Golden LEAF Schools Initiative

The Golden LEAF Schools Initiative is a major school improvement and funding program administered by the North Carolina Department of Public Instruction in partnership with the Golden LEAF Foundation. The Golden LEAF Foundation is a nonprofit organization established to manage funds from the national tobacco settlement and has focused its efforts on strengthening rural and economically distressed communities across North Carolina. Through its grantmaking and collaborative initiatives, the foundation has supported workforce development, education, and economic growth, making it a significant driver of regional advancement within the state. The initiative is designed to support a network of twenty middle schools in rural North Carolina by implementing Marzano’s High Reliability Schools framework. This model provides a structured, five-level approach to improving school performance, beginning with establishing a safe and supportive environment and progressing toward competency-based education systems. The program emphasizes high-quality mathematics instruction, educator development, and data-driven decision-making to improve student outcomes. Schools are divided into two cohorts: Transformative Schools and Personalized Competency-Based Education, each receiving differentiated levels of support based on their readiness and needs. Funding under the initiative is delivered through a combination of direct financial support and in-kind resources. Schools in the Personalized Competency-Based Education cohort may receive up to 390400 in funding and resources, while Transformative Schools may receive significantly larger total support packages over a five-year period. Allowable uses include teacher stipends, substitute coverage, travel for professional learning, leadership incentives, and implementation of instructional resources. Additional support includes access to coaching, professional development, curriculum materials, and collaborative networking opportunities designed to sustain long-term improvement. Eligibility for the program is restricted to traditional public school units operating middle schools serving grades six through eight in rural counties classified as Tier 1 or Tier 2 based on economic status. Applicants must demonstrate readiness to engage with the High Reliability Schools model and commit to sustained participation throughout the grant period. This includes leadership commitments from district superintendents and principals, as well as the designation of a district implementation coordinator responsible for overseeing program execution and reporting requirements. The application process requires districts to complete and submit materials outlined in the Golden LEAF Schools Initiative Request for Proposals. Applications must be submitted electronically by 5 PM on February 18, 2026. Required components include detailed narrative responses describing district needs, leadership capacity, implementation strategies, and evaluation plans, along with assurance documents and supporting materials. Applicants must also participate in interviews as part of the review process and are encouraged to attend informational webinars and review guidance documents to strengthen their submissions. Proposals are evaluated through a structured, multi-tier review process that assesses alignment with program goals, readiness for implementation, and the potential for improving student outcomes. Selected schools will receive ongoing support, participate in continuous evaluation activities, and engage in collaborative learning networks throughout the program duration. The initiative operates on a multi-year timeline, with implementation extending across several academic years, reflecting a long-term commitment to sustainable school transformation and improved educational outcomes in rural North Carolina communities.

Strong applications demonstrate readiness for High Reliability Schools implementation, clear leadership commitment, alignment with program goals, and detailed plans for improving student outcomes particularly in mathematics