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HomeMy WebLinkAboutAgenda - 04-10-1990SPECIAL MEETING ORANGE COUNTY BOARD OF COMMISSIONERS PUBLIC WORKS ADMIN. BLDG. APRIL 10, 1990 6:30 P.M. A G E N D A 1. WELCOME BY CHAIRMAN MOSES CAREY 2. OVERVIEW BY DR. GERRY HOUSE ON SENATE BILL 2 3. PRESENTATIONS BY THE TWO SCHOOL SYSTEMS ON SENATE BILL 2 AND LONG RANGE PLANS 4. OVERVIEW ON THE IMPACT OF THE BASIC EDUCATION PLAN ON BOTH SCHOOL SYSTEMS 5. COMMENTS BY THE COUNTY ADMINISTRATIVE STAFF 6. QUESTIONS AND DISCUSSION 7. ADJOURNMENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 6 t7 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 MINUTES Special Meeting Orange County Board of Commissioners and Orange County School Board April 10, 1990 The Orange County Board of Commissioners met in Special Session on April 10, 1990 at 6:30 p.m. in the Public Works Conference Room, Hillsborough, North Carolina. The purpose of the meeting was to hear presentations from the two school systems on Senate Bill 2 and to discuss the impact of the implementation of this bill on the county budget. BOARD MEMBERS PRESENT: Chairman Moses Carey, Jr., and Commissioners Stephen Halkiotis, John Hartwell, Shirley E. Marshall and Don Willhoit. ATTORNEY PRESENT: None CHAPEL HILL /CARRBORO_ SCHOOL BOARD: Vice -Chair Carolyn Horn, Ruth Royster, Mary Bushnell, Sue Baker, and Douglas Breeden. ORANGE COUNTY SCHOOL BOARD: Chairperson Kay Singer, Bob Bateman, Max Kennedy, and Joseph Gatewood. STAFF PRESENT: County Manager John Link, Jr., Assistant County Manager Ellen Liston, Budget Administrator Rod Visser, Clerk to the Board Beverly Blythe, and Deputy Clerk to the Board Kathy Baker. SCHOOL STAFF: Chapel Hill /Carrboro School Superintendent Gerry House, Orange County School Superintendent Dan Lunsford, Wayne Watts, and Neil Peterson. Chairman Carey welcomed everyone present and mentioned that the purpose of this meeting was to give County staff and the Board of Commissioners an opportunity to become more familiar with Senate Bill II. Sue Baker mentioned that Senate Bill II is complicated and difficult to understand. The bottom line is that the schools must now be accountable to measurable goals rather than processes or opportunities being made available to students. This bill is a measurement of whether or not the goals are achieved. Superintendent House gave a brief overview of Senate Bill Ix. A complete copy of this Bill, officially named the School Improvement and Accountability Act of 1989, is in the Permanent Agenda File in the Clerk's Office. The primary purpose of this bill is to achieve better results for the children. A secondary purpose is greater employee satisfaction. The purpose of this bill was not to raise the salaries of teachers. The improved salaries are a byproduct of improved educational results for children. It was of great importance to answer the question "how are we doing the job now ? ". That analysis was needed to decide what needed to be changed. This bill will force schools to be accountable for a "product ". In this case the product is well educated students. The 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21. 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 question is can a positive, corporate culture be created within the walls of the schoc Achievement for all students is the goal of this bill. Normally the greater succes in schools can be tracked along racial and /or economic lines. This bill attempts create a better, more professional work environment for those who try to educate childr Flexible funding is another option in the bill. Local goals will be set by each sys and then by each school in the system. Student achievement is the criteria here and needs to be improved through the new goals set. Each school system decided which options to use. If the differentiated pay plan chosen the instructional personnel, the. instructional support staff and administra were included in the plan. This was voted upon by all affected schools. Each sc did not have to participate but each school had to vote on this option. Ms. House indicated that there were several options for adopting Senate Bill including not using any portion of this Bill, using the Performance Based and Flexi Pay portions only, or participating in everything but the Flexible Pay Plan. Cht Hill /Carrboro and orange County chose to participate in Flexible Funding and Differentiated Pay Plan. The chapel Hill - Carrboro and the Orange County School Sysi Improvement and Accountability Plans are on file in the permanent agenda file in Clerk's office. The first part of the Bill dealt with Performance Based Student Accountability. Ll School District Improvement Plans were incorporated by each school into a personal. Improvement Plan to help reach the goal of student accountability. The next part of Bill is the Differentiated Pay Plan which allows for instructional and support staf receive additional compensation. This'Bill allows for greater flexibility in perform of one's job in return for greater student performance accountability. Alterna approaches are encouraged under this Bill and the state's mandate does not need ti followed in all instances. Creativity in problem solving was encouraged. ;es to it s s 1 II le el cal zed ive be Dr. Lunsford presented an overview of Orange-County schools' Implementation Plan for Senate Bill II. This plan has been submitted to the State but it has not yet k een approved. Orange County schools have 37 Student Performance goals. Those goals are listed in this Plan which is in the permanent agenda file in the Clerk's office. He mentioned that one goal they have been, striving toward even before senate Bill II is the attendance averages in grades A -12 and they have been making significant progress. The issue of dropouts is also of critical importance. Last year they reduced this dropout rate by 30 % +. The overall goal is to have a dropout rate no higher than the state average. 'He also mentioned that the competency testing goals for mathematics and writing objective /essay are going to cause all school systems some difficulty. This diffic lty is that the State staff has established -a standard but they have changed the way that the competency is measured. This will throw the data collection off for the next three ye rs. He pointed out the importance of the statistical data which is listed in the pla as Student Performance Goals Annual Benchmarks. Commissioner Hartwell indicated that he had been told of a general trend toward mo ing away from the California Achievement Tests and toward end -of- course testing. He a ked who would create the end -of- course test? Lunsford indicated that the Legislation calls for State Board's staff to create tk+- end -of- course and end -of -grade tests. The intent of the end -of- course test -is to a%. -.. a body of questions that will focus on the specific competency outlined in the s ate 3 1 standard course of study. He indicated that moving away from the national measures to 2 more localized measures will reduce pressure on an organization to attempt to teach to 3 a specific nationalized test. It would create a very strong match between what you choose 4 to teach students and the material on which they are tested. 5 6 Superintendent House stated that the process used in Chapel Hill - Carrboro was similar 7 to the one explained by Superintendent Lunsford. They started with a large committee 8 comprised of a diverse group of people and eventually arrived at a School Improvement and 9 Accountability Plan. They looked at the accreditation standards that the state accepts 10 and concluded that they have met all of the State performance indicators. All but two 11 of those have been met at a high level. Because they had reached the remainder of the 12 State standards they were able to use SBII to look locally at what they wanted students 13 to know. The strategic planning from last year had answered many of those questions 14 already. The basic answer was that we want our students to be problem solvers and 15 creative thinkers. That was included in the plan.as Goal #2. The Chapel Hill,- Carrboro 16 City Schools Improvement and Accountability Plan is in the permanent agenda file in the 17 Clerk's office. 18 19 Commissioner Willhoit asked for clarification of the Chapel Hill dropout rate. 20 Superintendent House indicated that the average dropout rate for Chapel Hill is 2.5 %. 21 22 County Manager Link asked if the superintendents thought the waivers of Basic Education 23 Plan (BEP) funds would be granted? They indicated that there was a reasonable chance that 24 they would be. I5 -6 Superintendent Lunsford distributed a document entitled the Basic Education Plan (BEP) 27 Overview. He indicated that this plan is a major effort on the part of the State of North 28 Carolina to equalize opportunities across 134 school systems. The Basic Education Plan 29 is at the halfway mark now; however, unless some things change in this plan it will not 30 be completed. The intent of this plan is to have a comprehensive curriculum in 134 school 31 system. The elementary grades have- been--impacted by this plan more than the other levels. 32 It has brought dance, language, and drama to these classes. The impact has also been much 33 more dramatic in the less affluent school systems. In Orange county the effect is that 34 they are continuing to move forward with initiatives started by the local Boards of 35 Education and Board of Commissioners. A complete copy of this plan is located in the 36 Permanent agenda file in the Clerk's office. 37 38 Superintendent Lunsford indicated that this plan is not on tract. He referred to page 39 10 of the overview and indicated that during the 1989 -1990 school year not as much money 40 as anticipated had reached Orange County due to the budgetary problems of the state. 41 42 County Manager Link stated that Career Development funding decreases from 1.4 million 43 this year to $700,000 in 1993 -1994. Also, the Orange County Schools going from 14% to 44 7% while the Chapel Hill Carrboro system going up from 0% to 7% affects the equity formula 45 that was worked on last year. 46 47 A consensus was previously reached that pure equity was not a realistic goal. The current 48 goal is to have funding within 4% of each other. Budget Administrator Rod Visser 49 distributed a graph which is in the permanent agenda file in the Clerk's office. This 50 graph indicated that equity would be reached in about the County 1 School funding is about 96% of Chapel Hill- Carrboro School funding. 6 In when theOnew scenario 52 the Chapel Hill -- Carrboro schools will begin to phase in with the SBII funding going from 1 2 3 4 5' 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 4 0% of eligible payroll until they get to 7%,in 1993 -1994. At the same time the Chapel Hill - Carrboro School will go down from 14% to 7% of eligible payroll. He stated that in three or four years beyond the year 2000 the definition of equity will be reached. The schools will be within 4% of each other on a per 'pupil basis. Link stated that as much local flexibility as possible is needed from the state. He urged everyone to pursue this issue with the State Legislature, particularly as it relates to BEP• The two school systems have already reached the required level of service to children. At the present time the funding can go for only certain positions or functions. Hopefully, some flexibility can be gained so that what both systems are able to do locally can be enhanced. Superintendent Lunsford pointed out that they have not reached all of the BEP standards. Some of the expected new dollars would need to be used to reach the standards that have not yet been reached. Superintendent House presented a document entitled "Vision for the 90's" to the Board of Commissioners. Community values and priorities for our educational system are reflected in this document. It also has definite budget implications. There being no further business to come before the Board, Chairman Moses Carey, Jr. adjourned the meeting. The next regular meeting of the Board will be held at 7:30 M. on April 17, 1990 in the Courtroom of the old Post Office, Chapel Hill, North Carol'na. Beverly A. Blythe, Clerk Moses Carey, Jr. Cha v GENERAL ASSEMBLY OF NORTH CAROLINA 1989 SESSION RATIFIED BILL CHAPTER 778 SENATE BILL 2 AN ACT TO APPROPRIATE FUNDS FOR THE IMPLEMENTATION OF THE SCHOOL IMPROVEMENT AND ACCOUNTABILITY ACT OF 1989. The General Assembly of North Carolina enacts: Section 1. Title of Act. -- This act may be referred to as the "School Improvement and AcCuuntability Act of 1989." Sec. 2. Legislative Intent. -- It is the intent of the General Assembly that this act be implemented with a ntinintunt of regulations. Sec. 3. Performance -hosed Accountability Program. -- Article 16 of Chapter 115C of the General Statutes is amended by adding it new Part to read: "Part =1. Performance -hased ACCOUntabllit Pro ram. 115C- 238.1. Performance -hased Accountabilit Pro ram- development and implementation by State Board. The State Board of Education shall develop and im dement a Performance -based Accountability Program. The _primary goal of the Program shall be to improve _ student performance. The State Board of Education shal a o t: . Procedures and guidelines throu>h which beginning with the 1990 -91 fiscal year, local school administrative units may artici ate in the Pro *rant• L2� Guidelines for developing local school improve ent Dlans with three -to -five year student performance pals and annual milestones Qj A set of student errormance inu,cawis tu, 111ca .5UILII u „u assessinly student performance in the participating local school administrative units. These indicators may include attenclancC rates dro pout rates test scores parent involvement and ost- secondary outcomes. 115C- 238.2. Local pgrticipation in the Program volunta • the benefits of local rtici ation. a Local school administrative units.may. but are not re uired to artici _ate in the Performance-based Accountability Program. b Local school administrative units that participate in the -Performance-based Accountability Program: W Are exempt from State requirements to submit reports and plans. other than local school improvement plans to the Department of Public Education. they are not exem t from federal re uirements to submit reports and plans to the Department. , w V modified to reflect the results of end -of- course and end-of-grade tests ma serve as the hasis for developing the student performance indicators adopted by the State Board of Education pursuant to G.S. 1 15C- 2311.1: U May receive funds for differentiate=d a for teachers and acministrators in accordance with G.S. 115C-238.4,-if they elect to alai-tic ifferentiated na pan. ru h1,1 he allowed increased flexibilit in the ex nenditure of State funds in accordance with G.S. 115C- 239.5. 1 Ma be ►ranted waivers of certain State laws re ulations and x�licies that inhibit their abilitv to reach local accountability oals in accordance with G.S. 115C-238.6(a), Shall continue to use the Teacher Performance 6-a �raisal Instrument TPAI for evaluating bgZjnnin_g teachers durin the first three years of their em llo ment• they may, however develop other evaluation a > ,roaches for teachers who have attained career status. 