Purpose of This Plan

The Northeast Academy for Aerospace and Advanced Technologies (NEAAAT) operates a Title I schoolwide program for the 2026-2027 school year under Section 1114 of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA).

A schoolwide program allows a school with at least 40 percent of students from low-income families to use Title I, Part A funds to upgrade the entire instructional program rather than serve only individually identified students. NEAAAT's FY27 low-income percentage is 44%, and the schoolwide program serves all enrolled students. NEAAAT operates as a single-school public charter local educational agency (LEA), organization code 70A, and its FY27 Title I-A allotment is $82,673.00 (PRC 0050).

This plan is based on the FY27 Comprehensive Needs Assessment, which examined 2025-2026 end-of-year performance data for all students and for each reportable subgroup. It describes the school's goals, the strategies selected to meet them, how federal funds are used, and how progress is monitored. NEAAAT is currently identified for Targeted Support and Improvement (TSI), and this plan incorporates the supports required under that identification.

Parents, community members, teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, and, as a secondary school, students developed the plan. It remains in effect for the duration of NEAAAT's participation in the schoolwide program and is monitored and revised annually.

As required by ESEA Section 1114(b)(4), this plan is available to the LEA, to parents, and to the public in an understandable and uniform format and, to the extent practicable, in a language parents can understand. It is posted on the NEAAAT website at northeastacademy.org. Printed copies and translation or alternate-format assistance are available on request from the Director of Compliance and Testing.

A. School Organization and Student Population

NEAAAT is a public charter school serving grades 5 through 12 in Elizabeth City, North Carolina, drawing students from eight rural northeastern North Carolina counties. Now in its eleventh year, the school uses a STEM-focused instructional model built on design thinking, project-based learning, standards-based grading, work-based learning, and career pathways in Aviation, Advanced Manufacturing, Computer Science, and Health Science. Dual enrollment begins in ninth grade.

As of October 14, 2026, NEAAAT enrolls 744 students (377 male, 367 female) on one campus.

Students of a race or ethnicity other than White, not of Hispanic origin, total 266, or 35.75% of enrollment

For Title I eligibility purposes, 352 of 761 resident children (46.25 percent) are identified as low income, based on direct certification data collected May 15, 2026. Students with disabilities, economically disadvantaged students, and students experiencing homelessness are served through the schoolwide program alongside all other students.

Instruction runs from August through May, beginning at 8:15 a.m. and releasing at 3:30 p.m., with half-day Fridays that create protected time for professional development and collaborative planning. Middle grades students receive Math, Humanities, Science, Design Thinking, an elective, and a daily Flight intervention or acceleration period; class periods average 70 minutes. High school operates on an A/B schedule with four core classes and an intervention or acceleration period Monday through Thursday. All classes are heterogeneously grouped, and students who qualify for exceptional children's services receive specially designed instruction according to their Individualized Education Program.

School leadership includes the Chief Executive Officer, Chief Finance Officer, Principal, Assistant Principals, Director of Compliance, Testing, Exceptional Children's and Federal Programs, Director of STEM, Director of Communication and Culture, Student Engagement, counselors, a school nurse, and a school resource officer. Classroom coaches, exceptional children's coaches and coach assistants, instructional coaches, interventionists, and a Success Coach deliver instruction. Contracted related-service providers provide occupational therapy, physical therapy, speech services, and psychological testing.

B. Comprehensive Needs Assessment

NEAAAT earned an overall School Performance Grade of C for 2025-2026, with an achievement score of 62.1 and a growth score of 50.0. Overall proficiency rose 3.0 percentage points to 57.3 percent grade-level proficient (GLP), and college-and-career-ready performance rose 1.4 points to 31.3 percent, reversing the prior year's decline. The district did not meet academic growth in any tested area or subgroup, and mathematics in grades 5-8 declined. Four of 21 long-term goals were met.

