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Plans for permanent bleachers (consisting of five or more rows of seats) purchased and installed for use on K-12 athletic/play fields must be reviewed by the North Carolina Department of Public Instruction's (NCDPI) School Planning Section of the School Support Division. Bleachers may be purchased by local school boards as part of a regular new school, addition or renovation project, or stand-alone bleacher project, designed by a North Carolina licensed architect and/or engineer and submitted to School Planning for review in the normal process. They may also be purchased through the North Carolina Division of Purchase and Contract. School Planning is always required to review the plans. Structural designs for pre-engineered structures or systems used for school projects are often incomplete when bid documents are completed. Conditional certificates of review that allow mobilization and site preparation to begin prior to completion of final structural designs can be issued following review of bid documents. Project reviews are completed and certificates of review issued upon certification to School Planning that foundations and other structural systems have been designed or reviewed and approved by North Carolina registered structural engineers. This report presents NCDPI planning section recommendations, codes and design standards, NC Accessibility Code Volume I-C, and National Fire Protection Association requirements. (SM)

This publication is intended to assist local boards of education, superintendents, and staff in the organization and development of educational specifications. It was written because most educators have little knowledge about the purpose, process, organization, or contents of the finished product (educational specifications). It provides a conceptual background and suggested organizational framework for the content of the completed document. Part 1 offers a conceptual and operating primer on what educational specifications are, why they are developed, how they are organized, and who should be involved and in what way (professional staff, parents, students, auxiliary services personnel, design professionals, and educational consultants). Part 2 offers more specific information on the organization and content of the educational specifications document, including an introduction and background, general design considerations, and educational activities and user requirements. It includes a skeleton for the specifications that will permit a high degree of flexibility for adaptation to the variations of local situations, while at the same time providing sufficient guidance for the educator who does not know where to start. Two appendixes present possible elementary and secondary school subcommittee organizations and planning data. (SM)

This is one of several reports used to monitor the public-school system in North Carolina. This report has three purposes: (1) to assist policymakers in gauging the status and progress of student achievement in the state; (2) to compare student achievement in North Carolina with student achievement nationwide; and (3) to inform the public of the state's student achievement. The report is divided into three sections. Section 1 addresses North Carolina student performance in relation to national standards and compares the state's results with those of other states on the National Assessment of Educational Progress, the Iowa Tests of Basic Skills, and the Scholastic Assessment Test. It also highlights the performance of North Carolina students on Advanced Placement Program examinations. Section 2 summarizes the 2000-01 school-based accountability results for the state's elementary, middle, and high schools. It also presents trends in student performance in terms of achievement levels for grades 3-8. Section 3 summarizes the collective accomplishments of North Carolina's public schools during the 2000-01 school year. It also includes recognitions and honors from educators, policymakers, the business community, the news media, and the general public. (Contains 17 tables, 22 figures, and 19 references.) (WFA)

This reference guide is designed to help seventh grade teachers plan for instruction, providing all of the goals and objectives in one document. The guide can be used to link instructional objectives across disciplines, plan integrated units, and assist in assessing student progress over time. Only the very basic components of each discipline included in the Standard Course of Study are incorporated in this publication. Goals and objectives are presented for: language arts; mathematics; science; social studies; healthful living; arts education; second language; computer/technology skills; information skills; exploring life skills; exploring career decisions; exploring biotechnology; business computer technology; exploring business technologies: business and marketing; keyboarding; exploring technology systems; and guidance. Middle grades contacts are listed. (SM)

This reference guide is designed to help eighth grade teachers plan for instruction, providing all of the goals and objectives in one document. The guide can be used to link instructional objectives across disciplines, plan integrated units, and assist in assessing student progress over time. Only the very basic components of each discipline included in the Standard Course of Study are incorporated in this publication. Goals and objectives are presented for: language arts; mathematics; science; social studies; healthful living; arts education; second language; computer/technology skills; information skills; exploring life skills; exploring career decisions; exploring biotechnology; business computer technology; exploring business technologies: business and marketing; keyboarding; exploring technology systems; and guidance. Middle grades contacts are listed. (SM)

This reference guide is designed to help sixth grade teachers plan for instruction and provides all of the goals and objectives in one document. The guide can be used to link instructional objectives across disciplines, plan integrated units, and assist in assessing student progress over time. Only the very basic components of each discipline included in the Standard Course of Study are incorporated in this publication. Goals and objectives are presented for language arts; mathematics; science; social studies; healthful living; arts education; second language; computer/technology skills; information skills; exploring career decisions; keyboarding; and guidance. Middle grades contacts are listed. (SM)