115C-238.3. Elements of local plans. a The board of education of a local school administrative unit that elects to artici gate in the Pro gram ~hall ....I t a local school im orovement )lan to the State Su Derintendent ol" Public Instruction before A aril 15 of the fiscal year areceding the fiscal year in which rtrtici pation is sought. The local board of education shall actively involve a Substantial number of teachers school administrators and other school staff in developing the local school improve ient Man, h The local school im )rovement )Ian shall set forth i the student performance gals established h the local hoard of education for the local school administrative unit and (ii) the unit's strategies and Tins for attaining them. The erformance goals for the local school administrative unit shall address s )ecific measurable eoals for all student performance indicators adopted by the State Board. Factors that determine *sins in achievement vary from school to school• therefore socioeconomic factors and orevious student performance indicators shall be used as the bads of the local school improvement plan. The strategies for attaining-the local student performance goals shall be batted on flans for each individual school in the local school administrative unit. The principal of each school and his staff shall develop a olan to address student performance izoals a to the school from those established by the local board of education. c The local school administrative unit shall consider a l2lan for differentiated Pay- The local 1 plan shall include a lari for differentiated pay, in accordance with G.S. 1 15C -239.4 unless the local school administrative unit elects not to participate in an differentiated pay iflan. d The local Ian ma include a request far a waiver of State laws re ulations or )olicies. The request for a waiver shall identif the State laws re ulations or policies that inhibit the local unit's ability to reach its local accountability oals and shall ex lain how a waiver of those laws regulations or policies will )ermit the local unit to reach its local goals. " §. 115C- 238.4. Differentiated pay_ a Local school administrative units m-av include but are not required to include a differentiated pav plan for certified instructional staff certified instructional sul2port staff, and certified administrative staff as a art of their local school improvement tans. Units electing to include differentiated pay plans in their,-school im rovement Mans shall base their differentiated nav Mans on: I The Career Develo ment Pilot Program, G.S. 115C -363 et The Lead Teacher Pilaf Pro ram G.S. 115C- 363.28 et I Senate Bill 2 (j n locally dcai *ned school-hasul performanccprogram, subject to Ii III it !It icans and ■uidelines adopted hy the State Board of Education; A differentiated pay plan that the State Board of Education finds has heen successlully implemental in another state; or A locally designed plan including any combination or modification of the foregoing, plans. (h) SelppelI -t among affected staff members is essential to successful implementation of a differentiated pay plan; therefore, a local hoard of education that decides that a include the proposed differentiated prey plan in its local school improvement -plan only if f_ the proposed elan has the approval of a maioritv of�the affected paid certificated instructional and instructional support staff and_a majority of the affected certificated administrators. Every three years after a differentiated pay plan receives such approval, the local hoard of education shall present a proposed plan to continue, discontinue, or modify that differentiatedj),ty elan to affected staff members for their review and vote. The vote shall he by secret ballot. The local hoard of education shall _include the proposed plan in its local school improvementplan only if the proposed plan has the approval of a majority of the affected paid certificated instructional and instructional Support staff and a majority of the affected certificated administrators. c Local school administrative units electing to particiDate in a differentiated Pay plan shall receive State funds according to the terms of the-plan-but not to exceed: 1990 -91: two percent (2 %) of teacher and administrator salaries, and the employer's contributions for social security and retirement; (2� 1991 -92: three percent (3 %) of teacher and administrator salaries, and the employer's contributions_ for social_ security and retirement; Qj 1992 -93: four percent (4 %) of teacher and administrator salaries, and the employer's contributions for social security and retirement, and (41 1993 -94 and thereafter;_ seven percent. (7 %). of _teacher and administrator salaries, and the employer's contributions for social security and retirement. Any differentiated pay _plan developed in accordance with this section shall be implemented within State and local funds available for differentiated pay. (d) Attainment of the equivalent of Career Status I shall be rewarded through a new salary schedule that provides a salary differential when a certified educator successfully completes his probationary period. (e) Any additional compensation received_ by-an employee as a result of the unit's participation_ in the Program. shall be paid asa bonus_ or supplement to the employee's regular salary. If an employee in a articinatin 7 unit does not receive additional compensation, such failure to receive additional compensation shall not be construed as a demotion, as that term is used in G.S. 11.5C -325. 11SC- 238.5. Flexible fiwndin _ .. For-fiscal years_ 1)e igniting with the 1990 -91 fiscal year, the State. Board of Education, only upon the recommendation of the State Sugerintenclent, shall increase flexibility in the use of State funds for schools by combining into a single funding Senate Bill 2 )artici _ ate in the performance -based Accountability Program shall be eli ible to receive this flexible fundin -. Local hoards of eclucaticyn ~hall )ravide maximum flexihilit in the use of funds to individual schools to enable them to clrcom dish their individual schools' goals. 01 l• . , en It W 6 A nnrnval of meal school administrative unit plans b the StA te 7u rl[I[Cnlll7j.L- a:VUwann.a .... ......_.__�__ -- a Prior to June 3U each ear the State Su erintendent shall review local school i►tt )raveme11 tans submitted hiv the local school administrative units in accordance with )olicies and )erformance indica ors ado )ted by the State Board of Education. if the State Su )erintendent a) )roves the plan for a local school administrative unit that unit shall ,artici ate in the Pro ram far the next fiscal ear. If a local Ian contains a re uest for a waiver of State laws regulations or policies, in accordance with G.S. 11-C. -238.3 a the State Su erintendent shall determine whether and to what extent the identified laws re ulations or )olicies should be %univPrl The State superintendent shall 12res ent that 121an and his determination to the Jri.11C DULLIU Ln LUU%,L4La�Jaa, u do so to enable a local unit to reach its local accountabilitY goals,the State Boar only u . on the recommendation of the State Su )erintendent may rant waivers of: State laws pertaining to class sire teacher certification assign ent of teacher assistants the use of State - adopted textbooks, and the )ur cases for which State fund~ for the public schools may be used and All State re ►ulations and .olicies except those pertaining to State salar schedules and em . to ee benefits for school em to ecs the instructional ro ram - that must be offered under the Basic Education Pro ram the s stem of em to ment for ublic school teachers and administrators set out in G.S. 115C -325 health and safety codes cornVulsory school attendance the minimum lengths of the school day and year, and the Uniform Education Re ortin uidelines set h the atale Dusiu .,� L- L,uL.uLay.a. If the local school administrative units do not achieve their oals after two ears the De artment of Public Instruction shall )rovide them with technical assistance to ►. ,�., Fham mE.,t tt,F�i,- nnals. If after one additional ear the d 0 0 t achieve their the eaucatlon of MULICILLa III LglL Laaaa L. Sec. 4. End -of- course and End -of -grade Tests. -- G.S. 115C-174.11(c reads as rewritten: rt of. the State Board of E_d1_1eati0ft—ffKFY--ft1""-, ',' the these (, l F.nd -of- course and End -of- The State Board of Education shall Senate Bill 2 4 These: tests shall he designed to measure ,proy;ress toward ,elected competencies, cspecially_ core academic competencies, described in the Standard Course of Study for anoropriate_grade levels. With regard to students who are identified as not demonstrating satisfactory academic progress, end -of- course and end -of -grade test results shall be used in developing strategies and plans for assistin • those students in achieving satisfactory academic progress." Sec. 5. Testing for Comparisons of Student Achievement. -- Effective July 1, 1992, G.S. 115C- 174.11(a) reads as rewritten: "(a) Annual Testing Program. ;;Tai-f=ef tee tts!iess the &n ttlintial statewide testing l3fograrn in basie subjeeis. k is the purpose of this te9ting ' grade The State 13ear-el of EtIttemiaii shall iieleet anntiaPy the type at- typts (31 tests te 19e The State Board of Education shall • adopt and provide to the local school administrative units developmentally appropriate individualized assessment -- instrumcMs - consistent with the Basic Education Program for the first and second grades, rather than standardized tests. Local school administrative units may use these assessment instruments provided to them by the State Board for first and second grade students, and shall not use standardized tests. The State Board of Education shall report to the Joint Legislative Commission on Governmental Operations prior to May 1, 1988, and to the Senate and House Appropriations Committees on Education prior to March 1, 1989, on the assessment instruments it develops. If the State Board of Education finds that testing in grades other than the first and second grade is necessary to allow comparisons with national indicators of student achievement, that testing shall be conducted with the smallest sire sample of students necessary to assure valid comparisons with other states." Sec. 6. Annual Report Cards for Schools. -- G.S. 115C -12(9) reads as rewritten: Senate Bill 2 1'(9) Miscellaneous Powers and Duties. -- All the powers and duties exercised by the State Board of Education shall be in conformity with the Constitution and subject to such laws as may be enacted from time to time by the General Assembly. Among such eludes are: a. To certify and regulate the grade and salary of teachers and other school employees. b. To adopt and supply textbooks. C. To adopt rules requiring all local boards of education to implement the Basic Education Program on an incremental basis within funds appropriated for that purpose by the General Assembly and by units of local government. The Board shall develop a State accreditation program that meets or exceeds the standards and requirements of the Basic Education Program. The Board shall require each local school administrative unit to comply with the State accreditation program to the extent that funds have been made available to the local school administrative unit for implementation of the Basic Education Program. The Board shall use the State accreditation program to monitor the implementation of the Basic Education Program. cl. To issue an annual `re?ort card' for the State and for each local sel ool administrative unit assessin T each unit's efforts to im hove student performance and tak ig into account )ro Tress over the previous ears' level of 2erformance and the state's ierformance in comparison with other states. This assessment shall take into account demographic, economic and other factors that have been shown to affect student performance. d. To formulate rules and regulations for the enforcement of the compulsory attendance law. e. To manage and operate a system - -of ir�+trrancc for public school property, as provided in Article 38 of this Chapter. In making substantial policy changes in administration, curriculum, or programs the Board should conduct hearings throughout the regions of the State, whenever feasible, in order that the public may be heard regarding these matters." Sec. 7. Existing Career Development and Lead Teacher Pilot Programs. (a) Notwithstanding the provisions of Article 24B of Chapter l 15C of-the..,_ General Statutes, Article 24D of Chapter 115C of the General Statutes, or any other provision of law, funding for the career development pilot projects and the lead teacher pilot projects shall continue through the 1989 -90 fiscal year: Provided, however, that any additional compensation received by an employee as a result of the unit's participation in the pilot program for the 1989 -90 fiscal year, and for subsequent fiscal years shall be paid as a bonus or supplement to the employee's regular salary. Funding of these pilot projects shall continue for subsequent fiscal years only if the pilot units successfully submit local school improvement plans pursuant to the Performance -based Accountability Program, during the 1989 -90 school year and during subsequent school years. (b) Beginning with the 1993 -94 fiscal year, the career development and the lead teacher pilot units shall receive only the amount of State funds available for school units participating in a differentiated pay plan pursuant to the School Improvement and Accountability Act of 1989; they shall receive no State funding as career development pilot units or lead teacher pilot units. (c) The local school improvement plan for each career development pilot program shall include a schc:clule of modifications to the career development program. This schedule shall result in an incremental reduction or increas ,ths appropriate, in the amount of.funds allocated for differentiated pay so that, for 1993 -94 fiscal year and subsequent fiscal years, the cost of the differentiated pay plan equ;ils the amount of State and local funds available for differentiated pay for school units participating in differentiated pay plans pursuant to the School Improvement and Accountability Act of 1989. (d) If an employee in a career development pilot unit is recommended for Career Status I or II and that status is approved by the local board of education prior to the beginning of the 1989 -90 school year, the local board of education may pay that employee a bonus or supplement to his regular salary. For the 1989 -90 fiscal year only, the local board of education ram to Sea These bonuses or supplementbie to It 10C the CareCr development pilot grog pay Senate Bit\ 2 y r may n�I t�1 ... �� an Vll�iq , In Career S � M- he con . ��ltlts 11 no �I the 19$9.9 tatus Il. sidered tor earlier than U school (t) An or Career Stat I(his third yeare;,;, an employee a me r� *er of school Y career lacldet no earlier Career Status this act, units pilot hrOj�ct in than his third may be mu , within the I' a school Year State SupeCjntenda etilied Ir t.tit calendar unit that 01' Education. `nt of P Y the local sch�iul Year has resulted fro Public InsCruc'tion andoard, u preceding the eftectiv Particular This modilication shall re Pon the re co e elate of Stare Projeel by the , with the a rnrnendation of the Board of EducationStatc Board quire no more F proval of the State S operations q oi' Education weds than allocated Board pl ropriations Act Chapter SUU of the 1989 funds appropriated t ° the • Sec. 8. The Department 1989. Session appro o the 1990, and annuall par'tment of Public Accountabilit Y thereafter on the i ublic Education shall Current Representatives Act of 1989, mplementation shall report educ- ition. e"' committecy on t° the chairmen of the School I Prior to Ma education, a ro of the apd vement and Senate Assembl Sec. 9 Nothin l p priations, and House of Y to appr°lrriate an 1al in this act shall be appropriations on Sec. It). Y unds to im construed to In the Th►s act is eff . . , plenrent the provisions obligate August, 1989. Gen.',' Assembl c t�pon ratification, of this the General Y read t act. three times and ratified this the 12th day of JAMES C. GARDNER ^� James C. Gard President of the Senate J• L MAVRETIC J. L. Mavretic Speal`er of the House of Representatives Senate Bill 2 1�3asic Ectucatoon flan Overview Tan 5. ,Guns f ord, Superinten&nt Orange County Schools .gpril 10, 1990 I. INTRODUCTION The basic education program for the State of North Carolina is just that: basic. The pages that follow describe what those programs are, what their purpose is, and what they consist of. Because this program is basic, it does not describe an ideal education program. Rather, it attempts to describe a program of instruction which is fundamentally