Bill Text: NC S168 | 2013-2014 | Regular Session | Amended
Bill Title: Clarify Education Reporting Requirements
Spectrum: Partisan Bill (Republican 4-0)
Status: (Passed) 2013-07-03 - Ch. SL 2013-226 [S168 Detail]
Download: North_Carolina-2013-S168-Amended.html
GENERAL ASSEMBLY OF NORTH CAROLINA
SESSION 2013
S 4
SENATE BILL 168
Education/Higher Education Committee Substitute Adopted 3/14/13
House Committee
Substitute Favorable 6/19/13
Fourth Edition Engrossed 6/20/13
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Short Title: Clarify Education Reporting Requirements. |
(Public) |
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Sponsors: |
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Referred to: |
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March 5, 2013
A BILL TO BE ENTITLED
AN ACT to eliminate unnecessary reports and clarify current education program requirements.
The General Assembly of North Carolina enacts:
PART I. REPEAL DISADVANTAGED STUDENT SUPPLEMENTAL FUNDING INITIATIVES REPORT
SECTION 1.(a) Section 7.8(b) of S.L. 2005‑276 reads as rewritten:
"SECTION 7.8.(b) Funds are appropriated in this act to evaluate the Disadvantaged Student Supplemental Funding Initiatives and Low‑Wealth Initiatives. The State Board of Education shall use these funds to:
(1) Evaluate the strategies implemented by local school administrative units with Disadvantaged Student Supplemental Funds and Low‑Wealth Funds and assess their impact on student performance; and
(2) Evaluate the efficiency and effectiveness of the technical assistance and support provided to local school administrative units by the Department of Public Instruction.
The State Board of Education shall report the results of
the evaluation to the Office of State Budget and Management, the Joint
Legislative Education Oversight Committee, and the Fiscal Research Division by
February 15, 2006, and by January 15 of each subsequent year."
SECTION 1.(b) Section 7.8(b) of S.L. 2007‑323 reads as rewritten:
"SECTION 7.8.(b) Funds are appropriated in this act to evaluate the Disadvantaged Student Supplemental Funding Initiatives and Low Wealth Initiatives. The State Board of Education shall use these funds to:
(1) Evaluate the strategies implemented by local school administrative units with Disadvantaged Student Supplemental Funds and Low Wealth Funds and assess their impact on student performance; and
(2) Evaluate the efficiency and effectiveness of the technical assistance and support provided to local school administrative units by the Department of Public Instruction.
The State Board of Education shall report the results of
the evaluation to the Office of State Budget and Management, the Joint
Legislative Education Oversight Committee, and the Fiscal Research Division by
January 15 of each year."
PART II. ELIMINATE STATE BOARD REPORT ON PERSONAL EDUCATION PLANS
SECTION 2. G.S. 115C‑105.41(a) reads as rewritten:
"(a) In order to implement Part 1A of Article 8 of this Chapter, 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 in kindergarten. Identification shall occur as early as can reasonably be done and can be based on grades, observations, diagnostic and formative assessments, 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 instructional supports and services, reading interventions, and accelerated activities should include evidence‑based 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. If a student's school report card provides all the information required in a personal education plan, then no further personal education plan is mandated for the student.
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."
PART III. REPEAL REPORT ON TEACHER MENTORING
SECTION 3. Section 7.8 of S.L. 2008‑107, as amended by Section 1(b) of S.L. 2009‑305, reads as rewritten:
"SECTION 7.8. The State Board of Education shall allot funds for mentoring services to local school administrative units based on the highest number of employees in the preceding three school years who (i) are paid with State, federal, or local funds and (ii) are either teachers paid on the first or second steps of the teacher salary schedule or instructional support personnel paid on the first step of the instructional support personnel salary schedule.
Local school administrative units shall use these funds to
provide mentoring support to eligible employees in accordance with a plan
approved by the State Board of Education. The plan shall include information on
how all mentors in the local school administrative unit will be adequately
trained to provide mentoring support. The State Board of Education shall
report to the Joint Legislative Education Oversight Committee prior to January
15 of each year on the use of funds for mentoring services. The report shall
include, at a minimum, the impact of each unit's mentoring program on teacher
retention and how all mentors in the unit are trained."
