Bill Text: NC S928 | 2011-2012 | Regular Session | Amended
Bill Title: Repeal/Streamline DPI Reporting Requirements
Spectrum: Partisan Bill (Republican 2-0)
Status: (Introduced - Dead) 2012-06-28 - Ref To Com On Rules and Operations of the Senate [S928 Detail]
Download: North_Carolina-2011-S928-Amended.html
GENERAL ASSEMBLY OF NORTH CAROLINA
SESSION 2011
S 1
SENATE BILL 928
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Short Title: Repeal/Streamline DPI Reporting Requirements. |
(Public) |
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Sponsors: |
Senators Tucker (Primary Sponsor); and Hise. |
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Referred to: |
Rules and Operations of the Senate. |
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June 28, 2012
A BILL TO BE ENTITLED
AN ACT to streamline public school reporting requirements.
The General Assembly of North Carolina enacts:
local plans for academically or intellectually gifted students
SECTION 1. G.S. 115C‑150.7(d) reads as rewritten:
"(d) A plan shall remain in effect for no more
than three years; The local board of education shall review the plan at
least every three years; however, the local board may amend the plan as
often as it considers necessary or appropriate. Any changes to a plan shall be
submitted to the State Board of Education for its review and comments. The
local board shall consider the State Board's comments before it implements the
changes."
report on compliance with statute requiring personal education plans
SECTION 2. 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 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 certify that they
have complied with this section annually to the State Board of Education. The
State Board of Education shall periodically review data on the progress of
identified students and report to the Joint Legislative Education Oversight
Committee.
No cause of action for monetary damages shall arise from the failure to provide or implement a personal education plan under this section."
consolidation of reports on school discipline and school violence
SECTION 3. G.S. 115C‑12 reads as rewritten:
"§ 115C‑12. Powers and duties of the Board generally.
The general supervision and administration of the free public school system shall be vested in the State Board of Education. The State Board of Education shall establish policy for the system of free public schools, subject to laws enacted by the General Assembly. The powers and duties of the State Board of Education are defined as follows:
…
(21) Duty to Monitor Acts of School Violence. – The
State Board of Education shall monitor and compile an annual report on acts of
violence in the public schools. The State Board shall adopt standard
definitions for acts of school violence and shall require local boards of
education to report them to the State Board in a standard format adopted by the
State Board. The State Board shall submit its report on acts of violence in
the public schools to the Joint Legislative Education Oversight Committee by
March 15 of each year.
…
(27) Reporting Acts of School Violence, Dropout
Rates, Corporal Punishment, Suspensions, Expulsions, and Alternative
Placements. – The State Board shall report by March 15 of each year to the
Joint Legislative Education Oversight Committee on acts of violence in the
public schools reported by local boards of education and the numbers of (i)
students who have dropped out of school, been(ii) students subjected
to corporal punishment, been(iii) students suspended, been(iv)
students expelled, been(v) students reassigned for
disciplinary purposes, or beenand (vi) students provided
alternative education services. The data shall be reported in a disaggregated
manner, reflecting the local school administrative unit, race, gender, grade
level, ethnicity, and disability status of each affected student. Such data
shall be readily available to the public. The State Board shall not include the
number of students thatwho have been expelled from school
when calculating the dropout rate. The Board shall maintain a separate record
of the number of students who are expelled from school and the reasons for the
expulsion.
…."
consolidation of reports on innovative high school programs
SECTION 4.(a) Sections 7.19 and 7.21 of S.L. 2007‑323 are repealed.
SECTION 4.(b) Sections 7.32 and 7.52 of S.L. 2005‑276 are repealed.
SECTION 4.(c) G.S. 115C‑238.55 is repealed.
SECTION 4.(d) G.S. 115C‑12 is amended by adding a new subdivision to read:
"(26a) Duty to Report on the Success of the Career and College Promise Programs. – The State Board of Education, in collaboration with the Board of Governors of The University of North Carolina and the State Board of Community Colleges, shall evaluate the success of students in the following programs:
a. The cooperative innovative high school programs as provided by Part 9 of Article 16 of Chapter 115C of the General Statutes.
b. Academic transition pathways for qualified junior and senior high school students that lead to a career technical education certificate or diploma.
c. College transfer certificates requiring the successful completion of 30 semester credit hours of transfer courses, including English and mathematics, for qualified junior and senior high school students.