complete and which would give the student a thorough grounding in these areas: the arts, communication skills, media and computer skills, second languages, healthful living, mathematics, science, social studies, and vocational education. The premise that there is a common core of knowledge and skills which every child ought to command when he or she graduates from high school is essential to the concept of a basic education program. As defined, a basic education program is not one dimensional. Indeed, it must address all aspects of a child's development, from kindergarten through high school, or else it cannot properly be termed basic. The arts, for example, are an essential part of the basic program —as essential, for instance, as mathematics or second languages are to the develop- ment of well - rounded citizens. Another distinguishing feature of the basic education program is that it does not encour- age learning in the content areas (such as mathematics and social studies) at the expense of instruction in areas such as library skills, which enable students to continue learning after their classroom days have ended. It is said that our knowledge about the world in which we live roughly doubles every ten years. The child who is ill- equipped to continue learning after his or her formal education has ended will be far less able to adapt to changes at home and in the workplace. Each of the following sections briefly describes the purpose of each component, the arts, social studies, etc., and outlines the content sequence and learning outcomes for each of four grade spans: K -3, 4 -6, 7 -8, and 9 -12. These grade spans were chosen because they conform to the most commonly accepted patterns of cognitive child development. The course of study outlined is a continuum, however, and the knowledge and skills imparted in each grade level build upon and reinforce what has previously been taught. The curriculum descriptions contained here summarize the Standard Course of Study which is considered to be part of the Basic Education Program. The program also includes —as it must, if it is to be successful -- support services, such as guidance and psychological services; promotion standards; special programs, such as in- school suspension and compensatory education; programs f�'r equipment and material needs; staffing ratios; staff development; and facilities standards.n; Each local education unit must offer all components of the Basic Education Program, with these exceptions: 1. The offering of courses listed as electives in the appendix is at local discretion. 2. The local unit must meet the minimum requirements for vocational courses specified and may go beyond this number. 3. A local school board may petition the State Board of Education for a waiver from a component of the Basic Program if the local board feels the component in question is not appropriate for its local situation. The program described in this document is what each child in the North Carolina public schools is guaranteed. Any local administrative unit may provide staffing, or other resources beyond those described here at local exp noseamming, facilities, II. THE CURRICULUM Purposes of the Basic Curriculum The primary purposes of the basic curriculum are (1) to help students become responsible, productive citizens and (2) to help students achieve a sense of personal fulfillment. While it is sometimes difficult to separate which specific competencies a student must develop to become a responsible, productive citizen from those competencies a student must develop to achieve a sense of personal fulfillment, it is clear that there are competencies which a student must develop in order to meet both of these purposes. Students must develop the specific competencies needed to gain employment or continue their education. These competencies include thinking and reasoning skills, library /media and computer skills, and the basic content knowledge provided within a core curriculum (arts education, communication skills, healthful living, mathematics, science, second langua e studies, social studies, and vocational education). g To succeed in an ever - changing society, our children will need to develop the ability to maintain a positive attitude toward oneself, a sense of independence and responsibility for oneself, a positive attitude toward others including those who come from different cultures, a respect for the rights of others, a sensitivity to others' needs and feelings a sense of responsibil ity to others, a willingness to cooperate with others in working towar a� common goal, and the - ability to understand and cope with a constantly changing society. In order to help students develop these competencies and become responsible, productive citizens who have a sense of personal fulfillment, the basic curriculum must rest on commonly accepted principles of learning. First among these principles is the importance of integrating the curriculum —of emphasizing the understanding of concepts and processes over the mere acquisition of isolated facts. Stressing the mastery of integrated knowledge helps students to move from what is known to an understanding of the unknown, to see relationships and patterns and to begin to make generalizations, to understand the interrelatedness of the subject areas and skills areas, and to succeed in learning. An integrated curriculum helps students learn how to learn. s p A second principle considered in the development of the basic curriculum is that learners are more likely to attempt those tasks at which they feel they can succeed, and which are relevant to their lives. If students are to be successful in school and if they are to pursue life- long learning, they must see learning as fulfilling and worthwhile. The basic curriculum therefore, a program of continuous learning based upon the ' individual student's n �s, interests, and stages of development. The curriculum provides o eels, develop self- expression, to learn to communicate effectively, toopmaintain nd develop to physical and emotional health, to choose among curriculum electives, and to become an active participant in the learning process. The basic e personalizing the curriculum and helping each student program to for her max=imum Potential. The basic curriculum represents the program which should be provided for all North Carolina. The following subject area descriptions are summaries of a detailed Standn in rd Course of Study and competency -based curriculum directed toward helping students to achieve responsible, productive citizenship and personal fulfillment. As the curriculum itself changes to meet the needs of a changing world, the State Board of Education will modif expand, as necessary, the Basic Education Program. Unless noted otherwise, the a y or class size in grades K -3 is 23; in grades 4 -12, 26. ppropriate *For a full description of the curriculum, see the North Carolina Standard Course o f Study. 3 The Standard Course of Study shall be available to all students kindergarten through grade twelve and required of all students through grade five. In Grades 6 -8, students will continue the Standard Course of Study but may have choices in three areas. In the arts, all four disciplines will be available with students being required to take at least one each year. Second language studies (Grades 6 -8) and vocational education (Grades 7 -8) will be available to all students but not required. IV. GENERAL STANDARDS Promotion Standards The state will require mastery of specific competencies in readin g, language, and mathematics before a student is promoted from standards, however, does not guarantee promotion. A student must also meet the state All local school districts must develop their own promotion policies, sub t local standards. Board of Education for information by April 1, 1986, and subsequentl met them to the State The State Board of Education will develop a suggested Y report any changes. boards may use at their discretion. The State Board of Education rwill tat th policy, which local districts developing their own policies, provide them technical assistant suggests that local units consider factors such as teachers' jud ent ' e request a school e. The State Board maturity in designing their policies. ,grades, attendance, and The state standard will not apply to students already retained in the same r 4 -6, 7 -8) or certified as trainable mentally handicapped, grade (K -3, severely /profoundly mentally handicapped or to other deducable mentally handicapped, or students who have been exempted by policy of the local Board of Education l on handicapped the standard is not a reasonable one for the student. The parents of an Aped have the right to contest the exclusion of his /her child from n the basis that procedures set out in G.S. 115c-116. xc exclusion excluded child shall promotion standards under the The promotion standards and minimum competencies which follow are curriculum and courses of instruction listed and described in the Basic Education upon the One of the attributes of an effective curriculum is that it evolves as the non Program. change in order to meet the demands of a rapidly changing world. Therefore, promotion and minimum competencies must also change if they a needs of students curriculum. The State Board of Education will modify n standards of minimum competencies B necessary to be consistent g ey are to continue n reflect the fy state promotion standards and Basic Education Program. sistent with the curriculum described in the The state standard will be implemented in three phases; Phase One. A student in grade 3, 6, or 8 who scores at or above the 25th er battery) in the Annual Testing Program meets the state standard and p Gentile (total local requirements. A student who scores at the 24th percentile, u then meet Two, or below enters ters Phase Phase Two. In Phase Two, a student is tested for mastery of the co below. The State Board of Education will develop the Phase Two test and set scare. Students who do not achieve the mastery score will b competencies listed successfully attend a summer program in which they will have the mastery the competencies specified, a retained, unless they another chance to develop Those who demonstrate mastery will have met state standards and may they have also met local requirements. Y be promoted if Phase Three. The State will fund the costs of teachers and transpor tion summer programs. The same child nutrition program provided during-the regular school Year may be provided students in the remedial summer � needed for the teacher will determine whether, at the end of the summer am Program, principal and the mastered the specified competencies. For handicapped p gram, a student has decision in consultation with the teacher and school-based il committee. ep opal will make the 35 � S The State Board will develop a test to be administered to each child at the end of summer school. Although the purpose of the test will be to provide a means by which the State Board can evaluate the effectiveness of the summer program, teachers and principals may use the results of the test to assist them in deciding whether their students have mastered the appropriate competencies. The principal and teacher referred to in this section are the individuals working in the summer program. In cases where the principal of the summer program and the teacher decide a child has met the state standard, the principal of the child's regularly assigned school will then determine whether the child should be promoted according to the local promotion policy. Any student who does not achieve the mastery score on the Phase Two test will be retained unless that student successfully completes summer school. A principal may, however, determine that for justifiable reasons a child cannot attend summer school, and that the child's parent or guardian will provide an alternative means for the child to master the specified competencies. The principal shall require the parent or ardian to regarding the summer instructional program provided the child and the child'stp rformance in that instructional program. In such cases the principal remains the final judge of whether child has mastered the competencies, and the child must also take whatever standardized test is administered to summer school students. A student who is retained as a consequence of failing to meet state or local standards shall receive a comprehensive educational assessment. Findings of the assessment shall be used in determining the appropriate remediation goals and programs. Local units shall develop special procedures to identify high risk students in grades K -12. The State Board of Education shall provide appropriate High risk students are those who score at o below the 25th 1percenti a on a taend standardized achievement test, or are judged by their teachers to a in danger of failing to achieve lthe minimum competencies specified by the State Board of Education. School personnel (including teachers, instructional support shall consider how the curriculum content and instructional methods may be modified within the regular classroom to benefit high risk students. within V 36 VI. STAFFING 6 A. District Level Staffing I. Superintendents - One for each LEA 2. Assistant or Associate Superintendents - Positions will be allotted as follows: ADM Number of 0-1,999 Positions 2,000 - 4,999 1 5,000 - 9,999 2 10,000 or above 3 each additional 10,000 above 4 19,999 3. Finance Officer - One position will be allotted for each County 1 4. Psychologists - One for every 2,000 students in ADM, at least one per county 5. School Social Workers - One for every 2,500 students in ADM, at least one per county 6. School Nurses - One for every 3,000 students in ADM, at least one per county 7. Instructional Supervisors - Positions will be allotted as follows: ADM Number of 0-1,999 Positions 2,000 - 4,999 1 51000 - 9,999 2 10,000 - 14,999 3 each additional 5,000 4 8. Math, Science and Computer Science Teachers (Special allotment of 100 teachers -One for each county ) 9. Maintenance Supervisors - One for each LEA 10. Secretaries /Clerical Assistants (Central Office) -12 -m as follows: onth Positions will be allotted - ADM 0-11999 Each additional 1,0Q0 11. Maintenance Workers - One position for every 400 stud is Number of Positions 3 1 en 12. Transportation Supervisors - One for each county m ADM 13. Child Nutrition Directors - One director per LEA plus additional funds per child in ADM to provide supervisors and managers 14. Transportation Workers - Allotment to be determined based on demonstrated need, including the approved number of school buses in operation during the school year 15. Community Schools - one for each LEA 43 B. School LevellStaffing (All positions in this section are assigned at the school level. Some are allotted, however, based on district -wide ADM; others by school.) By District ADM: I. Classroom Teachers (The following ratios are needed to maintain appropriate class sizes. They are explained in Section D below.) K -3: One teacher for every 20 ADM 4 -6: One teacher for every 22 ADM 7 -8: One teacher for every 21 ADM 9 -12: One teacher for every 24.5 ADM *Handicapped, K -12: One for every 22 certified ADM Academically Gifted, K -12: One teacher for every 80 certified ADM Pregnant: One teacher for every 20 certified ADM Summer, K -12: One teacher for every 15 ADM (not to exceed 10% of school year ADM) Vocational Education, 7 -12: One teacher for every 95 ADM 2. Instructional Assistants K -3: One for every 23 ADM 3. Counselors - One position for every 400 students in ADM 4. Media Coordinators (librarians) - One position for every 400 students in ADM 5. Assistant Principals - One position for every 700 students in ADM 6. Custodians - One 12 -month position for every 216 students in ADM 7. Instructional, Lab, Media, or Clerical Assistants - One position for every 285 students in ADM 8. School Secretaries - One 12 -month position for every 375 students in ADM By School: 9. Principals - One for every school with at least seven (7) state allotted teachers or 100 students in ADM, unless the State Board of Education determines that special circum- stances warrant allotment of a principal to a smaller school. 