PART IV. BOARD OF GOVERNORS' PROFESSIONAL DEVELOPMENT PROGRAMS FOR PUBLIC SCHOOL EMPLOYEES
SECTION 4. G.S. 116‑11 reads as rewritten:
"§ 116‑11. Powers and duties generally.
(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). The programs shall be
aligned with State education goals and directed toward improving student
academic achievement.
."
PART V. CLARIFY TEACHER LICENSE AND EDUCATOR PREPARATION PROGRAM REQUIREMENTS
SECTION 5.(a) Section 1 of S.L. 2013‑11 is repealed.
SECTION 5.(b) G.S. 115C‑296 reads as rewritten:
"§ 115C‑296. Board sets licensure requirements; reports; lateral entry and mentor programs.
(b) It is the policy of the State of North Carolina to maintain the highest quality teacher education programs and school administrator programs in order to enhance the competence of professional personnel licensed in North Carolina. To the end that teacher preparation programs are upgraded to reflect a more rigorous course of study, the State Board of Education, as lead agency in coordination and cooperation with the University Board of Governors, the Board of Community Colleges and such other public and private agencies as are necessary, shall continue to refine the several licensure requirements, standards for approval of institutions of teacher education, standards for institution‑based innovative and experimental programs, standards for implementing consortium‑based teacher education, and standards for improved efficiencies in the administration of the approved programs.
(1) Licensure standards.
a. The licensure program shall provide for initial licensure after completion of preservice training, continuing licensure after three years of teaching experience, and license renewal every five years thereafter, until the retirement of the teacher. The last license renewal received prior to retirement shall remain in effect for five years after retirement. The licensure program shall also provide for lifetime licensure after 50 years of teaching.
b. The State Board of Education, in consultation with the Board of Governors of The University of North Carolina, shall evaluate and develop enhanced requirements for continuing licensure. The new requirements shall reflect more rigorous standards for continuing licensure and shall be aligned with high-quality professional development programs that reflect State priorities for improving student achievement.
c. The State Board of Education, in consultation with local boards of education and the Board of Governors of The University of North Carolina, shall (i) reevaluate and enhance the requirements for renewal of teacher licenses and (ii) consider modifications in the license renewal achievement and to make it a mechanism for teachers to renew continually their knowledge and professional skills.
(2) Teacher education programs.
a. The State Board of Education, as lead agency in coordination with the Board of Governors of The University of North Carolina, the North Carolina Independent Colleges and Universities, and any other public and private agencies as necessary, shall continue to raise standards for entry into teacher education programs.
b. Reserved for future codification.
c. To further ensure that teacher preparation
programs remain current and reflect a rigorous course of study that is aligned
to State and national standards, the State Board of Education, in consultation
with the Board of Governors of The University of North Carolina, shall do
all of the following to ensure that students preparingare
prepared to teach in elementary schools schools:
1. (i) haveProvide students with
adequate coursework in the teaching of reading and mathematics;mathematics.
2. (ii) are assessedAssess students
prior to certification licensure to determine that they possess
the requisite knowledge in scientifically based reading and mathematics
instruction that is aligned with the State Board's expectations;expectations.
3. (iii) continue to receiveContinue
to provide students with preparation in applying formative and summative
assessments within the school and classroom setting through technology‑based
assessment systems available in North Carolina schools that measure and predict
expected student improvement; andimprovement.
4. (iv) are preparedPrepare students
to integrate the arts education across the curriculum.
d. The State Board of Education, in consultation with local boards of education and the Board of Governors of The University of North Carolina, shall evaluate and modify, as necessary, the academic requirements of teacher preparation programs for students preparing to teach science in middle and high schools to ensure that there is adequate preparation in issues related to science laboratory safety.
The State Board of Education, in consultation with the
Board of Governors of The University of North Carolina, shall evaluate and
develop enhanced requirements for continuing licensure. The new requirements
shall reflect more rigorous standards for continuing licensure and to the
extent possible shall be aligned with quality professional development programs
that reflect State priorities for improving student achievement.
