General

Pre-kindergarten Initiative in 2013-14:
North Carolina Pre-Kindergarten Program

State agency with administrative authority over pre-K:
North Carolina Department of Health and Human Services, Division of Child Development and Early Education1

Availability of program:
100 out of 100 counties/parishes (100%)

Are districts, counties, or towns in North Carolina required to offer this pre-kindergarten initiative?
No, optional2

Hours of operation per day:
School day, 6.5 hours/day3

Is there a formal partnership at the state level to provide extended day services through collaboration with other agencies and programs?
No3

Enrollment

Fall 2013, Total children:
26,617

Fall 2011, by age:
26,617 4-year-olds

Fall 2011, by type of administering agency:
Public schools, 8,659; Nonpublic schools, 17,958

Program enrollment, Fall 2013, by operating schedule:
School day, 26,617

Eligibility

Minimum age for eligibility:
4 by August 31

Maximum age for eligibility:
4 by August 31

Kindergarten eligibility age:
5 by August 31

Does state policy allow any exceptions to the age requirement for prekindergarten or kindergarten eligibility?
Yes4

State policy on enrolling children in state pre-K when they are eligible for kindergarten:
Children may not enroll in pre-K if they are age-eligible for kindergarten

Aside from age, how is eligibility determined for individual children for this state prekindergarten initiative?
Eligibility is determined by individual child or family characteristics in addition to age

What was the state-specified income requirement during the 2013-14 program year?
75% SMI5

To whom, or to what percentage of children, does the income requirement apply?
At least 80% of children. Additional Details: Twenty percent of a countyÕs NC Pre-K slots allocation may be used to serve children above 75 percent of SMI if they have another designated risk factor.

Is there a sliding payment scale based on income?
No5

Is child eligibility for this state prekindergarten initiative ever reassessed after a child has been enrolled in the program?
No

Risk Factors

Risk factors besides income that can be used to determine eligibility:
Child disability or developmental delay; Non-English speaking family members; Risk that child will not be ready for kindergarten; Parental active military duty; Other state-specified risk factors: Chronic health condition and/or child has an IEP5

How many of the specified risk factors must be present for eligibility?
1

How do these risk factors relate to the income cutoff for the state pre-K program?
80% must meet income requirement; 20% may meet another risk factor5

Class Sizes

Maximum class size:
4-year-olds, 186

Staff-child ratio requirement:
4-year-olds, 1 to 96

Teachers

Minimum teacher degree requirement:
BA (public and nonpublic)9

Required teacher certification, licensure, and/or endorsement:
Public and nonpublic: NC B-K Lateral Entry License; NC B-K Standard Professional I License; NC Birth-through-Kindergarten Standard Professional II License (through Kindergarten) (B-K); NC Preschool/PreK/K Add-on License (Preschool 4-year-olds)9

Education level of teachers during 2011-12 by percent:
AA, 1%; BA, 86%; MA, 13%

Education level of teachers during 2011-12 totals:
AA, 10; BA, 1,868; MA, 292; Other, 19

Teacher in-service requirement:
75 clock hours per per 5-year BK SPII Licensure cycle10

Minimum assistant teacher degree requirement:
CDA (public and nonpublic)11

Assistant teacher specialized training requirement:
Public and nonpublic: CDA (Birth through Kindergarten) ; Public: NCLB (Birth through Kindergarten)11

Services

Meal requirement:
Lunch and either Breakfast or Snack

Support services for English Language Learners and families:
Professional development or coaching is provided for teachers; Programs are required to screen and assess all children; A systematic, written plan must be in place on how to work with English Language Learners7

Support services required for all programs:
Parent involvement activities; Child health services; Referral for social services; Transition to K activities; Parent conferences and/or home visitsOther; Transition to pre-K and K activities; other supports as needed

Regulations

Screening and referral requirements:
Required: Vision; Hearing; Height/Weight/BMI; Blood pressure; Immunizations; Psychological/Behavioral; Full physical exam; Developmental; Dental

State’s early learning standards document in 2013-14.
North Carolina Foundations for Early Learning and Development

For more information about the early learning standards in 2013-14:
http://ncchildcare.nc.gov/providers/pv_foundations.asp8

Funding

Days per week the state prekindergarten initiative is funded to operate using state funds:
5 days per week

Annual operating schedule for this state-funded prekindergarten initiative:
Academic year3

Actual fiscal year 2014 spending for this state prekindergarten initiative:
$195,654,114

All funding sources:
State, $137,663,376; Federal, $43,754,630; Non-required local, $14,236,108

State funding sources and amounts:
General Fund, $62,127,667; Lottery, $75,535,709

Federal funding sources and amounts:
Head Start, $16,656,324; Title I, $13,185,224; Preschool Disabilities, $10,159,534; CACFP, $3,307,498

Is funding for this state prekindergarten initiative determined by a school funding or state aid formula?
No

Agencies eligible to receive funding directly:
Public schools, Head StartOther settings: Public-private partnerships (local Smart Start partnerships), other nonprofits

Agencies with which subcontracting is permitted:
Public schools, Head Start, Private CC, Faith-based centers

Is there a required local match for this program?
Yes12

Select a state program to view details.