10. Athletic Trainers - One supplement to provide a teacher /athletic trainer for every high school 11. Dropout Prevention Programs - One in- school suspension position per high school having grades 9 and 10 or a 12th grade. The remainder of the funds will be distributed equitably over the ADM in grades 7 -12 for dropout prevention programs. C. Staff Development Funds for staff development will be allotted on the basis of twenty -five percent of local staff development appropriations equally among all local school administrative units. The remainder of the funds will be allotted on the basis of average daily membership for the prior school year or projected ADM for the current year, whichever is more. 44 D. Explanation of Staffing Ratios and Class Sizes The Basic Education Program calls for class sizes of 23 for grades K -3 and 26 for grades 4 -12 and expanded curricular offerings for all grades: A broader, deeper program requires teacher allotment ratios somewhat lower than the class size ratios, because offering more courses requires more teachers for the same number of students. How many more teachers are needed depends upon the program offered. The following is an example of the relationship of the allotment ratio for grades 4 -6 to the class size for grades 4 -6. The principles illustrated by this example also apply to other grade spans. Assume that a local unit has an average daily membership of 572 students in grades 4- 6. The state now provides funding sufficient to support an average class size in those grades of 26 students. Thus, if we divide the ADM of 572 by the average class size of 26, we find that the local unit would need 22 regular classroom teachers to meet the class size requirement. The Basic Education Program, however, calls for expanded instruction in the arts, in a second language, and in physical education. To provide instruction in these subjects for every child would require four additional teachers, or a total of 26. Dividing the unit ADM of 572 by 26, we find that one teaching position must be allotted for every 22 students in ADM in order to provide the instructional program called for in the Basic Education Program. In like manner, we find that in grades K -3, to offer the full program and maintain an average class size of 23, we need to allot teachers at a ratio of one teacher for every 20 students in ADM. In grades 7 -8, we need to allot at 1:21 to offer the program and maintain an average class size of 26. In grades 9 -12, we need to allot at 1:24.5 to offer the full program and maintain an average class size of 26. *Teacher assistants and other related services personnel (Adaptive Physical Education Therapists, Audiologists, Bus Monitors, Occupational Therapists, Physical Therapists, School Psychologists, Social Workers, and Vocational Education /Special Education Counselors) are needed to assist the teachers in providing appropriate instruction, to students to remain in public day school settings, llow handicapped successful learners. These personnel are to be Provided th ough ederal fundsstudents to be a 45 TOTAL IMPACT When the BEP is fully implemented, and that will come during the 1992 -93 school year, its total impact will be: - 11,048 new teachers - 6,500 teacher assistants - 3,500 instructional support personnel (nurses, counselors, social workers, psychologists and media specialists) - 2,304 clerks and secretaries - 361 assistant principals - 264 assistant and associate superintendents - 132 vocational education teachers - 110 supervisors 895 in- school suspension teachers, dropout prevention and /or job placement specialists 100 finance officers Altogether, the BEP will add 25,014 new teachers, support personnel and administrators. 9 r• y m n � N• r'F �G d H ti p W e N a •�� c ° z O m s W 41 s iysj [T � ^ m V M w rw w L3, b 4 w 0 w W N � A _ N s V � m ¢ amw "•'� m v Qlni V ac a C (0 Cc 0 T v`�� _ _ W Ch = = O O O d ° a i3r W - b •s V = a Q x•7'1 lA a v •s a � +7� v P: In m N N N v aa. x 1 4 p� b � w W co yv M V C Y w r M 1 BEP Class Size Changes Class Size Standard Class Size Target Cate ory 1989 -90 194-93 Change K -3 1/26 1/23 -3 4 -9 1/26 1/26 -0- 10 -12 1/30 1/26 -4 Class Size I act on Facilities y Example 4� 1 600 Student K -5 Elementary School Grade 1989 -90 Students Needed Teacher Spaces 1992 -93 Needed Teacher KD 100 (3.85) 4 Spaces (4.35) 5 1 100 (3.85) 4 (4.35) 5 2 100 (3.85) 4 (4.35) 5 3 100 (3.85) 4 (4.35) 5 4 100 (3.85) 4 (3.85) 4 5 100 (3.85) 4 _ —_ 0.85) 4 24 28 Additional Teaching Spaces Needed ,6( Example #2 1,200 Student 9-12-High School (English) 5 Teaching Periods per Teacher Grade Students Needed Teachi19$9- riOods Teachers Needed 199f& 93 Tea _ chin Periads Teachers 9 300 (11.54) 12 2.2 01.54) 12 10 300 (10.0 ) 10 2.2 Il 300 2.0 (11.54) (10.0 ) 12 2.2 12 300 10 2.0 (11.54) (10.0 ) 12 2.2 10 2.0 (11.54) 12 2.2 42 8.2 4$ 8.8 Additional English Teaching Spaces Needed (.6) 1 :.J Chapel Hill- Carrboro City Schools School Improvement and Accountability Plan 1990 -1995 Gerry House Superintendent Sue Baker Board of Eduaatlon Chair February 19, 1990 Date Submitted .; h - :.J Chapel Hill- Carrboro City Schools School Improvement and Accountability Plan 1990 -1995 Gerry House Superintendent Sue Baker Board of Eduaatlon Chair February 19, 1990 Date Submitted Elements of the Plan 1• Measurable Student Perfor mance Goals • State Accreditation Program Performance G 2• Local goals and Milestones 11. Differentiated Pay Plan 111. Non - financial Waiver Requests IV. Flexible Funding Waiver Requests V. Assurances •c as '�"•C U Co. m C U c m C U c m 'C U c m 'C U c g 'C U to m� C U •mc 'C U e m •C R? e m C U •c m '�C U c m C U c m C U c m 'C U •e m G U C 4 T3 C 4 C 4 C 4 cd C 4 C 4 C 4 C 2 �_ C .2 C 4 C .2 C 2 e� C 4 C 9 C 4 m � cc e� ea � e0 co Ica eq ev c� m m m mQQ m m mg g m m g m m m m Q m g m ca m C a C ea C ea C ca C ea C ea C ea C ea C 1! ca C C EEZEf ca C "Ce ca C C ca C ea N i _ E o °- � � O y ot Cf A O CD 4A C9 O r o f► lrJ Q! �! Cs �! Of �! 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N tC N f► N N � `, .rL7I�- �- �X•��L•]i Goal 1 Beginning with June, -1993, each year there will be an average pretest -to- posttest gain of at least two NCE's for students participating in the Reading Resource Program in grade levels served by Chapter 1. Measurement will be based on performance on a norm - referenced, standardized assessment instrument. Milestones June, 1991 June, 1992 • A plan based on an analysis of the current reading program will be developed. • A document delineating the roles and responsibilities of all personnel in the school district with regard to the reading program will be written. • There will be an average gain of at least 0.5 NCE's at each grade level for students in the Reading Resource Program. • There will be an average gain of at least 1.0 NCE's at each grade level for students in the Reading Resource Program. June, 1993 H • Attainment of Goal 1. Goal 2 By June, 1995, 80 percent of all students in grades 5, 8, and 11 who have completed at least two years in the Chapel Hill - Carrboro City Schools, will demonstrate mastery of problem - solving strategies as measured by a district - developed or adopted criterion - referenced assessment instrument. Milestones June, 1991 June, 1992 June, 1993 June, 1994 June, 1995 II • A document identifying the program objectives and the Problem solving model will be developed. • An assessment program for grades 5, 8, and 11 will be adopted. • The level of performance needed to indicate mastery of problem solving strategies will be determined. • Baseline data will be established based on a field test of the assessment program in grades 5, 8, and 11. • Staff development will be conducted in designated schools to include three elementary schools, one middle school and, possibly, the high school ( "Group 1" schools). • Problem solving instruction will be implemented in "Group 1" schools. • The assessment program will be administered to all appropriate students in "Group 1" schools. • Staff development will be conducted in the remaining schools ( "Group 2" schools). • Formative evaluation will be conducted. • Problem solving instruction will be implemented in all schools. • The assessment program will be administered to all students in grades 5, 8, and 11. • Seventy percent of all students in grades 5, 8 and 11 who have completed two years in a "Group 1" school will demonstrate mastery of problem solving strategies. • Attainment of Goal 2. 2 Goal 3, parts a, b, and c By June, 1995, (a) 95 percent of the students who complete the second grade curriculum will demonstrate mastery of all second grade goals identified in the NC Competency Based Curriculum in the areas of communication skills and mathematics as measured by district developed or adopted criterion - referenced assessment instruments; (b) 95 percent of the students who complete the fifth grade curriculum will demonstrate mastery of all fifth grade goals identified in the NC Competency Based Curriculum in the areas of communication skulls, mathematics, social studies and science as measured by district developed or adopted criterion - referenced assessment instruments; (c) 95 percent of the students who complete the eighth grade curriculum will demonstrate mastery of all eighth grade goals identified in the NC Competency Based Curriculum in the areas of communication skills, mathematics, social studies and science as measured by district developed criterion- referenced assessment instruments; Milestones, Parts a, b, and c June, 1991 - A document specifying goals that will be assessed In communication skills, mathematics, science and social studies in grades K -8 will be distributed to all elementary and middle school teachers. - Criterion- referenced testing instruments and administration procedures for assessing mastery of grade 2, 5, and 8 goals in mathematics and communication skills will be developed or adopted. • The level of performance needed to indicate mastery of mathematics and communication skills will be determined. June, 1992 - Criterion- referenced testing instruments and administration procedures for assessing mastery of grade 5 and 8 goals in science and social studies will be developed or adopted. • The level of performance needed to indicate mastery of science and social studies will be determined. - Mathematics and communication skills assessment instruments will be pilot - tested with students completing grades 2, 5 or 8 curriculum. 3 June, 1993 June, 1994 June, 1995 • Social studies and science assessment instruments will be pilot- tested with students completing grades 5 or 8 curriculum. • Eighty -five percent of students completing grades 2, 5 or 8 mathematics or communication skills curriculum will demonstrate mastery of goals in these areas. • Ninety percent of students completing grades 2, 5 or 8 mathematics or communication skills curriculum will demonstrate mastery of goals in these areas. • Ninety percent of students completing grades 5 or 8 social studies or science curriculum will demonstrate mastery of goals in these areas. • Attainment of Goal 3, parts a, b, and c. 4 Goal 3, part d By June, 1995, .(d) using the 1990 percentage as the basis, the percentage of students graduating from Chapel Hill High School who meet the requirements for entry to the University of North Carolina system will be increased by 5 percent. That increase will include increases for both the Black and the White and Other groups. Milestones, part d June, 1991 June, 1992 June, 1993 June, 1994 June, 1995 • Based on an analysis of the Pre - College Program, recommendations for expanding, maintaining or reducing the program will be made. • A document analyzing trends in recent course completions and identifying deficiencies will be completed. • An evaluation document will indicate that eighty percent of the students in grades nine through eleven are implementing their career development plan. • There will be a one percent increase in the number of students who meet the entrance requirements of the University of North Carolina system, represented by increases for the Black and White /Other groups. • There will be a three percent increase in the number of students who meet the entrance requirements of the University of North Carolina system, represented by increases for the Black and White /Other groups. • Attainment of Goal 3, part d. 5 DIFFERENTIATED PAY PLAN SECTION CHAPEL HILL - CARRBORO CITY SCHOOLS DIFFERENTIATED PAY PLAN The differentiated pay plan for the Chapel Hill- Carrboro City Schools is designed to support the restructuring of its schools while providing financial incentives to teams focusing on specific areas targeted for improvement. A representative, districtwide committee will assist in the implementation of the three major components of the plan which will require four years to phase in completely. The first component is a lead teacher lmQdel similar to the program which is being piloted in Granville County. Each school will be allocated funds on a per- teacher basis to design and implement a lead teacher model tailored to its needs. The term "lead teacher" is considered inclusive of the concept of "extra pay for extra duty" and pertains to all non - administrative, certified staff members. A lead teacher could be assigned responsibilities as varied as curriculum development, data collection and program evaluation, mentoring, peer observation, team coordination, school governance, and major committee assignments. Funds will be used for conducting staff development for not only lead teachers but all other teachers as well, stipends for lead teachers, and payments to other-staff members or substitutes to provide release time for lead teachers. The staff at each school will identify its leadership needs, write specific job descriptions for lead teachers, decide on appropriate compensation plans, and devise a schedule to provide the necessary release time for lead teachers. The second component is a intended to provide extra compensation to teams of teachers who meet specified student - outcome objectives which have been identified for a school's entire population or for a particular target group of students. A group of teachers is defined as two or more certified staff members who are working together to accomplish one or more common objectives. Criteria will be established to determine eligibility for an incentive payment to ensure that staff members who do not contribute significantly to the objective are not rewarded (e.g. those employed for less than three months or who receive an unsatisfactory evaluation). Each school's staff will be responsible for identifying teams of teachers who will seek to achieve common objectives, formulate incentive plans, and evaluate results. Schools will be . provided budgets on a per- teacher basis. If a school should choose not to participate in this component for any given year or does not require all of the budgeted funds, its budget may be redistributed to the other schools. The third component is an gdmip,igl aI tos_ Fay- fQr-ger gc-e plan which was approved by the Board of Education in 1989. This plan provides administrators with annual increases based upon their meeting leadership, management, and performance objectives. Performance objectives are established in four areas: (1) districtwide student achievement; (2) school, division, or program achievement; (3) staff development; and (4) professional growth. The additional revenues will be used to promote professional growth and to supplement the locally- approved plan. Year 1: 1990 -91 est. $247,429 (2%) • Inservice provided to all staff on school restructuring, participatory decision - making, lead teachers, and related topics. Schools will designate planning teams to design lead teacher programs for their schools and select lead teachers for the 1991 -92 school year. Funds may be used for stipends, substitutes, and staff development