Process and data reviewed

The needs assessment examined end-of-grade and end-of-course results, EVAAS growth indices, School Performance Grades by subgroup, grade-level and subject-level proficiency, ACT results, long-term goal attainment, internal standards-mastery data, discipline data, attendance and course-completion data, at-risk identification records, and the measured results of each federally funded strategy used in 2025-2026. Stakeholders participated through federal programs meetings held October 9, 2025, January 27, 2026, February 11, 2026, and February 12, 2026, and through parent and staff surveys, the Parent Advisory Council, the School Improvement Team, and the Core Team Leads.

Three-year performance trend

2025-2026 School Performance Grade by subgroup

Counts for American Indian, Asian, and English learner student were insufficient for reporting.  

Areas of strength

• English II proficiency improved from 52.2 to 70.2 percent GLP, the largest single-year gain in any tested subject; Black students outperformed the school average at 76.0 percent.
• NC Math 3 reached 88.1 percent GLP, with strong subgroup results (White 90.9 percent, Black 83.3 percent, economically disadvantaged 81.5 percent).
• Science in grades 5 and 8 improved from 59.2 to 69.7 percent GLP.
• Middle grades reading improved for the first time in three years, from 54.5 to 58.3 percent GLP.
• The four-year cohort graduation rate remained above 95 percent, including above 95 percent for students with disabilities, and more than 95 percent of graduates met the advanced math requirement.
• Economically disadvantaged students posted the strongest subgroup gain, rising 4.3 points in overall GLP to 49.4 percent.
• Grade 5, NEAAAT's entry year, improved to 59.0 percent GLP and 32.7 percent CCR.

Areas of continued need

• Academic growth was not met for all students, for every reportable subgroup, and in both reading and math. The composite EVAAS growth index was -14.71, with math at -13.36 and reading at -4.33. This is the highest-priority finding.
• Mathematics in grades 5-8 declined to 43.1 percent GLP, with 56.9 percent of scores not proficient, and every subgroup declined. Grade 8 NC Math 1 fell to 36.5 percent GLP.
• Students with disabilities received a School Performance Grade of F, with 20.1 percent GLP and 7.8 percent CCR across all subjects and 13.3 percent GLP in math. This subgroup did not improve across two consecutive years and is the subgroup driving NEAAAT's Targeted Support and Improvement identification.
• The 2025-2026 grade 6 cohort, now grade 7, replaced grade 5 as the lowest-performing grade at 44.4 percent GLP and 55.6 percent not proficient. The cohort needs to move forward with the students rather than resolving.
• ACT results declined across every subtest. Students meeting all four benchmarks fell to 10.0 percent, with math at 20.0 percent and science at 17.5 percent.
• Black students (performance score 47) and Hispanic students (41) remain significantly behind. Black students met none of their twelve reading and math long-term goals.
• Intervention began November 13, 2025, rather than in the first instructional month, and the district spent only 45 percent of the budgeted interventionist allocation. This was the second consecutive year in which a late start compressed the intervention window.

Prioritized needs for 2026-2027

1. Restore expected academic growth across all grades and subgroups.
2. Reverse the decline in mathematics proficiency and growth in grades 5-8, with Grade 8 NC Math 1 as the most urgent case.
3. Close the achievement gap for students with disabilities by mapping specially designed instruction explicitly to unmastered grade-level standards.
4. Extend the intervention model that succeeded at grade 5 forward with the grade 7 cohort, and address the cross-subject grade 7 performance dip.
5. Strengthen universal screening with a defined progress-monitoring cycle and required data conferences after each screening window.
6. Increase delivered standard-mastery tutoring hours, with priority assignment to grades 6-8 mathematics and to students with disabilities.
7. Begin screening and intervention in the first instructional month and monitor delivery for fidelity.
8. Rebuild ACT readiness through sustained, ACT-aligned support across grades 9-11 rather than a single intensive, and add in-house tutoring for dual enrollment mathematics.
9. Close persistent subgroup gaps for Black, Hispanic, and economically disadvantaged students.
10. Sustain and accelerate reading gains in middle and high school.
11. Increase teacher capacity through professional development tied to mathematics instruction in grades 6-8, specially designed instruction and differentiation, and use of screening data.
12. Maintain beginning teacher retention and development in a rural charter setting where recruitment and retention are persistent challenges.
13. Provide social-emotional learning materials to address documented social, emotional, and behavioral needs.
14. Continue family engagement programming and Parent and Family Engagement compliance.
15. Continue well-rounded education, dual enrollment access, and postsecondary preparation aligned to the NEAAAT Portrait of a Graduate.

