / Practice Band Uniform Sto. Instrument Sto. Office / Library Dance/Drama Sub-Total
NCDPI
Existing Facilities
$8,497,528
Media Center 0 7 19 10 0 0 0 0 0 0 7 1 1 45
High School Science Classrooms Physical /Bio /Chem /Phy /Other Prep Rooms Math/Sci Computer Lab Sub-Total
578
Total Cost
Total Renovated Spaces
10,590 0
Demolition Toataling
Total
17,944
11,151
10,590
5,413
Total
0
0
0
0
Sub Total Inflation ( 9%) Contingency (4%)
$6,821,596 $613,944 $297,422
Sub Total A-E Fees ( @ 8%) Soft Costs Site Site
$7,732,961 $618,637 $145,931 0
$0
Total
$8,497,528 Deferred Maintenance
$3,035,863
Elementary Schools
Analysis Pg. 65
Potential Site Plan Space Profile for Renovation Projects Based on NC School Planning Recommendations Bell Fork Elementary School
2012
Potential Future Plan
7 6 1
10
0
100
200
300
A 18
17
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.
Classrooms Exceptional (SC) Resource Computer Science Art Music Instrumental Vocational Gym / Multipurpose Auxiliary Gym Weight Room Wrestling Room Health / PE Class Media Center Media Support Dining Kitchen Auditorium Administration Storage Staff Support
A B C
Drive Parking Bus Parking / Drop
20 22
C
15 16 CONNOTES RENOVATION
CONNOTES NEW CONSTRUCTION
Smith Sinnett Architecture, P.A. 4600 Lake Boone Trail, Suite 205, Raleigh NC 27607 T(919) 781.8582
Long Range Facility Needs Assessment Maintenance
• Scheduled maintenance – Large scale capital projects – Roofs, chillers, HVAC, windows . . . – ADA compliance – Environmental considerations – Mechanical systems
• Safety & Security – Cameras – Alarm systems – Doors/scanners
Appendix A
Site 0
Cost Estimates
Onslow County Schools
Onslow County Schools Richlands Elementary (Replacement) Unit
Cost / Unit 0 0
Land Purchase 0 Site Improvements Roadway Improvements Internal Drives Parking Water / Sewer Tap Fees Stormwater Erosion Control Landscaping 0
0 800 1,484 106 0 0 0 0 0
0 300 300 3,214 0 0 0 0 0
Subtotal Inflation (per year) Contingency 0 Total Site Improvements 0 Building Construction Basic Building Const. Energy Efficient Design Elements Outdoor Athletics 0
3 0
0.03 0.06 0
0
0
108,347 0.0169 0 0
$150
$240,000 $445,200 $340,714 $25,000 $100,000 $40,000 $50,000 $0 $1,240,914 $111,682 $81,156 $1,433,752
0 0 0
Subtotal Inflation (per year) Contingency 0 Total Building Construction 0 Related Costs Furniture Technology (racks/ switchgear) Kitchen Equipment Classroom Technology 0
11/28/2012 Cost 0 $0 $0
$16,621,141 $1,495,903 $1,087,023
0
0.03 0.06 0
0
0
$19,204,066 0
800 800 0 360
$503.03 1200 0 124000
$402,422 960000 250000 446400 0
0
0.03 0.06 0
0
0
Land Survey Soil Borings Phase 1 Environmental Traffic Impact Analysis Agency Approval Fees Construction Testing-(special insp) Printing Advertising
0 0 0 0 0 0.009 0 0
Leed Certification Fees / Application
0 10
0 0 0 0 0 0 0 0 0 00
Subtotal (Related Costs) Inflation (per year) Contingency 0 Total Related Costs 0 Services
Commissioning0
3
$16,252,050 $339,091 $30,000 0
3
Subtotal Inflation (per year) Contingency Non inflation dependant services
3
0.03 0.06
A/E fees CM in House Financing Charges 0
0.08 0.015 0.01 0
0 0 0 0
Subtotal 0
0
0
0
0
0
Total Services
Total Project Cost
$2,058,822 $185,294 $134,647 $2,378,762 0 $20,000 $10,000 $18,000 $20,000 $185,740 $15,000 $3,000 $108,347 $0 $380,087 $34,208 $24,858
Dixon Middle (Replacement) Land Purchase 0
0
0
11/28/2012 Cost 0 $0 $0
Site Improvements Roadway Improvements Internal Drives Parking Water / Sewer Tap Fees Stormwater Erosion Control Landscaping Traffic Light 0