resources. • Funds for administrators will be used to assist them in acquiring skills to serve in leadership capacities under a school -based management model. Year 2: 1991 -92 est. $393,410 (3%) • Implement lead teacher programs in each school • Design group -based incentive programs to be pilot tested in 1992 -93 • Provide additional support to administrator pay -for performance program Year 3: 1992 -93 est. $S3S,039 (4%) • Continue lead teacher program • Implement group -based incentive pilots • Continue to support administrator pay- for - performance program Year 4: 1993 -94 est. $955,044 (7%) • Continue lead teacher program • Fully implement group -based incentive program • Continue to support administrator pay - for - performance program In order to implement this plan, waivers will be requested to permit differentiated pay funds to be distributed to local, as well as state, paid teachers and administrators and for funds to be used, not only for stipends and incentive payments, but for staff development expenses and for staff required to provide release time for lead teachers. If these waivers are not granted, the plan will need to be modified or additional funds must be provided either through flexibility made possible under Senate Bill 2 or by the local education agency (LEA). NON - FINANCIAL WAIVER REQUESTS I. NON - FINANCIAL WAIVER REQUESTS In requesting waivers, the school system had to indicate how specific state law, regulation or policy inhibited the school system's ability to attain its student performance goals and how a waiver would facilitate accomplishment of its student performance goals. The only state laws for which a waiver could be requested were laws pertaining to class size, teacher certification, assignment of teacher assistants, the use of state adopted textbooks, and the purposes for which state funds for the public schools may be used. Waivers could be requested from all state regulations and policies, except those pertaining to state salary schedules and employee benefits for school employees, the instructional program that must be offered under the Basic Education Program, the system of employment for public school teachers and administrators set out in GS. 115C -325, health and safety codes, compulsory school attendance, the minimum lengths of the school day and year, and the Uniform Education Reporting System (Guidelines for Implementation of The School Improvement and Accountability Act of 1989). II. WAIVER REQUESTS NEEDED TO ACCOMPLISH STUDENT PERFORMANCE GOALS The Chapel Hill - Carrboro City Schools Board of Education adopted the following three student performance goals relative to the implementation of The School Improvement and Accountability Act of 1989 (Senate Bill 2): Goal #1 Beginning with June, 1993, each year there will be an average pretest- to post- test gain of at least two NCE's for students participating in the Reading Resource Program in grade levels served by Chapter 1. Measurement will be based on performance on a norm - referenced, standardized assessment instrument. Goal #2 By June 1995, 80 percent of all students in grades 5, 8, and 11 who have completed at least two years in the Chapel Hill - Carrboro City Schools, will demonstrate mastery of problem - solving strategies as measured by a district developed or adopted criterion - referenced assessment instrument. Goal #3 By June 1995: (a) 95 percent of the students who complete the second grade curriculum will demonstrate mastery of all second grade goals identified in the N. C. Competency -based Curriculum in the areas of communication skills and mathematics as measured by district developed or adopted criterion- referenced assessment instruments; P] (b) 95 percent of the students who complete the fifth grade curriculum will demonstrate mastery of all fifth grade goals identified in the N. C. Competency - based Curriculum in the areas of communication skills, mathematics, social studies and science as measured by district developed or adopted criterion - referenced assessment instruments; (c) 95 percent of the students who complete the eighth grade curriculum will demonstrate mastery of.ali eighth grade goals identified in the N. C. Competency -based Curriculum in the areas of communication skills, mathematics, social studies and science as measured by district developed or adopted criterion- referenced assessment instruments; (d) using the 1990 percentage as the basis, the percentage of students graduating from Chapel Hill High School who meet the requirements for entry to the University of North Carolina System will be increased by five percent. That increase will include increases for Black, White, and other groups. 1111. NON - FINANCIAL WAIVER WITHOUT SPECIFIC REQUEST All school systems participating in the Performance -based Accountability Program shall continue to use the Teacher Performance Appraisal Instrument (TPAI) for evaluating beginning teachers during the first three years of their employment; they may, however, develop other evaluation approaches for teachers who have attained career status. (G. S. 115C- 238.2 -6) IV. REQUESTS FOR NON - FINANCIAL WAIVERS Waiver requests for the following state laws, regulations and policies are requested: Class Size G. S. 115C -301 Allocation of Teachers Teacher Certification G. S. 115C -295 . Minimum age and certificate prerequisites G. S. 115C -296 • Board sets certification requirements G. S. 115C -297 • Local board of education approves certificate State Adopted Textbooks G. S. 115C -85 - Textbook needs are determined by course of study G. S. 11 SC-86 • State Board of Education to select and adopt textbooks Statewide Testing Program G. S. 115C- 174.10 • Purposes of the Statewide Testing Program G. S. 115C- 174.11 • Components of the Testing Program G. S. 115C- 174.12 - Responsibilities of agencies Teacher Salary and Vacation G. S. 115C-302 # Salary and Vacation 10 Performance Standards and Criteria for Professional Employees (Administrators) G. S. 1150,326 • Performance Standards and criteria for professional employees Performance Standards and Criteria for Professional Employees (Teachers) • Performance Standards and criteria for G. S. 115C -326 professional employees Snow Days G. S. 115C -302 • Salary and Vacation Summer School Student Eligibility Standards G. S. 115C-233 •Operation of summer schools • Exceptional children; special program; dissatisfaction with assignment; right to appeal Purchasing Off State Contract Teacher Assistants as Substitutes • Equipment • Instructional Supplies • Instructional Materials Teacher assistants employed as substitutes during teacher's absence Teacher Assistant Assignment -Teacher Assistant assignment at the school level State Funds Substitute Teacher • Reversion of state funds • Orientation requirement 11 The following chart provides detailed information about the specific laws, regulations and policies requested for waiver consideration; additionally, it elaborately provides information about the present status, desired status and rationale relative to student performance, for each non - financial waiver request. Law /Policy/ Regulation Present Status Desired Situation Rationale Class Size Students in Chapel -Hill Varying class sizes at To achieve student G. S. 1150 -301 Carrboro Schools are the school determined performance goals, heterogeneously by the needs of all schools would be able to grouped with class size students. determine class sizes determined by state and according to the local teacher formulas. educational needs of the student population (Goals 1, 2, and 3). Teacher All professional staff Flexibility in hiring To increase the pool of Certification must have state uncertified teachers who low - supply area teaching G. S..115O -295 certification. have expertise in positions and give G. S. 115C -296 specialized areas. students the opportunity G. S. 1150 -297 to loam from an "expert" in the field, such as the practicing scientist or artist (Goals 1, 2, and 3). State Adopted The State Board selects Schools purchasing To provide opportunities Textbooks and adopts the basic alternate textbooks for professional staff to G. S. 1150.85 textbooks or series of and /or instructional select the most G. S. 115C -86 books needed for materials. appropriate materials for instructional purposes at their students' curricular each instructional level needs (Goals 1, 2, and on all subject matter 3). required by law to be taught in the elementary and secondary schools of North Carolina Statewide Testing The State provides for The selection of more To provide the most Program (student testing students at appropriate assessment appropriate assessment eligibility) specified grade levels. instruments (i.e. of student performance G. S. 1150-174.10 criterion referenced, in problem - solving skills,. G. S. 1150-174.11 norm referenced, school curriculum goals and G. S. 1150-174.12 or district developed). skill areas for compensatory education (Goals 1, 2, and 3). End of Course tests are Statewide Testing administered to students Flexibility with the To provide the most Program (End -of- in final exam periods. scheduled time for End appropriate testing Course Testing) Alternately, they are of Course Testing. schedule for students at G. S. 1150-174.10 administered in blocked the local level. (Goals 2 G. S. 1150- 174.11 class periods on one day and 3). G. S. 1150-174.12 or in regular class periods over two days during the last week of instruction. 12 Teacher Salary and Regular state - allotted The option for regular To provide students with Vacation teachers are employed state allotted teachers the option of attending G. S. 115G-302 for a period of ten (10) to have twelve (12) continuous schooling calendar months. month contracts. year long. This would allow for more opportunities for the enhancement of instructional skills (Goals 1, 2, and 3). Performance Uniform performance The implementation of a To allow for a more Standards and standards and criteria pay- for - performance meaningful Criteria for used in evaluating plan for administrators measurement of Professional administrators are based with measurable goals. administrators, Employees on State Board of performance relative to (Administrators) Education adopted rules effectiveness and G. S.115C-326 and regulations. impact on student achievement (Goals 1,2, and 3). Performance The Teacher A new evaluation To allow for a more Standards and Performance Appraisal process will be meaningful way of Criteria for System is required as developed by a assessing tenured Professional the standard representative teachers. This will Employees assessment of all committee of personnel. provide better feedback (Teachers) teachers. The Under this developed on accomplishment of G. S. 1150.326 frequency of the model, teachers will set . professional and student assessment is based on cyclical professional performance objectives the status of the objectives which relate (Goals 1,2, and 3). teacher. to the essential qualities of an effective teacher. An individualized, developmental plan based on these objectives will replace the formal evaluation instrument for t1loUred 12aGbELThe TPAS will not be required of tenured teachers but may be used if deemed appropriate. Snow Days Teachers must report to The option to use two To allow teacher; to take G. S. 1150,302. school on days schools snow days as at- home - work home rather than are closed for students work days with entirely miss a planning due to hazardous monitoring by school day due to inclement weather or take an level administration. weather, they could plan annual leave day. at home and be better prepared to meet student needs. This would impact student achievement (Goals 1, 2, and 3). Summer School Summer school is Determining student To allow more students Student Eligibility available for students eligibility with altemative who need remediation to Standards who do not meet the assessment instruments attend summer school G. S. 1150 -233 state and local and teacher (Goals 1, 3). promotion requirements. recommendations. It is also for students in grades 1 -12 who need remedial assistance. 13 Purchasing Off Instructional materials, The option to select To allow more flexibility State Contract supplies and equipment instructional supplies in purchasing on the State contract and materials, instructional supplies must be purchased. equipment and other and materials, State contracted items equipment and other from other vendors. supplementary items (at reduced cost and better quality) based on the needs of students (Goals 1, 2, and 3). Teacher Assistants Teacher. assistants shall The flexibility to employ To allow better qualified as Substitutes not be paid as substitute teacher assistants as substitutes to provide teachers during any time substitutes when continuity in for which they are teachers are absent. implementing teachers, employed as a teacher instructional programs assistant, nor shall they because teacher be used in lieu of assistants know the employing a substitute students, their needs, and the instructional strategies implemented in that classroom (Goals 2 and 3). Teacher Assistant State allocated teacher Assign teacher To allow more efficient Assignment assistants are assigned assistants use of all staff members to teachers in grades K- responsibilities based an expertise and time to 3 student needs at the focus on improving school level. Teacher student performance. assistant services in the (Goals 1, 2 and 3). classroom would not be restricted to K -3 classrooms Reversion of State State funds not used by The flexibility to use To allow the local school Funds June 30th revert to the State funds after June system better use of the state. 30th to most the needs funds throughout the of students and staff. year for meeting the needs of students (Goals 1,2, and 3). Substitute Teacher All substitute teachers The flexibility to hire To give schools the must participate substitutes without the latitude of hiring annually in a minimum one -day orientation substitutes in a more one-day orientation or requirement timely manner. instruction - related Instructional delivery activity developed by during the teacher's the local school absence would also be administrative unit prior enhanced (Goals 1,2, to being placed on the and 3). approved substitute teacher roster adopted I by the local board. 14 FLEXIBLE FUNDING REQUESTS I. FLEXIBLE FUNDING WITHOUT SPECIFIC REQUESTS All school systems participating in the Performance -based Accountability Program will have the following categories consolidated: instructional materials; supplies and equipment; textbooks; testing support and driver education (excluding teacher months of employment and matching benefits) consolidated. No specific request will be required. 11. REQUESTS FOR FLEXIBLE FUNDING The total amount requested for flexible funding is $5,102,405.00. The following allotment categories represent the requested amount: 1. Funds from all vacancies $1,431,215.00 2. Existing BEP Funds and funds targeted for 1990- 1,820,224.00 93 from program enhancement, instructional support, clerical assistant, assistant superintendent positions 3. Staff development funds 4. Funds for textbooks, equipment and supplies, instructional materials, and testing support 5. BEP summer school funds 6. Differentiated pay funds 7. Dropout/prevention/students at- riskrn- school suspension funds 8. One third of vocational education funds 25,000.00 301,834.00 83,205.00 1,065,461.00 111,400.00 264,066.00 16 JUSTIFICATIONS FOR FLEXIBLE FUNDING REQUESTS 1. Request to move up to $1,431,215.00 from the category of all vacancies in positions for more flexibility in the assignments of personnel. This would allow better use of personnel based on the needs of students (Goals 1, 2, and 3). 2. Request to move up to $1,820,224.00 from the category of existing BEP funds and funds targeted for 1990 -1993 from program enhancement, instructional support, clerical assistant, assistant superintendent positions to the categories of instructional materials, personnel, and other instructional areas for the purpose of allowing schools the flexibility of adding advanced programs in technology, problem - solving /critical thinking, and other curricular areas (Goals 2 and 3). 