This collection of worksheets includes typical space profiles for North Carolina's preK-12 schools, offering: number of students, core capacity, special education, media center, food service, physical education, academic and arts education classrooms, resource rooms, other teaching stations, administration, auditorium/theater, service/marketing education, vocational education laboratories, and miscellaneous. There are also elementary, middle, and high school capacity worksheets and a school capacity summary sheet. (SM)

This book, which is in its 24th edition, provides general statistical data to the public, professional educators, and the General Assembly of North Carolina. The profile contains information on North Carolina's 1,247,144 students and 117 local education agencies, school personnel, and finances. Part I presents tables and summaries of statewide data on the following subjects: (1) pupil accounting; (2) nonpromotion rate by grade; (3) projected final average daily membership; (4) exceptional pupils; (5) pupil membership by race/ethnic origin; (6) high school graduates' intentions; (7) projections of high school graduates; (8) public school dropout and retention data; (9) public school personnel summary; (10) experience status of instructional personnel; (11) highest degree held by instructional personnel; (12) selected characteristics of public school teachers; (13) selected statistics of local salary supplements; (14) financial information; (15) transportation; and (16) course membership summary. Part II contains data for each local school system on pupil accounting, high school graduate intentions, public school personnel, and current expense expenditures by source of funds. Part III is a new section added this year to provide information about charter schools. This section includes background information and pupil accounting on the thirty-four charter schools which began operating in North Carolina in the 1997-98 school year. (Contains 38 tables.) (SLD)

This publication includes practical suggestions for emphasizing responsibility in social studies classes for grades 9-12, and is a companion to "Building a Foundation for Citizenship," which outlines steps for establishing a citizen/character education program in North Carolina public schools. Strategies for teaching the social studies strands "Economic, Legal and Political Systems" and "United States History" include intellectual exercises that require students to learn and make choices related to responsibility. Each of the strategies provides an example of a multidimensional learning experience, and is organized to include a goal, skills, the responsibility theme, a strategy, assessment, and resources. An appendix includes rubric models and traits for the National Civic Standards and Responsibilities of School Personnel. (MM)

The 1996 session of the North Carolina General Assembly enacted legislation, The School-Based Management and Accountability Program (the ABCs plan), an educational reform initiative designed to improve student performance. The accountability model for the public schools in kindergarten through eighth grade is designed to provide focus on the basic subjects of reading, writing (communication), and mathematics, while increasing local control and flexibility. This document provides school personnel, local boards of education, and others with information necessary to implement the ABCs plan. It outlines actions required in Senate Bill 1139 and offers suggestions for implementation processes. A glossary and list of contact resources are included. The appendices contain sample forms, worksheets, suggested actions and procedures, sample teacher and student evaluation systems, and a copy of Senate Bill 1139. (LMI)

This publication is the fifth issue of "Report Card" in a series that provides information about how well North Carolina schools are serving the youth of the state. The "Report Card" presents information related primarily to the outcomes of education based on student achievement. Statewide performance results are presented along with individual reports for the 119 local school systems. The first part of the report, "1994 Student Performance Summary," presents information on elementary and middle school performance and high school performance on state tests, along with the school system's state accreditation status. The second part, "1994 Student Attendance Indicators," and the third part, "Student Outcome Indicators," provide information about a number of additional school performance measures. Information in the report is presented in terms of set standards designated as grade level for elementary and middle schools and as proficiency level for high school end-of-course test indicators. One hundred nineteen tables present data for the school systems. (SLD)

This publication is the fourth issue of a report required by the North Carolina School Improvement and Accountability Act. It presents information that is related primarily to the outcomes of education based on student achievement with the intention of giving policy makers and decision makers the information needed to improve achievement. It includes a report on statewide performance trends and individual reports for all 120 school systems. The first part presents information about elementary/middle school performance and high school performance on state tests, along with the school system's state accreditation status. The second part, "1993 Student Attendance Indicators," and the third part, "Student Outcome Indicators," provide information about a number of additional school system performance measures. This is the first year in which information about student performance is presented in terms of a set standard, designated as "grade-level" for elementary and middle schools, and "proficient level" for high school and end-of-course indicators. Charts present information for the 120 school systems. (SLD)

This guide is intended for curriculum planning for social studies in North Carolina. Questions to guide each area of curriculum planning and assessment are included. Sample rubrics for evaluation, sample activities, and numerous suggestions for curriculum planning are contained in this document. Sections of this paper include: (1) "Introduction"; (2) "Grade Level and Course Planning"; (3) "Unit Design"; and (4) "Instructional Activities and Strategies." (EH)