1800 2,000 85 0 0 0 0 0 0
300 300 3,214 0 0 0 0 0 0
$540,000 $600,000 $273,214 $45,000 $130,000 $50,000 $50,000 $250,000 $0
Site 0
Subtotal Inflation (per year) Contingency 0 Total Site Improvements 0 0 Building Construction Basic Building Const. Energy Efficient Design Elements Outdoor Athletics 0
3 0
0.03 0.06 0
0 0
0 0
100148 0.0169 0 0
$165 0 0 0
Subtotal Inflation (per year) Contingency 0 Total Building Construction 0 Related Costs Furniture Technology (racks/ switchgear) Kitchen Equipment Classroom Technology 0
$2,239,413 $0 $0 $16,524,420 $345,398 $600,000 0 $17,469,818 $1,572,284 $1,142,526
0 0
0
$20,184,627 $0
650 650 0 330
$676.26 1200 0 124000
$439,569 $250,000 350000 $409,200 0
3 0
0.03 0.06 0
0
0
Land Survey Soil Borings Phase 1 Environmental Traffic Impact Analysis Agency Approval Fees Construction Testing-(special insp) Printing Advertising
0 0 0 0 0 0.008 0 0
Leed Certification Fees / Application
0 10
0 0 0 0 0 0 0 0 0 00
Subtotal (Related Costs) Inflation (per year) Contingency 0 Total Related Costs 0 Services
Commissioning0
3
$1,938,214 $174,439 $126,759
0.03 0.06 0
Subtotal Inflation (per year) Contingency Non inflation dependant services
3
0.03 0.06
A/E fees CM in House Financing Charges 0
0.08
0 0 0 0
$1,651,026 $253,604 $1,904,629
Subtotal
$2,343,782 $0
Total Services
$25,360,363
0 Cost / Unit 0 0
Unit
Total Project Cost
0.01 0
$1,448,769 $130,389 $94,749 $1,673,907 0 $20,000 $10,000 $18,000 $20,000 $179,392 $16,000 $3,000 $100,148 $0 $366,540 $32,989 $23,972 $1,793,923 $265,812 $2,059,735
0
0
0
0
0
0
$2,483,236 $0
$26,581,183
Pg. 292 296
Onslow County Schools
Facility Appraisal Summary Sheet Potential Investments
Facility Appraisal Summary Sheet (2012) 12/10/2012
School
Existing
Facility
2012 Forty 2012 Student 2012 Mobile day Student Capacity Core Units w/ Population (Operational) Capacity capacity (2012-13)
Elementary Schools
Proposed Maximum Proposed Proposed Projected Student Core Population Capacity Facility (ADM)
Total Cost
99.98% 637 626 680 470 720 656 656 765 680 481 522 656 654 637 665 522 636 746 720 586
578 735 815 566 974 770 770 945 876 653 614 767 813 840 841 454 771 945 704 689
4 6 3 4 8 4 7 2 8 6 9 5 4 5 2 2 12 0 9 3
565 553 1376 503 1280 669 692 871 718 364 639 778 821 981 544 696 958 1123 853 641
800 800 780 470 812 726 725 826 752 481 800 762 777 800 800 567 723 785 800 617
800 800 815 566 941 770 770 945 876 600 800 767 813 840 841 631 771 945 800 689
$8,497,528 $6,419,212 $2,943,557 $3,665,360 $1,747,230 $2,008,274 $4,238,589 $2,190,669 $5,549,665 $3,003,931 $9,002,583 $2,401,353 $4,381,136 $3,664,291 $4,059,943 $2,753,128 $2,687,599 $1,397,603 $5,298,375 $2,632,114
12,523
12,712
15,118
103
NA
14,603
15,780
$78,542,137
644 745 853 525 613 506 811 942
111.29% 599 826 826 546 695 543 912 710
613 826 937 612 791 625 855 584
0 7 0 0 3 4 0 4
789 908 1033 525 613 506 811 1130
618 852 852 520 900 837 940 900
613 852 937 535 900 852 900 900
$3,078,689 $3,719,921 $1,201,210 $6,458,325 $11,982,120 $8,114,713 $9,710,921 $6,473,345
5,639
5,658
5,842
18
NA
6,419
6,489
$50,739,244
Dixon High Jacksonville High School Northside High School Richlands High Southwest High Swansboro High White Oak High
792 1112 899 1127 710 1058 1084
119.84% 690 1,390 1,105 870 950 1,170 1,225
736 1681 1069 983 1101 785 1252
4 4 0 8 1 3 7
789 1364 963 1192 830 1216 1431
1200 1,390 1200 1200 950 1,170 1,225
800 1,432 1,200 1,200 1,101 1,200 1,252
$21,216,731 $8,082,087 $8,132,769 $24,120,656 $5,929,994 $10,638,297 $13,492,006
High School Totals
6,782
7,400