3. Request to move up to $25,000 from the staff development category to use for stipends for Lead Teachers and incentive pay plans. Providing incentives of this nature will increase professionalism and teacher accountability for the accomplishment of all student performance goals (Goals 1, 2, and 3). 4. Request to move up to $301,834.00 from the categories of textbooks, instructional materials and supplies, equipment and testing support to the category of personnel to hire additional certified and classified personnel for after - school tutorial programs, early childhood programs, the Reading Resource Program and other programs relative to prevention and intervention strategies for student performance in all areas of the instructional program (Goals 1, 2, and 3). 5. Request to move up to $83,205.00 from the category of BEP Summer School funds for more flexible use during the summer and throughout the school year in meeting the needs of students who are deficient in the basic skills and for enhancement and enrichment programs for all students (Goals 1, 2, and 3). 6. Request to move up to $1,065,461.00 from the category of differentiated pay funds from 1990 -1994, to allow local teachers equal access to funds for the pay plan; to provide release time for Lead Teachers; staff development activities; bonuses; and substitutes. Providing incentives of this nature will increase professionalism among instructional staff members by providing equal access to funds from the differentiated pay plan for both state and local teachers. Teacher accountability for the accomplishment of all students performance -goals will also increase (Goals 1, 2, and 3). 7. Request to move up to $111,400.00 from the category of dropout prevention /student at risk/in- school suspension to the categories of instructional materials and supplies, and equipment for the purpose of developing and/or purchasing programs and assessments that support initiatives for students at risk of failing school (Goals 1, 2, and 3). 8. Request to move up to $264,066.00 (one third of vocational education funds) from the category of vocational education to the categories of personnel and instructional materials for more flexible use in meeting the needs of all students (Goals 1, 2, and 3). IV. EXPLANATIONS_ OF DOLLAR AMOUNTS REQUESTED 1. Funds from all vacancies Amount Requested $1,431,215.00 The requested amount was based on the average annual number of vacancies per school year. Note further explanations of dollar amount requested: Funds Position Number of Vacancies salaries and benefits Teacher Assistants 1 26 1 92-80.,%0.00 Teachers (state) Administrators Instructional Support Certified 26 807,962.00 4 1 224,124.00 3.5 1 118,549.00 nt 1,431,215.00 IN 2. Existing BEP funds and funds targeted for 1990 -1993 $1,820,224.00 The requested amount from BEP funds was based on the following monies from 1986 -1993: Positions 1986 -90 Existing Positions 1986 -90 Funds 1990 -93 Positions Average Salary for Positions Amount Re- quested for Flexibillt Assistant 0 $45,060 $59,700 Supt Instruction- 5 $169,357 10.62 26,882 $359,713 al Support Certified Expansion 24.5 632,125 7.95 24,663 $247,050 Program Lab 0 12.43 10,356 $162,194 Clerical Assistants Clerical 9 173,774 1.42 15,324 $19,308 Assistants The amount requested for flexible use includes salaries and benefits for each position. 3. Staff development funds Total Amount Amount Requested $49,930.00 $25,000.00 4. Funds for textbooks, instructional supplies and materials, equipment and testing support Textbooks 116,006.00 Testing Support 410.00 Supplies 158,194.00 Instructional Equipment 27,224.00. Total Amount 301,834.00 Amouj3t Requested 301,834.00 S. BEP Summer School funds Total Amount Amount -Requested `(This amount excludes 9,994.00 for transportation.) 6. Differentiated pay funds Year 1 Year 2 Year 3 Year 4 Total Amount Amount Requested $93,199.00 $83,205.00' 247,410.00 (2%) 393,410.00 (3 1/6) 535,039.00 (4%) 955,044.00 (7%) $2,130,922.00 $1,065,461.00 7. Dropout prevention/student at risk/in- school suspension funds Total Amount $155,023.00 Amount Requested $111,400.00 8. Vocational Education funds Total Amount $792,198.00 Amount Requested $264,066.00 '_r,Ii] ASSURANCE=S Please sign where indicated. Signature certifies that (1) .the local improvement plan has been approved by the board of education; (2) the development of the plan ha$, involved a substantial number of teachers, school administrators and other school staff; (3) the plan is based on strategies which are included in school plans and have been shown to contribute to raising student achievement; (4) the student performance goals included in the plan are based upon individual school plans in the administrative unit; and (S) the instructional program required through BEP will be offered. . _ �} i Please sign where indicated. Signature certifies that a differentiated pay plan is included in the local improvement plan and that it has been approved according to 115C — 238.4. MM Chairman, Board of Education __ SENATE BILL 2 STEERING COMMITTEE Superintendent Administrative Staff (8) 1. 2. 3. 4. 5. 6. 7. 8. School Board (2) 1. 2. Principals/ Gerry House Sheila Cory Mike Radz Hazel Gibbs Neil Pedersen Harry Foy Jo Harris Savannah Vanhook Kim Hoke Mary Bushnell Sue Baker Assistant Principals (10) 1. Randy Marshall, Carrboro 2. Marvin Koenig, CHHS 3. Herb Allred, Ephesus 4. David Lyons, Glenwood 5. Nathalie Harrison, NCMH 6. Tom Crumbaugh, FPG 7. Oddis Smith, Seawell 8. Eileen Miller, Estes Hills 9. Chuck Stewart., Culbreth 10. Jenny Kitzmiller, Phillips Teachers: Carrboro: 1. Joan George 2. Carol Cantrell Seawell 1. Phyllis "Fig" Ferrell 2. Allen Suess Estes 1. Velinda Hatcher 2. Betsy Barrow Ephesus: 1. Diane Leusky 2. Victoria Zwald Glenwood: 1. Jackie Hines 2. Terry Greenlund FPG: 1. Barbara Dewey 2. Linda Froyen Culbreth: 1. Carolyn White 2. Tom Brown 3. Margaret Kepner Phillips: 1. Suzanne Stites 2. Jesse Gibson 3. Barbara Ferguson CHHS.: 1. Judy Jones 2. Bonnie Ramey 3. Sheria Reid 4. Tony Yount NCMH: 1. Bill Pegg -2- Teacher Organization Representatives: (2) Parents: (10) [1 per school] Carrboro: Seawell: Estes: Ephesus Glenwood: FPG: Culbreth: Phillips: CHHS: NCMH: Higher Education (1) 1. Barba 1. 2. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. ra W, Larry Wakeford, CHCAE Carolyn Williams, CHCFT Anita Scarborough Suki Newton Genie Jansen Susan McClanahan Fran Jackson Linda Haac Mr. Carroll Harris Nancy Steelman Ms. Lee Blackman Parent not available 3sik 56 total 7 ri Asim "EM 11 Omno coto =,=ta j A# oc `14 4, 4 c LA 41I omwe liv 14, ir w 1, jl r TIM, 14 Al jl III L. ji � I l l l I �}j� G,I'nt I I� I I d• I d l ! l N, ORANGE COUNTY SCHOOLS Implementation Plan School Improvement and Accountability Act of 1989 r Dr. Kay Singer, Ch ' an Orange County Board of Education { f Dr. DaW G. Lunsfor , Superintendent Orange County Schools Submittal Date Part I Differentiated Pay Plan Orange County Schools Senate Bill 2 Differentiated Pay Plan Carolyn Cook, Chairperson Millicent C. Rainey Pam Lamason Kim Bateman Linda Lloyd Robert Bateman Carolyn Long Trinia Beasley Leonard Mayo Cathy Bennington Caleb Moore Ann Burton Nina Morley Ann Chockley Terry Rogers Moss Cohen John Schaenman Camille Daube Barbara Shanklin Marsha Efland Diane Starrett Shelley Faucette Kay Stewart Sue Florence T. Lindsay Tapp Dawn Formo Pat Temple Lori Gargan Nita Trembley Rosetta Glover Tina Walker Doris Hayes Dorothy Williams Marion King Michael Yellin Gretchen Klopfer Vi111 MVIC, Orange County Schools Senate Bill 2 v ry i w Selected as one of the sixteen Career Development Pilots in 1985, Orange County Schools has continued to implement Career Development. However, to meet requirements of the North Carolina School Improvement and Accountability Act of 1989 (G.S. 115- 238.4) a majority of Instructional /Instructional Support Staff and Administrators must vote to continue a Differentiated Pay Plan. For the purposes of this plan, certificated employees are divided into two categories: 1) Instructional and Instructional Support and ' 2) Administrators (Superintendents, Principals and Assistant Principals, eligible Central Office Staff). This proposal presented for consideration addresses a description of the revised plan and information related to the Observation /Evaluation Process, the Appeals Procedure, Extra Duty /Extra Pay Funding /Assignments and the voting plan for Senate Bill 2. Components of the Plan A. Effective Teacher Training (ETT) All participants in the plan shall complete the Effective Teacher Training Program. B. Option to Participate All Instructional /Instructional Support and Administrators hired after July 1, 1986 will be included in the plan. C. Observation and Evaluation Process The observation /evaluation process, utilizing the State Board approved PAI, will have the following characteristics: 1. Formal observations conducted by the principal or his designee and the system wide observation /evaluation staff; _ 2. Informal observations conducted by the Principal /Assistant Principal; 3. Consensus summative evaluation. D. The Appeals Process The Orange County Schools Appeals Process will remain the same as outlined during the original Career Development Program pilot years for the 1990 -1991 school year. During 1990 -1991, revisions of the Appeals Process will be considered and a proposal will be presented for the following year (See freer Development Res,Qurce Guidla, Quadrennial Edition 1988 -89, pp.46 -50). 2/19/90 E. Extra Duty /Extra Pay This component of the program is designed to provide teachers with increased recognition for required instructional leadership roles. For these extra duties, teachers will receive additional pay. The Extra Duty positions of mentor and cooperating teacher will bp funded at the system level. 990 -1991 Extra Duty /Extra Pay funds will be allocated to each school in amounts as follows (based on funds available): Orange High - $17,000 C.W. Stanford - $10,000 A.L. Stanback - $7,000 G.A. Brown - $8,000 Efland Cheeks - $7,000 Central Elementary - $7,000 Cameron Park - $7,000 These funds must be used for Extra Duty /Extra Pay. Exact positions, persons and amounts are to be determined at the school level by a committee of teachers and administrators. For 1991 -1992, the allocation for Extra Duty /Extra Pay received by each school will be modified as necessary. The following guidelines apply to all Extra Duty /Extra Pay positions: 1. All eligible teachers may apply for Extra Duty/Extra Pay. Applications, lob descriptions, and evaluation instruments for extra duty positions are to fie secured from Principals. However, extra duty positions not previously funded must have application forms, job descriptions and evaluation instruments developed at the school level. Positions funded in prior years have the above mentioned and can be secured from Personnel. ' Samples from prior years may be used. Principals make recommendations to Superintendent. 2. All Status Levels may apply for extra duty pay. Priority order: Career Status III, Career Status II, and Career Status I. 3. All personnel selected for extra duty assignments will receive a summative evaluation of their performance in that assignment which is separate and ' apart from their evaluation in their primary job assignment. iF. Professional Growth All Grange County Schools Instructional, Instructional Support and Administrators will complete a Professional Development Plan. ' 2/19/90 tG. General Comments 1. Process for application - Employee requests application from his /her principal. ' After summative ratings, if applicant is eligible, the principal will submit the application to the superintendent who then submits it to the school board for final approval. ' 2. At any time a teacher or administrator may re additional observations Y uest i q tons as deemed necessary. 1 3.a. ICP /P - Beginning teachers are expected to address Major Function areas IN and ' the accompanying teaching practices on the Teacher Performance Appraisal Instrument during the two year initial certification period. ' The teacher at the Initial Level may or may not be extended a second year non - continuing contract for employment by the local administrative unit. In the case ' of non- renewal of a non - continuing contract for second year employment, the teacher maintains the initial teaching certificate and may be employed as a second year Initial Level teacher in another school unit. ' Orange County Schools require that all beginning teachers complete 30 hours of Effective Teaching Training. During ETT and prior to the first of the minimum ' four observations, the support team and Staff Development Coordinator will work with the beginning teacher to provide moral support and technical help in achieving satisfactory performance in the classroom on Major Functions IN on ' the TPAL In the event of an unsatisfactory performance on a practice in the first observation, the support team and the mentor shall design and prescribe actions ' to be undertaken by the beginning teacher to improve his /her performance on that practice. After the initial observations, the prescribed actions for improvements shall be drawn up and shall constitute the Professional Development Plan. The observations, the development plan and the summative evaluation shall all ' become a part of the portfolio which shall be maintained by the initially certified teacher. If the teacher has received "at standard" or higher on the practices under Major Functions I through V by the final evaluation of the second year, the ' initially certified teacher shall be recommended upon review by the Principal to the superintendent who shall recommend to the board of education continuing ' certification and may offer continuing employment in Orange County Schools. Reference: Career Development Resource Guide Quadrennial Edition 1988 -89, pgs. 31- 36. ' b. Provisional - If the teacher has completed at least 30 hours of N.C. Effective Teacher Training, received no rating less than "at standard" in all practices on ' the summative evaluation and has completed application, the teacher shall be accorded Career Status I. If the teacher has not completed the training or if ' evaluations have not been satisfactory, the principal shall recommend the teacher for contract termination. Reference: Career Development Resource Guide Quadrennial Edition 1988 -89, pg. 33. 1 2/19/90 c. Career Status I., II, III - Individuals who have achieved Career Status I or Career Status II and III and who fall below the minimum standards set forth for each classification will be given an additional year to bring their performance up to the required standards. Failure to do so would result in the loss of the Career Status and the loss of pay level increments obtained in the higher status following the probationary year. Reference: Career Development Resource Guide Quadrennial Edition 1988 -89, pg. 22. 