PUBLIC SCHOOL FORUM OF NC INC
3725 NATIONAL DR STE 101, RALEIGH, NC 27612 www.ncforum.org

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Organizations Filed Purposes: ALL NORTH CAROLINA CHILDREN SHALL HAVE THE OPPORTUNITY TO REACH THEIR FULL POTENTIAL THROUGH EQUITABLE AND MEANINGFUL PUBLIC EDUCATION THAT NOURISHES OUR STATE'S CIVIC AND ECONOMIC VITALITY.TO PROVIDE TRUSTED, NONPARTISAN, EVIDENCE-BASED RESEARCH, POLICY ANALYSIS AND INNOVATIVE PROGRAMS THAT EMPOWER AN INFORMED PUBLIC TO DEMAND THAT EDUCATION BEST PRACTICE BECOMES COMMON PRACTICE THROUGHOUT NORTH CAROLINA.

NCCAP: FOUNDED IN 2002 BY THE FORUM, THE NORTH CAROLINA CENTER FOR AFTERSCHOOL PROGRAMS (NC CAP) IS A COMPREHENSIVE STATEWIDE AFTERSCHOOL NETWORK THAT INCLUDES AFTERSCHOOL PROVIDERS, STATE AGENCIES, STATE AND LOCAL POLICYMAKERS, LAW ENFORCEMENT, BUSINESS, AND THE PHILANTHROPIC COMMUNITY, ALL WORKING TOGETHER TO INCREASE ACCESS TO HIGH-QUALITY AFTERSCHOOL PROGRAMS FOR ALL CHILDREN AND YOUTH IN NORTH CAROLINA, ESPECIALLY FOR THOSE AT RISK FOR EDUCATION FAILURE. RESEARCH SHOWS THAT HIGH QUALITY AFTERSCHOOL PROGRAMS IMPROVE ACADEMIC PERFORMANCE AND SCHOOL-DAY ATTENDANCE, NURTURE YOUTH DEVELOPMENT, DECREASE JUVENILE CRIME AND OTHER HIGH-RISK BEHAVIORS, AND MEET THE NEEDS OF WORKING FAMILIES. AS A STATEWIDE AFTERSCHOOL NETWORK, NC CAP REPRESENTS OVER 6,000 AFTERSCHOOL PROGRAMS SERVING MORE THAN 150,000 CHILDREN AND YOUTH ACROSS THE STATE. NC CAP UNITES A COLLABORATIVE OF OVER 35 PARTNERS TO ADDRESS ISSUES INCLUDING QUALITY, ACCESSIBILITY, AND SUSTAINABLE FUNDING.

NC INSTITUTE FOR EDUCATIONAL POLICYMAKERS: THE INSTITUTE FOR EDUCATIONAL POLICYMAKERS WAS FORMED BY THE PUBLIC SCHOOL FORUM IN 1998 TO GIVE POLICYMAKERS MORE TOOLS AND INFORMATION TO DEAL EFFECTIVELY WITH THE HOST OF COMPLEX QUESTIONS THAT WILL SHAPE SCHOOLS IN NORTH CAROLINA. THE FOCUS OF THE INSTITUTE'S WORK IS ON MEMBERS OF THE NORTH CAROLINA HOUSE AND SENATE, WITH A SPECIAL EMPHASIS ON MEMBERS OF THE HOUSE AND SENATE EDUCATION COMMITTEES. THE POLICYMAKER'S EDUCATION PRIMER IS THE PREMIER TOOL OF THE INSTITUTE, OFFERED TO ELECTED AND APPOINTED OFFICIALS AS WELL AS TO CANDIDATES FOR OFFICE TO SERVE AS A BRIEFING MANUAL ON ALL TOPICS AND ISSUES RELATED TO EDUCATION IN NORTH CAROLINA. THE INSTITUTE CONDUCTS ORIENTATION SESSIONS AND CANDIDATE BRIEFINGS FOR NEW LEGISLATORS AND, DURING ELECTION YEARS, FOR CANDIDATES RUNNING FOR STATE AND LOCAL OFFICES. DURING NON-ELECTION YEARS, THE INSTITUTE, WORKING WITH LEGISLATIVE LEADERS IN BOTH HOUSES, ISOLATES TOPICAL ISSUES THAT ARE OF IMPORTANCE AND ORGANIZES BRIEFINGS FOR MEMBERS OF THE HOUSE AND SENATE EDUCATION COMMITTEES. THE EDUCATION PRIMER IS THE KEY DOCUMENT FOR LEGISLATORS SEEKING FACTS AND RESEARCH ABOUT EDUCATION IN NORTH CAROLINA. THE PRIMER CONTAINS THE MOST RECENT EDUCATION DATA AVAILABLE, UPDATES ON RECENTLY PASSED EDUCATION LEGISLATION, AND BACKGROUND INFORMATION ON BOTH FEDERAL AND STATE EDUCATION LEGISLATION. THE PUBLIC SCHOOL FORUM HAS PRODUCED AND UPDATED THE PRIMER FOR SEVERAL YEARS, PROVIDING NEW INFORMATION, UPDATED FACTS, AND KEY ANALYSIS EACH ELECTION CYCLE. OUR GOAL IS THAT THIS VALUABLE TOOL WILL BE USED AS RESOURCE FOR POLICYMAKERS AS THEY TACKLE THE POLICY ISSUES IN THE GENERAL ASSEMBLY, THEIR LOCAL COMMUNITY, OR IN THEIR SCHOOLS.