C. Instructional Program and School wide Reform Strategies

NEAAAT delivers a standards-based instructional program to all students in grades 5-12 and layers supplemental and intensive support on top of core instruction through a multi-tiered system of support. Coaches meet weekly in Professional Learning Communities to analyze standards-based grading dashboards, benchmark data, and formative and summative assessment data; adjust core instruction; plan differentiation; and form intervention groups.

How students in need support are identified

• Universal screening in reading and mathematics through Edmentum Exact Path
• Coach observation of student performance and class assessments
• Standards-based grading reports and standards-mastery data
• EOG, EOC, and NC Check-In results
• ACT and PreACT results
• Course grades, Not Demonstrated status, and assignment completion rates
• Attendance data and discipline records
• Personalized Education Plan status and identified social, emotional, or behavioral need

School wide reform strategies for 2026-2027

• Universal screening with a defined progress-monitoring cycle. All grade 5 and 6 students are screened in reading and mathematics and receive individualized learning paths; screening is used as a targeted tool in grades 7 and 8. For 2026-2027, screening is administered under a defined protocol with monitored devices, followed by required data conferences after each window and documented instructional adjustments, so that screening data drives instructional change within days.
• Early, monitored intervention delivery. Screening and intervention begin in the first instructional month rather than in November. Deliver skill recovery through individualized learning paths during the daily intervention period and through invite-only Math Leap and Reading Leap after school programs, with delivery monitored against the budgeted allocation.
• Interventionist-led small-group instruction. Interventionists deliver small-group remedial and supplemental instruction in reading and mathematics in grades 5-8 during daily intervention blocks. In mathematics, remediation is paired with grade-level standard support rather than delivered in isolation.
• Co-Pilot standard-mastery tutoring. Tutoring is mapped to specific unmastered standards rather than to general subject support. For 2026-2027, coaching time moves from discretionary to scheduled, with priority assignment to grades 6-8 mathematics and to students with disabilities.
• Success Coaching. Individual coaching in goal setting, organization, executive functioning, and academic persistence for students identified as at risk. The caseload extends to middle grades students in 2026-2027 and adds targeted support for elective-course completion.
• Specially designed instruction mapped to standards. Exceptional children's coaches deliver specially designed instruction in general education and special education settings according to each student's IEP, explicitly mapped to unmastered grade-level standards.
• School wide literacy expectations. A standing literacy team of trained ELA and EC coaches maintains school wide literacy non-negotiables: all writing in complete sentences, work edited and spell-checked before submission, vocabulary taught for all standards, and a text used for instruction in every project-based learning unit.
• Extended day and extended year programming. After school programming, summer grade-level skills instruction with EOG and EOC retesting, and summer credit and promotion recovery.
• Project-based learning and standards-based grading. Students apply content skills through project-based units, receive actionable feedback within 72 hours, and use rubrics to measure understanding and application of grade-level standards.
• Continuous Improvement Model. Students set goals based on their own data, develop strategies to meet them, and reflect and adjust every three weeks.
• Enriched and accelerated curriculum. Dual enrollment beginning in grade 9, career pathways in Aviation, Advanced Manufacturing, Computer Science, and Health Science, internships and work-based learning, and electives including Bio-Tech, Wellness, and Coding.