The State Board of Education, in consultation with local
boards of education and the Board of Governors of The University of North
Carolina, shall reevaluate and enhance the requirements for renewal of teacher
licenses. The State Board shall consider modifications in the license renewal
achievement and to make it a mechanism for teachers to renew continually their
knowledge and professional skills. The State Board shall adopt new standards
for the renewal of teacher licenses by May 15, 1998.
e. The standards for approval of institutions of teacher education shall require that teacher education programs for all students include demonstrated competencies in (i) the identification and education of children with disabilities and (ii) positive management of student behavior and effective communication techniques for defusing and deescalating disruptive or dangerous behavior.
f. The State Board of Education shall incorporate the criteria developed in accordance with G.S. 116‑74.21 for assessing proposals under the School Administrator Training Program into its school administrator program approval standards.
All North Carolina institutions of higher education that
offer teacher education programs, masters degree programs in education, or
masters degree programs in school administration shall provide performance
reports to the State Board of Education. The performance reports shall follow a
common format, shall be submitted according to a plan developed by the State
Board, and shall include the information required under the plan developed by
the State Board.
(b1) The State Board of Education shall develop a
plan to provide a focused review ofrequire teacher education programsprograms,
master's degree programs in education, and master's degree programs in school
administration to submit annual performance reports. The performance reports
shall provide the State Board of Education with a focused review of the
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.
(1) Report contents. The performance report for each teacher education program and master's degree program in education and school administration in North Carolina shall follow a common format and include at least the following elements:
a. (i) qualityQuality 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;competencies.
b. (ii) graduation rates;Graduation
rates.
c. (iii) time‑to‑graduation
rates;Time‑to‑graduation rates.
d. (iv) averageAverage scores of
graduates on professional and content area examination for the purpose of licensure;licensure.
e. (v) percentagePercentage of
graduates receiving initial licenses;licenses.
f. (vi) percentagePercentage of
graduates hired as teachers;teachers.
g. (vii) percentagePercentage of
graduates remaining in teaching for four years;years.
h. (viii) graduateGraduate
satisfaction based on a common survey; andsurvey.
i. (ix) employerEmployer satisfaction
based on a common survey.
j. Effectiveness of teacher education program graduates.
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.
(2) Submission of annual performance reports.
Both plans for performancePerformance reports also
shall include a method to provide the annual performance reports be
provided annually 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.
(3) Educator preparation program report card. The State Board shall create a higher education educator preparation program report card reflecting the information collected in the annual performance reports for each North Carolina institution offering teacher education programs and master of education programs. The report cards shall, at a minimum, summarize information reported on all of the performance indicators for the performance reports required by subdivision (1) of this subsection.
(4) Annual State Board of Education report.
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 reportsThe educator preparation program
report cards shall be submitted to the Joint Legislative Education
Oversight Committee on an annual basis by October 1.
(5) State Board of Education action based on performance. The State Board of Education shall reward and sanction approved teacher education programs and master of education programs and revoke approval of those programs based on the performance reports and other criteria established by the State Board of Education.
(c1) The State Board of Community Colleges may provide a program of study for lateral entry teachers to complete the coursework necessary to earn a teaching license. To this end, the State Board of Education, in consultation with the State Board of Community Colleges, shall establish a competency‑based program of study for lateral entry teachers to be implemented within the Community College System no later than May 1, 2006. This program must meet standards set by the State Board of Education. To ensure that programs of study for lateral entry remain current and reflect a rigorous course of study that is aligned to State and national standards, the State Board of Education shall do all of the following to ensure that lateral entry personnel are prepared to teach:
(i)(1) Provide adequate coursework in
the teaching of reading and mathematics is available for lateral entry teachers
seeking certification in elementary education; education.
(ii)(2) Assess lateral entry teachers are
assessed prior to certification to determine that they possess the
requisite knowledge in scientifically based reading and mathematics instruction
that is aligned with the State Board's expectations; expectations.
(iii)(3) Prepare all lateral entry
teachers continue to receive preparation in applyingto apply
formative and summative assessments within the school and classroom setting
through technology‑based assessment systems available in North Carolina
schools that measure and predict expected student improvement;andimprovement.
(iv) are prepared to integrate arts education
across the curriculum.
."