Success shall be measured by high school retention rates, high school completion rates, high school dropout rates, certification and associate degree completion, admission to four-year institutions, postgraduation employment in career-or study-related fields, and employer satisfaction of employees who participated in and graduated from the programs. The boards shall jointly report by January 15 of each year to the Joint Legislative Education Oversight Committee on the evaluation of these programs."
teacher preparation programs/performance report
SECTION 5. G.S. 115C‑296(b1) reads as rewritten:
"(b1) The State Board of Education shall develop a plan to provide a focused review of teacher education programs and the current process of accrediting these programs in order to ensure that the programs produce graduates that are well prepared to teach. The plan shall include the development and implementation of a school of education performance report for each teacher education program in North Carolina. The performance report shall include at least the following elements: (i) quality of students entering the schools of education, including the average grade point average and average score on preprofessional skills tests that assess reading, writing, math and other competencies; (ii) graduation rates; (iii) time‑to‑graduation rates; (iv) average scores of graduates on professional and content area examination for the purpose of licensure; (v) percentage of graduates receiving initial licenses; (vi) percentage of graduates hired as teachers; (vii) percentage of graduates remaining in teaching for four years; (viii) graduate satisfaction based on a common survey; and (ix) employer satisfaction based on a common survey. The performance reports shall follow a common format. The performance reports shall be submitted annually. The State Board of Education shall develop a plan to be implemented beginning in the 1998‑99 school year to reward and sanction approved teacher education programs and masters of education programs and to revoke approval of those programs based on the performance reports and other criteria established by the State Board of Education.
The State Board also shall develop and implement a plan for annual performance reports for all masters degree programs in education and school administration in North Carolina. To the extent it is appropriated, the performance report shall include similar indicators to those developed for the performance report for teacher education programs. The performance reports shall follow a common format.
Both plans for performance reports also shall include a
method to provide the annual performance reports to the Board of Governors of
The University of North Carolina, the State Board of Education, and the boards
of trustees of the independent colleges. The State Board of Education shall
review the schools of education performance reports and the performance reports
for masters degree programs in education and school administration each year
the performance reports are submitted. The State Board shall submit the
performance report for the 1999‑2000 school year to the Joint Legislative
Education Oversight Committee by December 15, 2000. Subsequent performance
reports shall be submitted to the Joint Legislative Education Oversight
Committee on an annual basis by October 1."
report on dwi vehicle forfeiture
SECTION 6. G.S. 115C‑276(t) is repealed.
report on funds for mentoring services
SECTION 7. Section 7.8 of S.L. 2008‑107, as amended by Section 1(b) of S.L. 2009‑305, is repealed.
report on disadvantaged student supplemental funding
SECTION 8.(a) Section 7.8(b) of S.L. 2005‑276 is repealed.
SECTION 8.(b) Section 7.8(b) of S.L. 2007‑323 is repealed.
MOre at four Yearly review
SECTION 9.(a) Section 7.17(c) of S.L. 2008‑107 is repealed.
SECTION 9.(b) Subsections (c) and (g) of Section 7.5 of S.L. 2010‑31 are repealed.
dropout prevention grant review
SECTION 10. Section 7.19(c) of S.L. 2010‑31 is repealed.
report on plant operation funding
SECTION 11. Section 7.18(b) of S.L. 2008‑107 is repealed.
REPORT ON PROFESSIONAL DEVELOPMENT PROGRAMS FOR PUBLIC SCHOOL EMPLOYEES
SECTION 12.(a) G.S. 115C‑12(26) is repealed.
SECTION 12.(b) G.S. 116‑11(12a) reads as rewritten:
"(12a) The Board of Governors of The University of
North Carolina shall implement, administer, and revise programs for meaningful
professional development for professional public school employees based upon
the evaluations and recommendations made by the State Board of Education under G.S. 115C‑12(26).employees.
The programs shall be aligned with State education goals and directed toward
improving student academic achievement. The Board of Governors shall submit to
the State Board of Education an annual report evaluating the professional
development programs administered by the Board of Governors."
report on BEHAVIORAL health services for the military
SECTION 13.(a) G.S. 115C‑12(38) is repealed.
SECTION 13.(b) G.S. 115C‑47(60) is repealed.
SECTION 13.(c) To ensure that the unique needs of students with immediate family members in the military are met, local boards of education shall collect and report to the State Board of Education by September 30, 2012, the following information for each school in the local school administrative unit:
(1) The number of students who have an immediate family member who has served in the reserve or active components of the Armed Forces of the United States since September 1, 2011.
(2) Whether during the relevant period the local school administrative unit employed at least one employee trained in the unique needs of children who have immediate family members in the military. An employee satisfies this requirement if the employee has received training on all of the following:
a. The number of children of members of the active or reserve components of the Armed Forces of the United States who live in the local school administrative unit.
b. Available curricula on military families.
c. The impact of deployments on the emotional and psychological well‑being of the children and families.
d. Potential warning signs of emotional and mental health disorders, substance use disorders, suicide risks, child maltreatment, or domestic violence.
e. Appropriate resources to which students and their families may be referred as needed.
f. Scholarships for after‑school and enrichment activities available through the United States Department of Defense, the National Guard, or the reserve components of the Armed Forces of the United States for the children of parents who are actively deployed.
(3) The frequency with which the employee described in subdivision (2) of this subsection provided training to school administrators, nurses, nurses aides, counselors, social workers, and other personnel in the local school administrative unit during the relevant period, and the number of staff trained.
The State Board of Education shall report no later than December 15, 2012, to the Joint Legislative Education Oversight Committee and to the House of Representatives and Senate Appropriations Subcommittees on Education on information submitted to it pursuant to this section relating to the needs of students with immediate family members in the military.
effective date
SECTION 14. This act becomes effective July 1, 2012.