D. School wide Goals, Strategies, and Funding Sources

The following measurable goals were adopted for 2026-2027 based on the Comprehensive Needs Assessment. Each goal applies to all students and to each reportable subgroup.

E. Instruction by Effective, Qualified Staff and Professional Development

Staff qualifications, recruitment, and retention

More than 60 percent of NEAAAT's instructional staff hold North Carolina teaching licenses. Staff who do not hold a current license have documented experience in or advanced knowledge of the subject area they teach. All candidates interview and teach a model lesson with NEAAAT students before hire.

NEAAAT recruits at college and university job fairs in North Carolina and across the eastern seaboard and posts openings through multiple channels. Retention strategies include the Beginning Teacher and New to NEAAAT Mentor Program, tuition and certification reimbursement for beginning teachers, a competitive local supplement, extensive professional learning, and coach leadership opportunities.

In 2025-2026, we served 17 beginning teachers through mentoring, monthly professional development, tuition reimbursement, and a professional lending library, with weekly mentor check-ins. Eleven of the seventeen returned for 2026-2027. The 2026-2027 target is 90 percent or greater beginning teacher retention, and beginning teacher professional development is tied explicitly to the instructional practices the growth data implicates.

Parents may request information about the professional qualifications of their student's classroom coaches and of paraprofessionals providing services to their child. Parents receive timely notice if their student is taught for four or more consecutive weeks by a teacher who does not meet applicable state certification or licensure requirements for the assigned grade level or subject.

Professional Development for 2026-2027

Title I professional development funds support targeted initiatives in literacy, mathematics, and differentiated instruction, selected to address the needs identified in the Comprehensive Needs Assessment.

• Literacy. Training on cross-curricular reading and writing expectations, equipping staff with strategies for explicit vocabulary instruction, standardized grade-level organizers, higher-order questioning, and building student reading stamina within project-based learning environments. 
• Mathematics. Data-driven practices addressing skill gaps, including small-group instruction, Number Talks, peer tutoring, error analysis, self-paced modules, interactive workshops, and spiraled reteaching, with ongoing coaching to integrate High-Leverage Practices and Universal Design for Learning into inclusive classrooms.
• Differentiation and inclusive practice. A tiered professional learning series on differentiation for learning, integrating High-Leverage Practices and Universal Design for Learning, with additional professional learning opportunities and instructional coaching as student data dictates.
• Use of data. Professional development on reading screening results and standards-based grading dashboards to adjust instruction, supporting the required post-screening data conferences.

Professional development is delivered in the summer, on half-day Fridays, and on coach workdays. Required annual training covers bloodborne pathogens, medical training, McKinney-Vento, foster care, record retention, Title I and federal programs, sex offender notification, and human trafficking. The Instructional Team surveys coaches twice a year, and beginning teachers more frequently, to determine professional development needs; it also uses walk-through data to identify needs. Coach leadership is developed through year-long Core Team Lead training, Coach Academy participation, and ongoing leadership coaching for administrators.

F. Parent and Family Engagement

NEAAAT maintains a written Parent and Family Engagement Policy, adopted as Board Policy 2.07, which is developed with and agreed upon by parents, distributed annually, and posted on the school website at northeastacademy.org under Quick Links, Our Teams, Federal Programs, Parent and Family Engagement Policy. The school develops a school-parent compact outlining the shared responsibilities of the school, parents, and students, and distributes it each year.

NEAAAT reserves not less than one percent of its Title I-A allotment for parent and family engagement activities, and parents are involved in deciding how those funds are used. The FY27 parent and family engagement set-aside is $1,089.05.

Annual meeting and annual evaluation

Each year NEAAAT invites parents of participating students to a meeting to explain parental rights, describe the program and activities funded with Title I funds, and gather input on the Title I program and the engagement policy. The meeting also addresses barriers to participation, what parents need in order to support their children's learning, and strategies for successful school-family interaction. Parents have a meaningful opportunity each year to evaluate the content and effectiveness of the Title I program and of the parent and family engagement policy, and the results are used to revise both.