This "Report Card," third in a series, monitors the progress of each local school system in North Carolina and makes comparison among districts possible. Information is related to the outcomes of education based on student achievement. One comparison permitted is that of current levels of performance with those of previous years. Another is the performance of each school system in relation to all others, both by overall achievement, and by major subject areas. Comparisons are also possible between a system and similar systems. It is also possible to compare performance to standards established by the North Carolina State Board of Education for all school systems. Information is outlined in the following sections: (1) school system characteristics; (2) community characteristics; (3) student performance; (4) achievement by subject area and overall achievement; and (5) a comparison of actual performance in relation to each of the state accreditation standards. Information on 129 districts is listed in tabular form, alphabetically by county, with city school districts following their own counties. (SLD)

This document is the second annual report to North Carolina educators, policy makers, and the public on the performance of each of the state's local public school systems primarily in terms of outcomes of education based on student achievement. Information in the Report Card makes it possible to compare: (1) current levels of performance with those of previous years; (2) one school system in relation to others; (3) a school system and similar systems; and (4) performance in relation to standards established by the state for all systems. Information on each system is outlined in five sections. The first two sections, on School System Characteristics and Community Characteristics, summarize the context in which the system operates. The next two sections display information related to student achievement on a variety of measures; i.e., the Student Performance section gives test results for nationally normed tests and those developed specifically for North Carolina, and the Achievement section summarizes test scores for overall comparisons. Finally, the State Accreditation Status section presents the system's actual performance in relation to state accreditation standards for 1990-91. A page of notes provides information to help interpret the tables. (SLD)

This document is a compendium of reports prepared for presentation to each of North Carolina's 134 local school systems by the State Board of Education. Each report summarizes student performance in the system for 1989-90 in table and graph form and permits a comparison with student performance in preceding years. These reports satisfy a state legislative mandate. Information related to school system performance is outlined in 5 sections for each of the 134 individual reports: (1) school system characteristics (including membership, finances, numbers and types of classroom teachers and students, and an index of advantagement); (2) community characteristics; (3) student performance indicators; (4) achievement by subject area and overall achievement for 1990 (standardized test results); and (5) accreditation status for systems seeking 1990 state accreditation. School system reports are arranged alphabetically by county, with city reports following the system reports of the counties in which they are located. (SLD)

This document sets forth six goals toward which the North Carolina Community College System should strive during the next 20 years, descriptions of the means to achieve those goals, and the conditions necessary to support those means. Specific goals include: (1) acceleration of the state's economic growth and development through a dynamic, comprehensive manpower training program; (2) educational access for all North Carolina adults; (3) elimination of illiteracy among the state's adult population; (4) enhancement of effective citizenship skill development among adults; (5) aid in the development of a cultural renaissance among the adult population; and (6) achievement of excellence in the effective, efficient use of all human and material resources. Steps to achieving the stated goals include vocational instruction based on current needs, maintenance of an open door policy, adult basic education, community and continuing education, cultural programs, on-going program monitoring, and adequate support services. Conditions necessary to support the means to specified goals include continuation of community college governance by the State Board, adequate and flexible funding, and improved articulation processes. (JDS)

Regulations for sick leave and substitute teachers, adopted by the North Carolina State Board of Education, are presented in outline form. Sick leave regulations provide for sick leave eligibility, sick leave earned, leave charges, sick leave accumulation, advancement of sick leave, verification of sick leave, repayment of excessive leave, temporary disability, and reinstatement of accumulated sick leave. Substitute teacher regulations provide for teacher definition, employment and pay of substitute teachers, payroll data, absence with pay, and vacancy in teaching positions. Regulations are also presented for absence without pay in special categories, military leave, and absence codes. (FWR)

Science fairs represent the culmination of student research efforts under the guidance of teachers and other persons interested in science topics. The total scientific process should be involved in the development of a project which results in a science fair exhibition. The student should learn to recognize problems, plan an experiment, gather and analyze data, and draw conclusions. In doing this, students gain self-confidence and the respect of their peers and often spark a life-long interest in science. Fairs also help to strengthen the links between the school and the local community. This pamphlet discusses the science fair movement in North Carolina, including state rules, regulations and judging criteria, and how to plan, conduct and present a science project for a science fair. Also included is the North Carolina code of practice for using animals in schools, and eight references. (CW)

This manual has been compiled for use in the preparation and administration by North Carolina school districts of the standard budget format and budget resolution. A budget is a financial operating plan consisting of estimates of the proposed expenditures for a given period of time and the anticipated revenues that will finance the expenditures. It is designed to be a planning tool to be used by management to direct the school programs toward their desired goals and objectives. A schedule lists the tasks to be performed and the date each is required to be completed. Following this are the allowable expenditures within the various funds of the budget and instructions for proper allocation. Additional sections cover submission of the budget proposal, adoption of budget resolution, and administration of budget resolution. Appendices provide instructions and a 10-page sample budget illustrates the standard budget format. (MLF)