NC RESILIENCE AND LEARNING PROJECT - THE NC RESILIENCE AND LEARNING PROJECT WORKS WITH HIGH-POVERTY SCHOOLS ACROSS THE STATE WHERE STUDENT TRAUMA IS PREVALENT. OUR MODEL IS A WHOLE-SCHOOL, WHOLE-CHILD FRAMEWORK TO CREATE TRAUMA-SENSITIVE SCHOOLS THAT WILL IMPROVE ACADEMIC, BEHAVIORAL, AND SOCIAL-EMOTIONAL OUTCOMES FOR STUDENTS. THE CDC-KAISER PERMANENTE ADVERSE CHILDHOOD EXPERIENCES (ACE) STUDY FOUND THAT ROUGHLY 64% OF THE OVER 17,000 PARTICIPANTS REPORTED HAVING AT LEAST ONE ACE (ACES INCLUDE ABUSE, NEGLECT, AND HOUSEHOLD DYSFUNCTION SUCH AS A HOME WITH SUBSTANCE ABUSE, MENTAL ILLNESS, MOTHER BEING TREATED VIOLENTLY, OR AN INCARCERATED RELATIVE). RESEARCH SHOWS THAT ACES CAN ACTUALLY ALTER BRAIN DEVELOPMENT AND CAUSE CHEMICALLY TOXIC EFFECTS IN THE BRAIN RESULTING IN CHILDREN REMAINING IN A CONSTANT STATE OF "SURVIVAL MODE" LEADING TO THE FIGHT, FLIGHT, OR FREEZE RESPONSE. THIS RESULTS IN MAJOR IMPACTS IN CHILDREN IN SCHOOLS AS TO LEARNING, CLASSROOM BEHAVIOR, AND RELATIONSHIPS. STUDENTS WITH ACES HAVE HIGHER RATES OF OFFICE REFERRALS, SUSPENSIONS, AND RETENTION AS WELL AS LOWER ACADEMIC PERFORMANCE. OUR PROJECT HAS TWO COMPONENTS: PROFESSIONAL DEVELOPMENT FOR SCHOOLWIDE STAFF AND THE FORMATION OF A STEERING COMMITTEE THAT MEETS REGULARLY AND SERVES AS THE CHAMPIONS OF THIS WORK. THE COMMITTEE IDENTIFIES AREAS OF URGENCY AND CREATES AND IMPLEMENTS SPECIFIC TRAUMA-SENSITIVE STRATEGIES WITHIN THE SCHOOL THAT WILL HELP GROW PHYSICAL AND EMOTIONAL SAFETY AND SPACE FOR REGULATION FOR STUDENTS EXPERIENCING TRAUMA TO POSITIVELY IMPACT LEARNING AND ACADEMIC SUCCESS. THE 2020-2021 SCHOOL YEAR WILL BE OUR FOURTH YEAR OF IMPLEMENTATION AND WE HAVE PROVIDED TRAINING AND/OR COACHING IN 23 DISTRICTS ACROSS THE STATE TO DATE.

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