Bill Text: NC H1875 | 2010 | Regular Session | Amended
Bill Title: Early Identif. & Interv. for At-Risk Students
Spectrum: Moderate Partisan Bill (Democrat 20-5)
Status: (Introduced - Dead) 2010-05-20 - Ref To Com On Education [H1875 Detail]
Download: North_Carolina-2010-H1875-Amended.html
GENERAL ASSEMBLY OF NORTH CAROLINA
SESSION 2009
H 1
HOUSE BILL 1875*
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Short Title: Early Identif. & Interv. for At‑Risk Students. |
(Public) |
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Sponsors: |
Representatives Parmon, Bryant, Hurley, Current (Primary Sponsors); M. Alexander, Bell, Cotham, Dollar, Faison, Farmer‑Butterfield, Fisher, E. Floyd, Gill, Glazier, Harrison, Hughes, Insko, Lucas, Mobley, Pierce, Randleman, Ross, Tarleton, Wainwright, and Womble. |
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Referred to: |
Education. |
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May 20, 2010
A BILL TO BE ENTITLED
AN ACT to require Local school administrative units to identify students at risk of academic failure and not successfully progressing toward graduation no later than the fourth grade and to provide personal education plans for those students, and to require local school ADMINISTRATIVE units to REPORT Annually to the state board of education on the strategies and success of focused intervention for those students, as recommended by the joint legislative commission on dropout prevention and high school graduation.
The General Assembly of North Carolina enacts:
SECTION 1. G.S. 115C‑105.41 reads as rewritten:
"§ 115C‑105.41. Students who have been placed at risk of academic failure; personal education plans.
Local school administrative units shall identify students who
are at risk for academic failure.failure and who are not successfully
progressing toward grade promotion and graduation, beginning no later than the
fourth grade. Identification shall occur as early as can reasonably be done
and can be based on grades, observations, State assessments, and other factors,
including reading on grade level, that impact student performance that
teachers and administrators consider appropriate, without having to await the
results of end‑of‑grade or end‑of‑course tests. No
later than the end of the first quarter, or after a teacher has had up to nine
weeks of instructional time with a student, a personal education plan for
academic improvement with focused intervention and performance benchmarks shall
be developed or updated for any student at risk of academic failure who is not
performing at least at grade level, as identified by the State end‑of‑grade
test and other factors noted above. Focused intervention and accelerated
activities should include research‑based best practices that meet the
needs of students and may include coaching, mentoring, tutoring, summer school,
Saturday school, and extended days. Local school administrative units shall
provide these activities free of charge to students. Local school
administrative units shall also provide transportation free of charge to all
students for whom transportation is necessary for participation in these
activities.
Local school administrative units shall give notice of the personal education plan and a copy of the personal education plan to the student's parent or guardian. Parents should be included in the implementation and ongoing review of personal education plans.
Local school administrative units shall report annually to the State Board of Education on the progress of identified students, including data on success or failure of students to meet performance benchmarks, and types of focused intervention employed by the local school administrative unit to implement personal education plans.
No cause of action for monetary damages shall arise from the failure to provide or implement a personal education plan under this section."
SECTION 2. This act is effective when it becomes law.