7,606
27
NA
8,335
8,185
$91,612,540
250 115 335
252 115
549 0
1 7
250 115
250 115
$2,696,419 $734,245
Bell Fork Elementary Blue Creek Elementary Carolina Forest Elementary Clyde Erwin Elementary * Dixon Elementary School Hunters Creek Elementary Jacksonville Commons Elementary Meadow View Morton Elementary Northwoods Elementary* Parkwood Elementary Queens Creek Elementary Richlands Elementary Richlands Primary School Sand Ridge Elementary Silverdale Elementary Southwest Elementary Stateside Elementary Summersill Elementary Swansboro Elementary Elementary School Totals
530 461 885 503 839 532 662 784 545 332 600 634 706 866 512 429 852 735 616 500
Middle School Dixon Middle Hunters Creek Middle Jacksonville Commons Middle New Bridge Middle * Northwoods Park Middle Southwest Middle Swansboro Middle Trexler Middle Middle School Totals
High School
Other Facilities ** Thompson Early Childhood Cntr * ** OCLC * PK Program (System Wide) Administration (Main Campus) Technology (System Wide) Security (System Wide) Other Facilities Totals
Existing County Schools
$1,153,992 $770,000 $452,000 335
25,279
8
25,770
28,566
156
$5,806,656
NA
29,357
30,454
$226,700,577
800 600 600 650 650 160
900 900 900 950 950 0
3,460
4,600
$137,098,231
32,817
35,054
$363,798,809
New Facilities Options Richlands Elementary (Replacement) New Southern Elementary West Central Elementary Dixon Middle (Replacement) New Jacksonville Area Middle Career Launch Technology Center Bus Garage
New Facilities Totals Total
25,279
25,770
28,566
156
Percent of Capacity Notes:
* Schools with Capacity set by OCS ** Do not have ADM capacity Numbers in grey do not contribute to the totals and subtotals.
$25,360,363 $20,014,789 $21,232,855 $26,581,183 $28,117,109 $9,583,257 $6,208,675
Analysis Pg. 9
Long Range Facility Needs Assessment Summary
• Second fastest growing school district in the state • 13th largest school district • LRFNA identified a potential of $363,798,809 in needs over 10 years – New school(s) – Expansion to existing school(s) – Large scale maintenance projects – Safety & Security
Analysis
Long Range Facility Needs Assessment Summary
• LRFNA information is being used to identify urgent and critical needs over the next five years
Analysis
Onslow County Schools 2012 Long Range Facility Needs Assessment
Onslow County Schools Capital Improvement Plan 2012-2017 2/18/2013
Facility
Details
Critical Needs
Urgent Needs
Total Investment
Elementary Schools
Parkwood Elementary Queens Creek Elementary Richlands Elementary Richlands Primary Sand Ridge Elementary Silverdale Elementary Southwest Elementary Stateside Elementary Summersill Elementary Swansboro Elementary
Safety/Security, Communications, Roofing, HVAC Repairs, Window and Ceiling Replacement, Canopy, Abatement Safety/Security, Communications, Roofing, Window Replacement, HVAC Repairs, Canopy Safety/Security, Communications Safety/Security, Communications, Roofing, HVAC Repairs, Canopy, Window Replacement, Parking/Drive Improvements Safety/Security, Communications, Roofing, HVAC Repairs Safety/Security, Communications, Roofing, HVAC Repairs Safety/Security, Communications, Roofing, HVAC Repairs Safety/Security, Communications Safety/Security, Communications, HVAC Repairs, Refurbish Building E, Parking/Drives Safety/Security, Communications, Parking/Drives, Cafeteria Expansion Safety/Security, Communications, Roofing, HVAC Repair, 8-10 classrooms + Cafeteria, Support Spaces, Parking/Drives Safety/Security, Communications Safety/Security Safety/Security, Communications Safety/Security, Communications Safety/Security, Communications, Roofing Safety/Security, Communications, Roofing Safety/Security Safety/Security, Communications, Roofing, Parking/Drives Safety/Security, Communications, Parking/Drives