2/19/90 ORANGE COUNTY SCHOOLS CAREER DEVELOPMENT PROGRAM CAREER STATUS REQUIREMENTS FOR TEACHERS Career Status P /ICP To be eligible for Career Status a new employee must complete a minimum of three years teaching. The employee shall be formally observed a minimum of four times per year. Two of these will be announced, and two will be unannounced. These observations will be done by the principal or his designee and a trained Evaluator. A consensus summative is required. The performance of the employee will be "at standard" or higher in all function areas. Career Status I (Application) An employee who has three years minimum teaching experience (not necessarily in Orange County Schools or North Carolina) may apply for Career Status I upon initial employment. The employee shall be formally observed at least three times. These observations will be by the principal or his designee and by a trained Evaluator. One of these observations will be announced and two will be unannounced. A consensus summative will be required. The performance of the employee will be "at standard" or higher in all function areas as defined in the Teacher Performance Appraisal Instrument. Career Status I (Maintenance) To maintain Career Status I an employee has the option of a consensus summative or will be formally observed a minimum of two times the first year consisting of one announced and one unannounced observation as outlined in the waiver. The performance of the * employee will be "at standard" or higher in all functions as defined in the Teacher Performance Appraisal Instrument. ' In the second year of Career Status I an employee shall have three formal observations. One of these will be announced and two unannounced. These observations will be by the principal or his ' designee or a trained Evaluator. A consensus summative will be required. If an employee desires not to apply for a higher level, the cycle continues for subsequent years (as outlined above, two ' observations /three observations). A person with less than two years experience must spend three years at Career Status I. 1 2/19/90 Career Status II (Application) An Orange County employee with a minimum of five years teaching experience who has served at Career Status) for three years can apply for Career Status II. The employee applying for Career Status II will be formally observed a minimum of three times by the principal or his designee, and by a trained Evaluator. One of these observations will be announced and two will be unannounced. A consensus summative will be required. The performance at this level will be six ratings at 4 or higher and two at 5 or higher. At least one of the higher ratings must be in function areas 1 -5 as defined in the Teacher Performance Appraisal Instrument. An Orange County Career Status 1 employee with six or more years of teaching experience, who has the necessary ratings, and four consecutive teaching years and /or tenure in Orange County may apply for Career Status // in the 1990 -1991 school year. -11 An Orange County Career Status I employee with eight or more years of teaching experience, and who has the ratings and four consecutive years and /or tenure in Orange County will he immediately eligible for Career Status II in the 1990 -1991 school year if the employee so chooses. Application must he made by June 1, 1990 and shall he based on 1989 -1990 consensus summative ratings. Career Status II (Maintenance) To maintain Career Status II an employee has the option of a consensus summative or will be formally observed once during each * of the first two years of Career Status ll. The employee will have a choice of either an announced or an unannounced observation as outlined in the waiver. In the third year of Career Status II, the employee will be formally observed three times. At least one of these observations will be unannounced. These observations will be done by the principal or his designee, and by a trained Evaluator. A consensus summative will be required. The performance of the employee will be six ratings at 4 or above, two at 5 or 6; at least one of the higher ratings must be in function areas 1 -5 as defined in the Teacher Performance Appraisal Instrument. If an employee decides not to apply for a higher level, the cycle continues in subsequent years (as outlined above). An employee must remain at Career Status 11 for three years. 1 ' 2/19/90 Career Status III ' (Application) An Orange County employee with a minimum of eight years teaching experience, including three years at Career Status II, may apply for ' Career Status III. The employee will be formally observed a minimum of three times; one of these will be announced and two will be unannounced. These observations will be done by the principal or ' his designee and a trained Evaluator. A consensus summative will be required. The performance of the employee will be one rating at 6; six at 5 or 6, one at 4 or above (at least one 6 must be in function ' areas 1 -5) as defined in the Teacher Performance Appraisal Instrument. Career Status Ill (Maintenance) To maintain Career Status Ill an employee has the option of a ' consensus summative or will have no observations the first year. In the second year an employee will have an option of a consensus * summative or one announced or unannounced observation as outlined in the waiver. In the third year an employee will have three observations consisting of at least one unannounced observation. These observations will be done by the principal or his designee and a ' trained Evaluator. A consensus summative will be required in the third year. The performance of the employee will be one rating at 4 ' or above, 6 ratings of 5 or 6 (at least one 6 must be in function areas t 1 -5) as defined in the Teacher Performance Appraisal Instrument. Career Status Ill ' (Perks) 1 During the 1990 -91 school year perks will be studied and developed. * See Justifications for Waivers #1. ** See Justifications for Waivers #2. 1 ' 2/19/90 Justifications for Waivers Teachers ' 1 . Practices on the Teacher Performance Appraisal Instrument have been shown by research ' to be correlated to effective teaching and student performance. Higher ratings reflect higher quality in the delivery of these practices, and therefore positively impact student performance. The basis of the Career Development Plan is that student performance will be enhanced through ' more effective teaching. Measurement of effective teaching is based upon experience and performance ratings. Therefore, a teacher who has sufficient years of experience and has demonstrated effective teaching should be awarded the status commensurate with those criteria. ' Improved teacher morale can be a factor in improved student performance. ' 2. The teacher's ability to develop and implement creative techniques to improve student performance will be enhanced by the opportunity to choose alternative forms of evaluations. Planning, implementation and evaluation of these creative techniques will be accomplished collaboratively with school personnel throughout the year. Such documentation of performance ' may include but is not limited to the Professional Development Plan, in service training and student activities or products. 2/19/90 Career Status II Maintenance - Minimum - one observation unannounced the first two years with three observations, one announced and two unannounced, and a W consensus summative the following year. Career Status III (Application) Eight years administrative experience. Minimum - Four observations: One announced; three unannounced. Performance ratings: Ratings at 4 or above; Ratings at 5 or above; Rating(s) at 6; consensus summative required. ORANGE COUNTY SCHOOLS CAREER DEVELOPMENT PROGRAM ' CAREER STATUS REQUIREMENTS FOR ADMINISTRATORS Career Status -P /ICP Minimum three years administrative experience. ' Four observations: One announced; three unannounced. At standard performance. ' Consensus summative required. ' Career Status I (Application) Ex ri n - Three years minimum administrative experience (not necessarily in Orange County Schools or North Carolina). May apply for CSI upon initial employment. ' Four observations: One announced; three unannounced. Performance: At standard or above. Consensus summative required. ' Career Status I Maintenanca - Minimum of two observations the first year, one announced and one unannounced, three observations, one announced and ' two unannounced, and consensus summative the following year. Performance: At standard or above. Must serve three years at Career ' Status I. Career status II (Application) An administrator with five years administrative experience can apply for ' Career Status II in the third year at Career Status I. Minimum five years administrative experience. ' Four formal observations: One announced; three unannounced. Above and well above performance on summative evaluation. Ratings at 4 or above; Ratings at 5 or above. Performance ratings percentage as required by appropriate instrument. Must serve three years at Career Status ll. Career Status II Maintenance - Minimum - one observation unannounced the first two years with three observations, one announced and two unannounced, and a W consensus summative the following year. Career Status III (Application) Eight years administrative experience. Minimum - Four observations: One announced; three unannounced. Performance ratings: Ratings at 4 or above; Ratings at 5 or above; Rating(s) at 6; consensus summative required. 2/19/90 Career Status III Maintenance - No observations first year. One unannounced observation in the second year. Three observations in the third year, one announced and two unannounced, and a consensus summative. Performance Rating: Ratings at 4 or above; Ratings at 5 or above; Rating(s) at 6. Performance ratings percentage as required by appropriate instrument. Consensus summative required. Career Status III (PERKS) 1. One year's cost of membership in a professional organization. 2. One week of sabbatical leave with pay (Each department will be allotted a fixed number of slots annually, subject to available funds). 3. One national conference per division. 4. Other perks as deemed appropriate by the immediate supervisor. "Perks - Funds will be available through other sources. 'See Justifications for Waivers. 2/19/90 Justifications for Waivers Administrators The administrator's ability to research and develop innovative programs will be enhanced by the opportunity to choose alternative forms of evaluations. Planning, implementation, and evaluation of these innovative programs will be accomplished collaboratively with other system wide personnel throughout the year. Such documentation may include but is not limited to the Professional Development Plan; in- service training; literature reviews; recruitment and utilization of community, state, and national resources; and student outcomes. ORANGECOUNTY SCHOOLS DIFFERENTIATED � SALARY PROPOSAL 1 1 1 1 1 2/19/90 Throughout the differentiated pay subcommittee meetings and from input received from the individual schools, an overwhelming desire to maintain bonus payments as the number one priority was evident. A different salary schedule was proposed accordingly. Further we recommend the following: --The eventual reduction of the Career Development Staff. -That the differentiated salary bonus be related to the school districts achievement of student performance goals. -The elimination of career development funded summer school. -That any Career Development Status bonus will continue to be paid on a monthly basis. -That 1990 -1991 be the year of application for Career Status III. -That the 1989 -1990 consensus /summative will be used for the one time fast tracking option in the 1990- 1991 school year. 2/19M 9U ORANGE COUNTY SCHOOL DIFFERENTIATED SALARY.PROPOSAL FEBRUARY 19, 1990 Career status bonuses pending availability of funds will be frozen at the 1989 -1990 yearly rate for 1990 -1991. *If the state salary schedule remains in effect, base salaries are projected to increase over this time period. The proposal for freezing bonuses will ensure that no one will receive a decrease in gross pay in 1990 -1991. Accordingly, persons who apply and achieve Career Status I or II at the end of 1989 -1990 will be paid the bonus rate (at their designated years of experience) based on the 1989 -1990 schedule. Because the proposed state salary schedule for 1991- 1992 has an additional 3% increase built in for teachers starting their fourth year of employment (the point where Career Status I is normally achieved), those teachers who are awarded Career Status I from that year on (1991 -1992) will not be receiving any additional "bonus" payment. Employees who have attained Career Status I and who are receiving the related Career Status I bonus not later than school year 1990 -1991 will continue receiving a Career Status I bonus through school year 1993 -1994 only. Beginning in 1994 -1995, no employees will be receiving bonus dollars for Career Status I. In an effort to fund the Orange County Schools proposed Differentiated Pay Plan, we recommend that these items be implemented in the following order: 1. Request flexible funding from other sources: A. Unused Career Development substitute pay. B. Newly created 1990 -1993 Basic Education Program enhancement positions (while protecting positions which will be added to reduce class size). C. Request line items in County Budget to assist Career Development funding. 2. Reduction of Career Development Staff by one. 3. Summer School Employment - eliminated. 4. Printing - eliminated. 5. Reduction of Staff Development funds and /or eliminate workshop expenses. 2/19/90 6. Travel reduction by 750. 7. Eliminate tutorials and special projects funds (if these funds are not already included in Extra Duty /Extra Pay Funds). 8. Reduce one additional Career Development Staff. These cuts will absorb a proportion of the mandatory incremental reductions to meet the 7% funding rate by 1991- 1993. Therefore, it is possible that bonuses will be reduced in subsequent vears following 1991 -1992. *Fast tracking applicants after 1989 -1990 may receive a reduced percentage of the bonus payment dollars. This will be paid at the maximum percentage possible. *See Justifications for waivers 1 2/1 9/90 JUSTIFICATION FOR BASIC.EDUCATION PROGRAM FUNDS Some programs /positions slated for funding during 1990- 1993 already exist in Orange County. Therefore, flexible usage of Basic Education program enhancement funds eliminates duplication and can be applied to directly impact student performance in the mastery of the core curriculum. 2/19/90 CAREER STATUS BONUSES Initial Status/Probationary Status: no bonus - salary will be according to the state salary schedule. Provisional Status: no bonus- salary will be according to the state salary schedule. Beginning in 1991 -1992, the bonus_ payments_ for Career Status I are included in the state salary schedule. Career Status I: Bonuses will be frozen at the 1989 -1990 rates through 1990 -1991. Examples: Monthly Level Base Salary CSI Bonus Total 1989 -1990 A3 $2020 $91 $2111 1990 -1991 A4 2172 91 2263 Monthly Level Base Salary CSI Bonus Total 1989 -1990 G20 $3099 $139 $3238 1990 -1991 G21 3259 139 3398 Career Status II: Bonuses will be frozen at the 1989 -1990 rates through 1990 -1991. Examples: Monthly Level Base Salary CSII Bonus Total 1989 -1990 A9 $2297 $324 $2621 1990 -1991 A10 2458 324 2782 Monthly Level Base Salary CSII Bonus Total 1989 -1990 G20 $3099 $437 $3536 1990 -1991 G21 3259 437 3696 Career Status III: Funding for Career Status III will be studied, calculated and recommended during the 1990 -1991 school year. 2/19/90 SAMPLE Orange- County Schools Differentiated Pay Plan Election Please mark your preference regarding the proposed Differentiated Pay Plan for Orange County Schools for the period July 1, 1990 - June 30, 1993. Vote only for one option. ❑Yes, I support the proposed Differentiated Pay Plan for Orange County Schools as recommended by the Differentiated Pay Plan Committee as the three year Differentiated Pay Plan for Orange County Schools for the period July 1, 1990 - June 30, 1993. ❑No, I do not support the proposed Differentiated Pay Plan for Orange County Schools as recommended by the Differentiated Pay Plan Committee as the three year Differentiated Pay Plan for Orange County Schools for the period July 1, 1990 - June 30, 1993. Please place your ballot in the voting box provided. If you wish to make additional comments, please do so on the attached comment section. Place the comment sheet in the voting box provided. 2%19/90 COMMENTS in reference to the Differentiated Pay Plan for Orange County Schools ' 2/19/90 MEMORANDUM ' TO: All Eligible Orange County Schools Instructional/ 0 Instructional Support Staff, and Administrators FROM: orange County Schools Senate Bill 2 Differentiated Pay Committee DATE: FEBRUARY 14, 1990 RE: VOTING PROCEDURES /GUIDELINES The following procedures /guidelines for the vote set for February 28, 1990 were approved by the Orange County Schools Board of Education on February 13, 1990. 