Engagement activities

• Monthly Title I family education events, in person and virtual, on topics including standards-based grading, EOG and EOC preparation, the design thinking process, transition to high school, dual enrollment at College of The Albemarle and Elizabeth City State University, FAFSA and college application support, and learning portfolios
• Open house at the start of the year and the annual Exhibition on Learning, where families view their student's end-of-year learning portfolio presentation
• Student-led conferences twice a year and the Summer Bridge transition program for rising students
• The NEAAAT app, which gives families real-time access to student progress, plus report cards every nine weeks and a weekly newsletter by email and social media
• Invitations to participate in developing a Personalized Education Plan when a student is experiencing academic or behavioral difficulty
• Parent participation on the School Improvement Team, the Parent Advisory Council, and the Family and Community Engagement Team, and in federal programs stakeholder meetings
• Biannual parent surveys, live streamed Board of Directors meetings, classroom and event volunteer opportunities, and access to IndiStar on the school website for School Improvement Team agendas, minutes, and strategy results

In 2025-2026, NEAAAT documented approximately 28 family events with more than 1,300 logged participants, and 91 percent of families participated in at least one school event. Satisfaction ratings at surveyed events ranged from 98.8 to 100 percent.

Notices provided to parents

• The annual school report card, including achievement and graduation data in the aggregate and disaggregated by subgroup, performance compared with the state, assessment participation, per-pupil expenditures, and teacher qualifications
• The right to request information on the professional qualifications of classroom coaches and paraprofessionals, and notice when a student is taught for four or more consecutive weeks by a teacher who does not meet state certification or licensure requirements
• Annual notice of the parent and family engagement policy, parents' right to be involved, and opportunities for involvement
• Information on each required state and school assessment, organized by grade level, including the subject assessed, the purpose and source of the requirement, the time students will spend testing, the testing schedule, and when and how results are reported
• The right to request information regarding student participation in state-required assessments

Notices are provided in an understandable and uniform format and, to the extent practicable, in a language parents can understand. NEAAAT assists parents who have disabilities, who are economically disadvantaged, who have limited English proficiency, who are migratory, or whose circumstances otherwise affect participation.

G. Student Supports, Behavior, and Transitions

Supports beyond the academic subjects

NEAAAT provides counseling through middle grades and high school counselors, Success Coaching in goal setting and executive functioning, wellness coaching, mentoring, and specialized instructional support services. NEAAAT funds social-emotional learning materials for 2026-2027 to address the social, emotional, and behavioral needs documented in at-risk identification, based on the finding that uncorrected attendance, behavioral, and social-emotional barriers predictably lead to course failure.

Students are identified as at risk based on failing or Not Demonstrated status in one or more courses, incomplete assignments, poor attendance, lack of standards mastery, Personalized Education Plan status, or identified social, emotional, or behavioral need. In 2025-2026, these students received interventionist small-group instruction, Success Coaching, Co-Pilot standard-mastery tutoring, summer grade-level instruction with retesting, summer credit recovery, and ACT preparation.

Tiered behavior supports

NEAAAT operates a schoolwide tiered model to prevent and address problem behavior and uses the Educator's Handbook to track and analyze behavior data. In 2025-2026, the school recorded 312 minor incidents and 248 major office referrals. The school used alternatives to out-of-school suspension, including face-to-face acknowledgments, parent outreach, silent lunches, and loss of privileges, in 100 percent of minor incidents and 71 percent of major office referrals; overall, more than 87 percent of disciplinary incidents were addressed through non-exclusionary practices.

