Bill Text: NC H921 | 2015-2016 | Regular Session | Amended

North Carolina House Bill 921 (Prior Session Legislation)

Bill Title: Educational Opp. for People W/Disabilities

Spectrum: Slight Partisan Bill (Democrat 17-7)

Status: (Introduced - Dead) 2015-04-20 - Ref To Com On Appropriations [H921 Detail]

Download: North_Carolina-2015-H921-Amended.html

GENERAL ASSEMBLY OF NORTH CAROLINA

SESSION 2015

H 1

HOUSE BILL 921

Short Title: Educational Opp. for People W/Disabilities.		(Public)
Sponsors:	Representatives L. Johnson, Glazier, Malone, and Avila (Primary Sponsors). For a complete list of Sponsors, refer to the North Carolina General Assembly Web Site.
Referred to:	Appropriations.

April 20, 2015

A BILL TO BE ENTITLED

AN ACT to enhance educational opportunities for students with disabilities.

The General Assembly of North Carolina enacts:

PART I. ELEMENTARY AND SECONDARY EDUCATION

DPI STUDY/IMPROVE OUTCOMES FOR STUDENTS WITH DISABILITIES

SECTION 1.1.(a) The Department of Public Instruction shall study and recommend methods and potential policy changes to the State Board of Education for improving the outcomes for elementary and secondary students with disabilities, including raising the graduation rates, providing more outcome‑based goals, creating greater access to career‑ready diplomas, increasing integration of accessible digital learning options, and providing earlier and improved transition services planning. The Department of Public Instruction shall do at least the following toward achieving the goals set forth in this section:

(1) Examine current Individualized Education Program (IEP) requirements and develop reforms with greater focus on outcome‑based goals for students with disabilities.

(2) Solicit input and bring together stakeholders and other interested parties to develop policies on transition services plans for students with disabilities from elementary to middle school, middle to high school, and high school to postsecondary education and for employment opportunities and adult living options.

(3) Solicit input and bring together stakeholders to create accessible ways for students with IEPs to access the Future Ready Core Course of Study in more significant numbers as a viable option to the Occupational Course of Study.

(4) Examine model programs that may be employed by local school administrative units aimed at increasing the graduation rate and school performance of students with disabilities.

SECTION 1.1.(b) It is the intent of the General Assembly to make funds available in the 2015‑2017 fiscal biennium to the Department of Public Instruction to (i) implement the methods for improving outcomes for children with disabilities developed in accordance with subsection (a) of this section and (ii) provide technical assistance to local school administrative units to establish model programs aimed at increasing the graduation rate and school performance of students with disabilities.

SECTION 1.1.(c) By November 15, 2015, and annually thereafter, the Department of Public Instruction shall report to the State Board of Education and the Joint Legislative Education Oversight Committee on the progress of the Department in developing and implementing (i) IEP reforms, (ii) transition planning policies, (iii) increased access to Future Ready Core Course of Study for students with disabilities, and (iv) model programs for use by local school administrative units to improve graduation rates and school performance of students with disabilities.

INCREASE FUNDING FOR CHILDREN WITH DISABILITIES

SECTION 1.2.(a) There is appropriated from the General Fund to the Department of Public Instruction the sum of six million nine hundred twenty‑three thousand two hundred eighty‑six dollars ($6,923,286) for the 2015‑2016 fiscal year and the sum of fourteen million seventy‑seven thousand one hundred fifty‑four dollars ($14,077,154) for the 2016‑2017 fiscal year to provide a one percent (1%) increase in funding for children with disabilities in each fiscal year.

SECTION 1.2.(b) For the 2015‑2016 fiscal year, the State Board of Education shall allocate additional funds for children with disabilities on the basis of three thousand nine hundred sixty‑six dollars and twenty‑four cents ($3,966.24) per child. Each local school administrative unit shall receive funds for the lesser of (i) all children who are identified as children with disabilities or (ii) twelve and one‑half percent (12.5%) of its 2015‑2016 allocated average daily membership in the local school administrative unit.

SECTION 1.2.(c) For the 2016‑2017 fiscal year, the State Board of Education shall allocate additional funds for children with disabilities on the basis of four thousand nine hundred five dollars and ninety cents ($4,005.90) per child. Each local school administrative unit shall receive funds for the lesser of (i) all children who are identified as children with disabilities or (ii) twelve and one‑half percent (12.5%) of its 2016‑2017 allocated average daily membership in the local school administrative unit.

SECTION 1.2.(d) The dollar amounts allocated under this section for children with disabilities shall also adjust in accordance with legislative salary increments, retirement rate adjustments, and health benefit adjustments for personnel who serve children with disabilities.

PART II. POSTSECONDARY EDUCATION

PARTNERSHIPS FOR IDENTIFYING AND PROMOTING EXCELLENCE IN POSTSECONDARY OPTIONS FOR PEOPLE WITH DISABILITIES

SECTION 2.1.(a) There is appropriated from the General Fund to the Board of Governors of The University of North Carolina the sum of six hundred thousand dollars ($600,000) for the 2015‑2016 fiscal year and the sum of six hundred thousand dollars ($600,000) for the 2016‑2017 fiscal year. These funds shall be used by the Carolina Institute for Developmental Disabilities, in collaboration with the North Carolina Postsecondary Education Alliance, for the work of the Alliance's three regional Partnerships for Identifying and Promoting Excellence in Postsecondary Education for People with Intellectual and/or Developmental Disabilities.

The purpose of these partnerships is to build capacity for the expansion of postsecondary options for students with intellectual and/or developmental disabilities in order to improve their short‑ and long‑term outcomes. Powers of the Partnerships include, but are not limited to, demonstrating innovative approaches for the education of people with disabilities, providing technical assistance to postsecondary institutions and programs, and making recommendations for the sustainability of these programs.

INTERAGENCY ASSESSMENT OF AND PLANS FOR IMPROVING POSTSECONDARY OPTIONS FOR PEOPLE WITH DISABILITIES

SECTION 2.2. The Department of Health and Human Services, Division of Mental Health, Developmental Disabilities, and Substance Abuse Services, with the assistance of the Department of Health and Human Services, Division of Vocational Rehabilitation and Division of Social Services, the Department of Public Instruction, The University of North Carolina, and the North Carolina Community College System, and in consultation with the North Carolina Postsecondary Education Alliance, community stakeholders, and other interested parties, shall:

(1) Assess gaps and system needs to support transitions of people with disabilities to adulthood.

(2) Develop a program and fiscal policies to expand and sustain postsecondary education and employment opportunities for people with disabilities.

(3) Plan and implement approaches to public awareness about postsecondary education and employment for people with disabilities.

(4) Plan and implement joint policies and common data indicators for tracking the outcomes of people with disabilities after leaving high school.

(5) Consider options for technology to link agency databases.

The Division of Mental Health, Developmental Disabilities, and Substance Abuse Services shall report to the Joint Legislative Education Oversight Committee and the Joint Legislative Oversight Committee on Health and Human Services by November 15, 2015, and annually thereafter through November 15, 2017, on the implementation of this section.

FINANCIAL ASSISTANCE FOR POSTSECONDARY EDUCATION

SECTION 2.3. The State Education Assistance Authority shall study strategies for ensuring that the State system of financial assistance for postsecondary education is fully available to assist qualified students with disabilities who are enrolled in certificate‑based, approved university programs developed for them. The Authority shall report to the Joint Legislative Education Oversight Committee and the Joint Legislative Oversight Committee on Health and Human Services by March 15, 2016, on the results of this study.

PART III. EFFECTIVE DATE

SECTION 3.1. This act becomes effective July 1, 2015.