1. Official Ballot Boxes will be used for the Vote" (the Orange County Board of Elections has agreed to provide Ballot Boxes); 2. Official Ballots reflecting the Orange County Schools Plan for Differentiated Pay options will be printed by Coleman's Office Supply and Printing Company on bond colored paper; 3. Votes will be conducted at eight (8) precincts (each of the school sites and one (1) at the Central Office); 4. The Principal or his designee will be the official Registrar for the vote at their respective schools - and the Superintendent or his designee will be the official Registrar for the Central Office; 5. The two (2) categories of persons eligible to participate in both votes are defined as follows: (1) Teachers: Certified Instructional Staff and Certified Instructional Support Staff, (2) Administrators: Principals, Assistant Principals, Superintendents and eligible Central Office staff; 6. Instructional Staff and Instructional Support Staff will vote at their base school, (separate precinct); Principals, Assistant Principals, Superintendents and eligible Central Office staff will vote at the Central Office (separate precinct); ' 2/19/90 Page 2 of 2 Orange County Schools Voting Procedures Committee Proposed Procedures /Guidelines ' 7. Ballots will be distributed by members of the Voting ' Procedures Committee February 23, 1990 and Ballots will be given only to the designated Site Registrar. Voters should receive the official Ballot ' at the time of voting, unless voting by an absentee Ballot. Marked sample Ballots will be on display at each precinct two (2) working days prior to actual ' vote. 8. The hours of voting on February 28, 1990 will be from ' 7:45 a.m. -4:00 p.m. for teachers; 7:45 a.m. -5:00 p.m. for administrators. The voting box containing ballots will be delivered to Central Office by 5:30 P.M. by ' Principal or designee; 9. Ballots from the vote will be counted by members of the ' orange County Board of Education in the orange County Schools Board Room starting at 7 :00 p.m. on February 28, 1990; ' 10. Following the Vote, results of the Differentiated Pay Plan will be distributed by precinct to all ' eligible voters; 11. Members of the Voting Committee will assist Ms. Cook ' and Mrs. Rainey in the preparation of each voting site's ballots; ' 12. The Board of Education will report the results of the certified vote to the Superintendent or his designee on or before the morning of March 1, 1990. ' The Board of Education will certify the results of the final vote; 13. while it is the expectation that every Instruc- tional/Instructional Support Staff person and every Administrator will use this opportunity to voice his/ her opinion, persons may wish to abstain. Any vote cast as an abstention will not be counted as a yes or no vote. 14. Absentee Ballots will be available two (2) working days prior to the vote on February 28, 1990. Ballot boxes will be available. The ballot boxes will be locked in the principal's office overnight. Asbentee ballots will be exactly the same as regular ballots. Part II Student Performance Goals Orange County Schools Senate Bill 2 Student Performance Goals for the School Improvement and Accountability Plan February 9, 1990 Thomas W. Tuck, Jr., Chairman Dale Andrews Robin Brewer Jim Colavito Alton Cheek Nancy R. Cheek Ann Chockley Mary Cole Camille Daube Linda Fields Steve Halkiotis Linda Howell Kathy Harris Rebecca Horne Andrea Lewis Alice J. Lunsford Hazel Lunsford Evelyn Morris Paulette McPherson Louise Peters Kay Singer Jean Swainey Nita Trembley Helen Warren STUDENT PERFORMANCE GOALS The Orange County School System presents 37 performance goals as part of its School Improvement and Accountability Plan. The seven schools that comprise the district have school plans that include the district goals that apply to them. Certain goals whose most obvious ' measures occur at the high school level, such as the goal to decrease the dropout rate, are also included in all other schools. This has been done to reflect the realization that change is a process that occurs over time and that the elementary and middle grades have a great influence ' on the success of high school students. The Performance Goals Committee gave all certified staff members the opportunity to state what ' factors they believe are important to the process of student achievement. As a result, several hundred responses throughout the district were categorized into five goals by a committee of ' teachers. Those goals are listed as the first five in the district's Improvement Plan. The method of assessing these goals will be developed during the 1990 -91 school year. ' The Orange County Schools Performance Goals represent the good thinking and diligent effort of a fine group of educators. ' GOAL 1: SOCIAL SKILLS To develop the ability to get along with peers and adults by communicating and interacting effectively with others. GOAL 2: THINKING AND REASONING SKILLS To develop and improve thinking and reasoning skills to interact effectively with the environment. GOALS: COMMUNICATION AND SELF- EXPRESSION To develop the ability to convey and express ideas, thoughts and feelings through a variety of means. GOAL4: PHYSICAL AND MENTAL HEALTH SKILLS To provide the development of the whole child by making the connection among physical, emotional and mental health. GOAL 5: COMMUNITY INVOLVEMENT To integrate the student's total environment (home and community) with the school's environment. GOAL 6: ATTENDANCE The average daily attendance rate for two of the three most recent years will exceed 94.0 %. GOAL 7: CREDITS TOWARD GRADUATION During the 12 months of the current year, 80% of the full -time students in grades 9 -12 will earn at least 5 units of credit toward graduation. ' GOAL 8: GRADUATES EARNING ENTRANCE REQUIREMENTS TO UNC During the 12 months of the current year, 35% of graduating students will successfully ' complete all courses required for entry into institutions within the University of North Carolina system. ' GOAL 9: GRADUATING SENIORS COMPLETING SCHOLARS PROGRAM ' By the end of the current year, 10% of graduating students will have successfully completed all courses required in the North Carolina Scholars Program. ' GOAL 10: STUDENTS COMPLETING JOB SKILLS SEEKING FULL TIME EMPLOYMENT The overall percent of unemployed job skill course completers seeking full -time ' employment will be below the local county youth unemployment rate. GOAL 11: DROPOUTS For the 12 -month period of the current year, the total number of dropouts across all grades will be less than 1.0% of the final average daily membership, all grades; or one of the following conditions obtains: (1) The number of dropouts for the current year will represent a decrease of 10% or more over the number of dropouts for the previous year, or. ( 2 ) The number of dropouts averaged across the last two years will represent an average annual reduction of 10% or more, or ( 3 ) The number of dropouts averaged across the last three years will represent an average annual reduction of 10% or more GOAL 12: COMPETENCY TEST: READING The number of 10th grade students passing the $ejino ,Test requirement of the North by the end of the fall semester of the current year will be at or above 93 %. IGOAL 13: COMPETENCY TEST: MATHEMATICS ' The number of 10th grade students passing the requirement of the North be at or above .93 %. by the end of the fall semester of the current year will GOAL 14: COMPETENCY TEST: WRITING OBJECTIVE The number of 101h grade students passing the Writing Obiurtivp requirement of the be at or above 93 %. by the end of the fall semester of the current year will ' GOAL 15: COMPETENCY TEST: WRITING ESSAY The number of 10th grade students passing the requirement of the by the end of the fall semester of the current year will be at or above 93 %. ' GOAL 16: CHAPTER I: READING The annual aggregate gain across all grades for students participating in a compensatory reading program will be equal to or greater than one normal curve equivalent unit. ' GOAL 17: CAT: GRADE 3 The average across the three most recent academic years of median total battery scale scores on the 3rd grade will be at or exceed the 50th percentile. GOAL 18: CAT: GRADE 4 ' The average across the three most recent academic years of median total battery scale scores on the 4th grade will be at or exceed the 50th percentile. GOAL 19: CAT: GRADE 5 ' The average across the three most recent academic years of median total battery scale scores on the 5th grade Fests will be at or exceed the 50th ' percentile. GOAL 20: CAT: GRADE 6 The average across the three most recent academic years of median total battery scale ' scores on the 6th grade rests will be at or exceed the 50th percentile. GOAL 21: CAT: GRADE 7 The average across the three most recent academic years of median total battery scale scores on the 7th grade California AcbjQymeol Testa will be at or exceed the 50th percentile. GOAL 22: CAT: GRADE 8 The average across the three most recent academic years of median total battery scale scores on the 8th grade California AchiQv Ment Te= will be at or exceed the 50th percentile. GOAL 23: NC WRITING ESSAY: GRADE 6 When averaged for the two most recent years, the number of 6th grade students achieving a score of 2.5 or better on the North Carolina essay test will exceed 40 percent of students tested. GOAL 24: NC WRITING ESSAY: GRADE 8 When averaged for the two most recent years, the number of 8th grade students achieving a score of 2.5 or better on the North Carolina i essay test will exceed 40 percent of students tested. GOAL 25: NC SCIENCE TEST: GRADE 3 The average across the three most recent academic years of median raw scores on the 3rd grade will be at or exceed the 50th percentile. GOAL 26: NC SCIENCE TEST: GRADE 6 The average across the three most recent academic years of median raw scores on the 6th grade North Carolina Science Tesl will be at or exceed the 50th percentile. GOAL 27: NC SCIENCE TEST: GRADE 8 The average across the three most recent academic years of median raw scores on the 8th grade will be at or exceed the 50th percentile. GOAL 28: NC SOCIAL STUDIES TEST: GRADE 3 The average across the three most recent academic years of median raw scores on the 3rd grade Jest will be at or exceed the 50th percentile. GOAL 29: NC SOCIAL STUDIES TEST: GRADE 6 The average across the three most recent academic years of median raw scores on the 6th grade North QarQJina QiaL3WAIU� will be at or exceed the 50th percentile. GOAL 30: NC SOCIAL STUDIES TEST: GRADE 8 The average across the three most recent academic years of median raw scores on the 8th grade North QarolioZ_Social Studies Test will be at or exceed the 50th percentile. GOAL 31: NC ALGEBRA I TEST fThe average scores across the three most recent academic years of median raw scores on the Nor(.b. Carolina Algebra I_Test will be at or exceed the 50th percentile. GOAL 32: NC ALGEBRA II TEST The average scores across the three most recent academic years of median raw scores on the North Carolina Algebra. 11 Test will be at or exceed the 50th percentile. GOAL 33: NC BIOLOGY TEST The average scores across the three most recent academic years of median raw scores on the will be at or exceed the 50th percentile. ' GOAL 34: NC UNITED STATES HISTORY TEST The average scores across the three most recent academic years of median raw scores on the HistQry will be at or exceed the 50th percentile. GOAL 35: NC CHEMISTRY TEST The average scores across the three most recent academic years of median raw scores on the will be at or exceed the 50th percentile. GOAL 36: NC GEOMETRYTEST The average scores across the three most recent academic years of median raw scores on the North Carolina Q _ Q�y_TeSt will be at or exceed the 50th percentile. GOAL 37: SATSCORES There will be an annual gain of 5 points on the mean SAT score of seniors meeting the admission requirements for the North Carolina University System. STUDENT PERFORMANCE GOALS ANNUAL BENCHMARKS Base -line Target Year Year GOAL 1988 -89 1990 -91 1991 -922 1992 -93 1993 -94 1994 -95 i . Social Skills - Baseline Data - - - Collected 2. Thinking and - Baseline Data - - - reasoning skills Collected 3. Communication and - Baseline Data - - - self- expression Collected 4. Physical and mental - Baseline Data health skills Collected 5. Community Involvement - Baseline Data - - Collected 6. Attendance 93.5% 93.62% 93.74% 93.86% 93.98% 94.10% (annual) 7. Credits toward graduation 80% 80% 80% 80% 80% 80% (annual) 8. Graduates earning entranc 35% 35% 35% 35% 35% 35% requirements to UNC (annual) 9. Graduating seniors com- 10% 10% 10% 10% 10% 10% pleting Scholars Program (annual) 10. % students completing job 4% Maintain per entage belo annual c my youth skills seeking full time unemploy ent. employment (annual) 11 . Dropouts 31.2% 10% 10% 10% 10% 10% (3 yr, average) decrease decrease decrease decrease decrease decrease 12.Competency Test: Reading 95.2% 95.2% 95.2% 95.2% 95.2% 95.2% (3 yr. average) 13. Competency Test: Math 91.5% 91.8% 92.1% 92.4% 92.7% 93.0% (3 yr. average) 14. Competency Test: 92.1% 92.28% 92.46% 92.64% 92.82% 93.0% Writing Objective (3 yr. average) 15.Competency Test: 95.9% 95.9% 95.9% 95.9% 95.9% 95.9% Writing Essay (3 yr, average) 16. Chapter I: Reading 16.06 NCE +1 NCE +1 NCE +1 NCE +1 NCE +1 NCE - (annual) gain gain gain gain gain gain 17.CAT:. Grade 3 55 %ile 55 %ile 55 %ile 55 %ile 55 %ile 55 %ile (3 yr. average) class There is not yet 3 years of test results to average for goals 34, 35, and 36. Base -line Target Year Year GOAL 1988 -89 1990 -91 1991 -92 1992 -93 1993 -94 1994 -95 18. CAT: Grade 4 51 %Ile 51 %Ile 51 %Ile 51 %Ile 51 %Ile 51 %Ile (3 yr, average) 19. CAT: Grade 5 55 %ile 55 %ile 55 %ile 55 %119 55 %ile . 55 %ile (3 yr. average) 20. CAT: Grade 6 50 %ile 50 %ile 50 %ile 50 %ile 50 %ile 50 %ile (3 yr. average) 21 . CAT: Grade 7 50 %ile 50 %ile 50 %iie 50 %ile 50 %ile 50 %ile (3 yr. average) 22. CAT: Grade 8 50 %ile 50 %ile 50 %ile 50 %ile 50 %ile 50 %ile (3 yr. average) 23. NC Writing Essay: 34.1% 35.28% 36.46% 37.64% 38.82% 40.0% Grade 6 (2 yr. average) 24.NC Writing Essay: 55% 55% 55% 55% 55% 55% Grade 8 (2 yr. average) 25.NC Science Test: 56 %ile 56 %ile 56 %ile 56 %ile 56 %ile 56 %ile Grade 3 (3 yr. average) 26. NC Science Test: 52 %ile 52 %ile 52 %ile 52 %ile 52 %ile 52 %ile Grade 6 (3 yr. average) 27. NC Science Test: 50 %ile 50 %ile 50 %ile 50 %ile 50 %ile 50 %ile Grade 8 (3 yr. average) 28. NC Social Studies Test: 55 %ile 55 %ile 55 %ile 55 %ile 55 %ile 55 %ile Grade 3 (3 yr. average) 29. NC Social Studies Test: 51 %ile 51 %Ile 51 %Ile 51 %Ile 51 %ile 51 %Ile Grade 6 (3 yr. average) 30. NC Social Studies Test: 49 %ile 49.02 %ile 49.04 %ile 49.06 %ile 49.08 %ile 50.0 %ile Grade 8 (3 yr. average) 31 . NC Algebra I Test 41 %ile 42.8 %ile 44.6 %ile 46.4 %ile 48.2 %ile 50.0 %ile (3 yr. average) 32. NC Algebra II Test 40 %ile 42 %ile 44 %ile 46 %ile 48 %ile 50.0 %ile (3 yr. average) 33. NC Biology Test 51 %ile 51 %Ile 51 %ile 51 %Ile 51 %ile 51.0 %ile (3 yr, average) 34. NC U.S. History Test' 66 %ile 66 %ile 66 %ile 66 %ile 66 %ile 66.0 %ile 35. NC Chemistry Test' 49 %ile 49.2 %ile 49.4 %ile 49.6 %ile 49.8 %ile 50.0 %ile 36. NC Geometry Test" 40 %ile 42.0 %ile 44.0 %ile 46.0 %ile 48.0 %ile 50.0 %ile 37. SAT Goal Determined +5 points +5 points +5 points +5 points +5 points frnm 'R4 class There is not yet 3 years of test results to average for goals 34, 35, and 36. r - Part III Waivers and Flexibility Plan Orange County Schools Senate Bill 2 Waivers and Flexibility Plan February, 1990 Glenda Davis, Chairperson Susan Nichols Trinia Holman- Beasley Diane Starrett Judith Casey Ralph Warren Mable Gordon Liz Watters Beverly Griffin Wayne Watts Marilyn Jackson James Weathers Sue Liner Dorothy Wiggins Alonzo McCullers Z J IL } ti IM d F- Z o O ° d O'1 ❑ >% cr) 00 W Qi w cu > L- 00 cc: rL J O U U? a Q' a a � � a .ro C 4 a• � U c ca .O Z I w 811, ° 0 'r =° m -o w a) (n Cl. v ° w CL m -o 6 1- a) w= o E a ca w w 3 cn .a O� C O -O .0 vwi O w o . 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