Risk ratio analysis identified disproportionality for students with IEPs (2.99, against 0.33 for students without IEPs), Hispanic students (1.86), multiracial students (1.37), and male students (3.42). In response, NEAAAT leverages its Improvement Team, a joint MTSS and School Improvement Team, together with Core Team Leads, the Guidance Department, and the Professional Coach. As a Targeted Support and Improvement school, NEAAAT strategically emphasizes student engagement, pairing differentiated instruction with staff coaching on classroom management, PBIS, a school social-emotional learning program, and restorative practices. The PBIS framework continues to expand through quarterly behavior celebrations, spontaneous recognition, targeted middle and high school incentive structures, and schoolwide social-emotional learning goals.

Students experiencing homelessness and students in foster care.

Title I funds are set aside to support students identified as homeless, separate from McKinney-Vento funds. The FY27 set-aside is $2,500.00 and may be used for excess transportation, school supplies, and tutoring. The set-aside amount is based on the current number of students who qualify for McKinney-Vento services, past eligibility trends, and past expenditures. As a charter school, NEAAAT provides regional bus stops, which increases transportation needs; probable needs for mobile hot spots, breakfast foods, and school supplies were also considered, as was the availability of other funding sources. In 2025-2026, the transportation line was fully expended across ten months of the school year for an identified student.

The Homeless Liaison and the Foster Care Point of Contact is Carolyn Walton, Director of Compliance and Testing (carolynwalton@northeastacademy.org). NEAAAT coordinates foster care transportation with the Department of Social Services point of contact.

Transitions

NEAAAT serves grades 5-12 and does not operate or coordinate with a preschool program; transition work therefore focuses on grade-to-grade, middle-to-high-school, and high-school-to-postsecondary transitions.

• Next-level coaches visit with students at the end of the year to set expectations for the following level
• Back-to-school events near the start of the year address the issues of the recent transition into high school from the middle grades
• Prospective students and their families attend high school visitation events, and middle grades representatives visit the high school
• Students are provided alternatives including early college coursework, advanced placement, and college-preparatory courses, and opportunities for dual enrollment with an institution of higher education
• Representatives from institutions of higher education visit for specially planned events for prospective students and their families
• Career development counseling is provided, and students receive assistance in pursuing tuition assistance
• NEAAAT coordinates with business and community partners to provide access to job internships, building skills and developing possible opportunities for gaining college credits relevant to a career path
• The Summer Bridge program supports rising students entering NEAAAT, and open house, parent education events, service-learning requirements, and portfolio development support transitions at every level

H. Use and Coordination of Funds

FY 27 Title I-A funds

NEAAAT serves one school, which operates a school wide program. NEAAAT does not consolidate federal, state, and local funds under the school wide authority; it budgets and tracks each program's funds separately. No Title I funds are placed in an unbudgeted reserve, and no funds are set aside for Comprehensive Support and Improvement schools. Title I-A funds support the interventionist position, extended-day and extended-year instruction, standard-mastery tutoring, professional development, family engagement activities, transportation and supplies for students experiencing homelessness, and instructional materials.

NEAAAT also receives Title II (PRC 103) for the Beginning Teacher and Mentor Program, tuition and certification reimbursement, and professional development; Title IV (PRC 108) for dual enrollment tuition, college and career preparation, and well-rounded education; and RLIS/SRSA (PRC 109) for screening and intervention software and extended day and year instruction.

Coordination and integration

NEAAAT coordinates and integrates federal, state, and local funds to maximize the effectiveness of instruction, intervention, and program initiatives. The Instructional Team, Support Team, School Improvement Team, and Administrative Team, including coach representatives, together determine instructional needs and funding priorities. All teams and stakeholders can provide input through meetings and surveys, and the annual budget reflects that input. The school schedules and organizes existing resources, including instructional software, to serve at-risk students as efficiently as possible within available time and resource allotments. Where appropriate, the plan is coordinated with other federal, state, and local services and programs, including child nutrition, exceptional children's services, McKinney-Vento services, foster care services, and community and business partnerships.