Replace Richlands Elementary New Southern Elementary New West Central Elementary
800 Students 600 Students 600 Students
Bell Fork Elementary Blue Creek Elementary Carolina Forest Elementary Clyde Erwin Elementary Dixon Elementary Hunters Creek Elementary Jacksonville Commons Elementary Meadow View Elementary Morton Elementary Northwoods Elementary
Subtotal
$596,667
$749,635
$1,346,302
$753,510 $169,268
$0 $0
$753,510 $169,268
$698,331 $459,843 $1,335,265 $1,705,777 $92,324
$917,197 $0 $412,505 $0 $0
$1,615,528 $459,843 $1,747,770 $1,705,777 $92,324
$1,424,406 $407,938
$145,259 $0
$1,569,666 $407,938
$526,321 $209,021 $59,150 $169,821 $291,607 $408,416 $1,051,326 $69,652 $408,247 $209,170
$8,604,140 $0 $0 $0 $0 $0 $0 $0 $676,542 $498,271
$9,130,461 $209,021 $59,150 $169,821 $291,607 $408,416 $1,051,326 $69,652 $1,084,788 $707,440
$25,159,025
$0 $20,815,162 $21,049,633
$25,159,025 $20,815,162 $21,049,633
$36,205,085
$53,868,344
$90,073,429
$51,031 $124,562 $142,153
$0 $0 $0
$51,031 $124,562 $142,153
$1,826,998
$204,861
$2,031,859
$918,932 $250,042
$8,024,079 $0
$8,943,011 $250,042
$879,041 $409,757
$716,172 $0
$1,595,213 $409,757
$28,053,560
$0
$28,053,560
$32,656,076
$8,945,111
$41,601,187
$854,203
$275,464
$1,129,667
$2,305,906 $31,997
$275,465 $0
$2,581,371 $31,997
$821,755 $138,670
$0 $583,276
$821,755 $721,946
$455,783 $643,941
$797,131 $0
$1,252,914 $643,941
$9,490,926
$9,490,926
$5,252,255
$11,422,263
$16,674,518
Middle School Dixon Middle Hunters Creek Middle Jacksonville Commons Middle New Bridge Middle
Safety/Security Safety/Security, Communications Safety/Security, Communications Safety/Security, Communications, Roofing, HVAC Repairs,ADA Improvements, Parking/Drives
Swansboro Middle Trexler Middle
Safety/Security, Communications, Roofing, Window Replacements, Structural Repairs, HVAC Repairs, Parking/Drives, 8-10 Classrooms, Gymnasium Safety/Security, Communications Safety/Security, Communications, Roofing, Window and Ceiling Replacement, HVAC Repairs, Abatement Safety/Security, Communications, Roofing
Replace Dixon Middle
750 Students
Northwoods Park Middle Southwest Middle
Subtotal
High School
Swansboro High White Oak High
Safety/Security, Communications, Roofing, HVAC Repairs, Site Improvements Safety/Security, Communications, Roofing, Ceiling and Floor Replacement, HVAC Repairs, Lighting Upgrades, Drainage, Furniture, Abatement, Parking Safety/Security Safety/Security, Communications, Roofing, HVAC Repair, Lighting Replacement, Parking/Drives Safety/Security, Communications, Lighting Upgrades, Roofing Safety/Security, Communications, Exterior Windows and Wall Repairs, Parking/Drives Safety/Security, Communications, Roofing
Career Launch Tech Center
Providing Instructional Capacity for up to 600 students
Dixon High Jacksonville High Northside High Richlands High Southwest High
Subtotal
Other / Facilities Thompson Early Childhood Center Onslow County Learning Center
Safety/Security, Communications, Roofing Safety/Security, Communications
$513,844 $94,256
$0 $0
$513,844 $94,256
Onslow County Education and Tech Support Ctr
Safety/Security, Communications, Alarm System, Fire Repression Systems
$278,484
$0 $0 $0
$278,484
Other / Facilities Totals
Total
$886,584
$75,000,000
$74,235,718
$886,584
$149,235,718