North Carolina Footnotes

  1. Although the NC DHHS has authority over the program and fiscal components of the state’s Pre-K program, teacher education and Birth-through-Kindergarten Licensure policy dictates the work that is required for all Pre-K teachers regardless of employment setting (public vs. private/community-based care/Head Start. This includes the Beginning Teacher Support Program (needs-based mentoring, formative observations of teacher performance, and annual summative evaluation of teachers).
  2. The Division of Child Development and Early Education (DCDEE) contracts with one entity per county/region to facilitate the implementation of the program locally. Typically, that entity is the local education agency, the local Smart Start Partnership for Children, or other agency such as Head Start. They, in turn, subcontract with providers, including public schools, licensed child care centers, and Head Start/Community Action-Nonprofits Agencies, creating a diverse delivery system.
  3. Wrap-around services are determined locally. A few programs based in public schools may operate on a year-round calendar but funding is limited to 10 months (36 weeks) of services.
  4. State statute allows for a child’s early entry into kindergarten using state-established guidelines and based on information submitted by the child’s parent or guardian that the child is gifted and has the maturity to justify admission to school.
  5. Twenty percent of a county’s NC Pre-K slots allocation may be used to serve children above 75 percent of SMI provided they have another designated risk factor.
  6. Classrooms that provide for inclusive settings for children with disabilities may require an adult to child ratio lower than 1 to 9. For Local Education-administered public school exceptional children’s preschool classrooms, ratios must be in compliance with the North Carolina Policies Governing Services for Children with Disabilities,Section1508-2, (Appendix B) at: http://ec.ncpublicschools.gov/policies/nc-policiesgoverning-services-for-children-with-disabilities.
  7. Lunch and either Breakfast or Snack
  8. The Division of Child Development and Early Education (DCDEE) has developed a plan to better serve English Language Learners, with additional efforts made at the local level to accommodate ELLs and to comply with Title VI laws. NC BK Licensed teachers receive formal, needs-based mentoring/coaching support linked to child assessment and teacher evaluation to improve instructional practices for children served.
  9. The revised document describes children’s development and learning from birth through age five. A separate section addresses Dual Language Learners.
  10. All lead teachers in NC Pre-K classrooms are required to hold a BA in ECE degree or a related field as well as a North Carolina Birth-through-Kindergarten or Preschool add-on license. Teachers in public or nonpublic settings may begin in an NC Pre-K classroom with a minimum of a BA/BS in child development, early education or related field, and work to attain an NC BK or Preschool License within three years. Teachers holding an NC BK Standard Professional I or II license are formally mentored and required to receive formative and summative evaluations annually and according to the licensure cycle. The AA degree in ECE/CD is permitted only as the minimum education/degree requirement only for a long-term substitute teacher (up to 16 weeks). The Intervention Specialists for P-12 in Vision or Hearing Impaired would be accepted if teacher had an endorsement related to early childhood or a Birth-through-Kindergarten license. Exceptions may be made in rural counties with limited personnel to allow a lead teacher to enter with less than the minimum and work towards the requirement.
  11. BK Licensed teachers in public and nonpublic schools will participate in professional development in accordance with the State Board of Education policy, 7.5 CEUs (75 contact hours) per 5-year licensure cycle for teachers holding an NC BK SP II license. Teachers working toward the NC BK SP II licensure requirements will participate in a minimum of six documented semester hours per year, prescribed by a Plan of Study, a professional development plan, and the Beginning Teacher Support Program (mentoring/performance evaluation). Teacher assistants working toward education requirements will participate in a minimum of six documented semester hours per year.
  12. Teacher Assistants in public schools must meet requirements specified by NCLB. NC Pre-K generally requires assistant teachers who meet NCLB requirements but do not hold a CDA to have six semester hours of ECE coursework or two years experience in an early childhood classroom. An AA in ECE is highly encouraged for assistant teachers.
  13. There is a required contribution of local resources to support the full cost of providing high-quality prekindergarten, but no specified percentage is required.
  14. NC Educator Evaluation System under NC State Board Policy requires licensed teachers to be formally mentored/coached and evaluated using formative and summative evaluation procedures annually based on type and level of BK licensure held. Additional information is collected about the level and number of mentoring visits and formal evaluation of NC BK licensed teachers and the number of teachers, directors, mentors, and evaluators who have completed required mentor and evaluator training to prepare for NC educator licensure services. Teacher performance data: developing, proficient, accomplished, or distinguished ratings required annually and by BK licensure type. The framework is required for both teachers in nonpublic and public schools. Teachers are required to use self-assessment, mentoring services based on teachers’ assessed needs using NC Rubric for Evaluating NC Teachers/NC Professional Teaching Standards).
  15. Every site receives at least one on-site monitoring annually by the local contracting agency, which is monitored by the state. Any agency that receives desk-top monitoring by the state will receive an on-site visit in a future year. ECERS-R evaluations are conducted as part of the rated license system. Teacher evaluations are conducted based on the level and type of BK license held by the teacher.
  16. NC Educator Effectiveness System (Teacher Evaluation) requires teachers, mentors and evaluators, administrators use information gathered through self assessment (teachers and mentors self assess), formal observations (formative and summative evaluation process) to develop individual annual professional development plans framed by the NC Professional Teaching Standards and NC Birth-through-Kindergarten Education Preparation Standards.
  17. Creative Curriculum Developmental Continuum for Ages 3-5 or Teaching Strategies GOLD; HighScope Preschool COR; Galileo On-line Assessment System; Learning Accomplishment Profile); Learning Care System; WSS