Supplement, not supplant

NEAAAT complies with the Title I supplement, not supplant requirement. NEAAAT uses federal grant funds received under Title I exclusively to supplement, not supplant, the state and local resources that cover foundational, core operational costs and general educational programming for all students. Federal funds provide additive, targeted instructional interventions, supplemental professional development, and extra student support services. As a single-school LEA, NEAAAT meets the requirement by allocating all state and local funds it would otherwise use for the education of students in the absence of such federal funds, so that the school receives all the state and local funds it would otherwise receive if it were not receiving assistance under this part.

Comparability and school report cards

Comparability requirements do not apply to NEAAAT as a single-school charter LEA. NEAAAT ensures that the annual LEA and school report cards are distributed to parents and families in an understandable language and format, and distributes them both directly and indirectly in compliance with Title I requirements.

I. Monitoring, Evaluation, and Annual Review

This plan remains in effect for the duration of NEAAAT's participation in the school wide program and is regularly monitored and revised as necessary so that all students are provided opportunities to meet the challenging state academic standards.

Ongoing monitoring during the year

• Weekly Professional Learning Community review of standards-based grading dashboards, benchmark data, and formative and summative assessment results
• Required data conferences following each universal screening window, with documented instructional adjustments
• Progress monitoring of students receiving intervention, including matched pre- and post-assessment data
• Monthly review of intervention delivery against the budgeted allocation, so that a compressed intervention window is identified and corrected during the year rather than after it
• Improvement Team review of behavior, attendance, and course-completion data
• Walk-through data collected by the Instructional Team
• Quarterly review of federal program expenditures against the approved budget

Annual evaluation

At the end of each school year, NEAAAT evaluates the plan using state assessment data, EVAAS growth results, School Performance Grades by subgroup, internal standards-mastery data, program participation and outcome records, and perception data from parent and staff surveys. The Comprehensive Needs Assessment evaluates each federally funded strategy against its outcomes and documents the results, which open the next planning cycle. Strategies that did not produce results are revised, redesigned, or discontinued; the FY27 changes to screening administration, intervention start date, tutoring scheduling, and Success Coach caseload all came from that review of 2025-2026 results.

Parents evaluate the content and effectiveness of the Title I program and the parent and family engagement policy each year, and the School Improvement Team, Instructional Team, Administrative Team, and Board of Directors review progress toward the goals in Section D. Revisions are made with the same stakeholder groups that developed the plan, and the revised plan is reposted on the school website.

J. Plan Development, Availability, and Contacts

Who developed this plan?

This plan was developed with timely and meaningful consultation with teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, administrators including administrators of other programs described in this title, and parents of children served under this title. Consultation was coordinated with other programs serving students, including IDEA and Carl D. Perkins. Stakeholder meetings were held on October 9, 2025, January 27, 2026, February 11, 2026, and February 12, 2026, and further input was gathered through parent and staff surveys, the Parent Advisory Council, the School Improvement Team, the Family and Community Engagement Team, the Student Government, and the Core Team Leads.

Related plans and documents

• NEAAAT Strategic Plan
  
• Parent and Family Engagement Policy (Board Policy 2.07), posted at northeastacademy.org under Quick Links, Our Teams, Federal Programs
• NEAAAT-Family- Student Compact
• FY27 Comprehensive Needs Assessment and FY27 Goals and Strategies
• NEAAAT School Report Card and state assessment results
• School Improvement Team agendas, minutes, and strategy results, available through IndiStar on the school website

Availability

This plan is available to the LEA, to parents, and to the public. It is posted on the NEAAAT website in an understandable and uniform format. Printed copies are available at the school office on request. To the extent practicable, the plan and related notices are provided in a language parents can understand; families who need the plan in another language or in an alternate format may contact the school.

Contact

Carolyn Walton, Director of Compliance and Testing, Federal Programs, Homeless Liaison, and Foster Care Point of Contact, Northeast Academy for Aerospace and Advanced Technologies, PO Box 2889 or 1413 West Ehringhaus Street, Elizabeth City, NC 27906 carolynwalton@northeastacademy.org