North Carolina Schools for the Deaf and the Blind

The document is the 2021-2022 Addendum Template for the Consolidated State Plan due to COVID-19 under the Elementary and Secondary Education Act of 1965 for North Carolina. It addresses revisions to the state's accountability system, long-term goals, and school improvement activities due to the impact of COVID-19. The addendum includes changes to academic achievement indicators, graduation rates, progress in achieving English Language Proficiency (ELP), and school quality or student success indicators. It also details revisions to the system of annual meaningful differentiation, methodologies for identifying schools for support and improvement, and exit criteria for schools under comprehensive and targeted support programs.

The strategic plan focuses on digital accessibility and the use of accessible educational materials, aligning with various state and national goals and standards. It emphasizes providing equitable access to digital content, resources, and professional development for all stakeholders. Key priorities include enhancing digital learning environments, promoting inclusivity, and leveraging partnerships to improve online accessibility and inclusivity. The plan also addresses the responsible implementation of generative AI to enhance learning outcomes and support students with disabilities and diverse learning needs.

The plan focuses on implementing Advanced Teaching Roles (ATR) to improve student academic performance, elevate the teaching profession, and build grow-your-own structures for staff. Key strategies include improving student learning, increasing instructional capacity, expanding teacher recruitment and retention, reducing teacher attrition, and building pathways to teacher leadership. The intended impact is to provide access to quality teachers to all students by 2028.

The Winston-Salem/Forsyth County Schools (WS/FCS) Teacher Leadership Pathways (TLP) Project aims to improve student achievement and teacher effectiveness by creating opportunities for teacher leadership. The project focuses on providing differentiated support to schools, training instructional leaders, and engaging parents and community partners. It establishes three pathways for teacher advancement: Model Classrooms, Quality Colleagues, and Professional Development District Leaders. The TLP Project seeks to produce positive outcomes for teacher leaders and mentees, enhance instructional practices, and increase student achievement.

Bertie County Schools (BCS) is implementing the THRIVE initiative to cultivate a thriving teacher corps, create career pathways, build a positive teacher culture, and foster thriving learning communities. The program focuses on teacher voice, cultural leadership, instructional coaching, and continuous improvement. It aims to competitively recruit and develop effective teachers, reduce teacher turnover, and improve student performance by increasing the number of classrooms led by highly effective teachers. The design process began in January 2019, with initial implementation occurring at the outset of the 2019-20 school year, and includes scaling to Northampton County Schools (NCS) over the 2020-2022 timeframe.