SECTION 5.(c) G.S. 115C‑296, as rewritten by Section 5(b) reads as rewritten:
"§ 115C‑296. Board sets licensure requirements; reports; lateral entry and mentor programs.
(b) It is the policy of the State of North Carolina to maintain the highest quality teacher education programs and school administrator programs in order to enhance the competence of professional personnel licensed in North Carolina. To the end that teacher preparation programs are upgraded to reflect a more rigorous course of study, the State Board of Education, as lead agency in coordination and cooperation with the University Board of Governors, the Board of Community Colleges and such other public and private agencies as are necessary, shall continue to refine the several licensure requirements, standards for approval of institutions of teacher education, standards for institution‑based innovative and experimental programs, standards for implementing consortium‑based teacher education, and standards for improved efficiencies in the administration of the approved programs.
(1) Licensure standards.
a. The licensure program shall provide for initial licensure after completion of preservice training, continuing licensure after three years of teaching experience, and license renewal every five years thereafter, until the retirement of the teacher. The last license renewal received prior to retirement shall remain in effect for five years after retirement. The licensure program shall also provide for lifetime licensure after 50 years of teaching.
b. The State Board of Education, in consultation with the Board of Governors of The University of North Carolina, shall evaluate and develop enhanced requirements for continuing licensure. The new requirements shall reflect more rigorous standards for continuing licensure and shall be aligned with high quality professional development programs that reflect State priorities for improving student achievement.
c. The State Board of Education, in consultation with
local boards of education and the Board of Governors of The University of North
Carolina, shall (i) reevaluate and enhance the requirements for renewal of
teacher licenses, and(ii) consider modifications in the license renewal
achievement and to make it a mechanism for teachers to renew continually their
knowledge and professional skills.skills, and (iii) integrate digital
teaching and learning into the requirements for licensure renewal.
(2) Teacher education programs.
a. The State Board of Education, as lead agency in coordination with the Board of Governors of The University of North Carolina, the North Carolina Independent Colleges and Universities, and any other public and private agencies as necessary, shall continue to raise standards for entry into teacher education programs.
b. The State Board of Education, in consultation with the Board of Governors of The University of North Carolina, shall require that all students preparing to teach demonstrate competencies in using digital and other instructional technologies to provide high‑quality, integrated digital teaching and learning to all students.
c. To further ensure that teacher preparation programs remain current and reflect a rigorous course of study that is aligned to State and national standards, the State Board of Education, in consultation with the Board of Governors of The University of North Carolina, shall do all of the following to ensure that students are prepared to teach in elementary schools:
1. Provide students with adequate coursework in the teaching of reading and mathematics.
2. Assess students prior to licensure to determine that they possess the requisite knowledge in scientifically based reading and mathematics instruction that is aligned with the State Board's expectations.
3. Continue to provide students with preparation in applying formative and summative assessments within the school and classroom setting through technology‑based assessment systems available in North Carolina schools that measure and predict expected student improvement.
4. Prepare students to integrate the arts across the curriculum.
d. The State Board of Education, in consultation with local boards of education and the Board of Governors of The University of North Carolina, shall evaluate and modify, as necessary, the academic requirements of teacher preparation programs for students preparing to teach science in middle and high schools to ensure that there is adequate preparation in issues related to science laboratory safety.
e. The standards for approval of institutions of teacher education shall require that teacher education programs for all students include demonstrated competencies in (i) the identification and education of children with disabilities and (ii) positive management of student behavior and effective communication techniques for defusing and deescalating disruptive or dangerous behavior.
f. The State Board of Education shall incorporate the criteria developed in accordance with G.S. 116‑74.21 for assessing proposals under the School Administrator Training Program into its school administrator program approval standards.
(c1) The State Board of Community Colleges may provide a program of study for lateral entry teachers to complete the coursework necessary to earn a teaching license. To this end, the State Board of Education, in consultation with the State Board of Community Colleges, shall establish a competency‑based program of study for lateral entry teachers to be implemented within the Community College System no later than May 1, 2006. This program must meet standards set by the State Board of Education. To ensure that programs of study for lateral entry remain current and reflect a rigorous course of study that is aligned to State and national standards, the State Board of Education shall do all of the following to ensure that lateral entry personnel are prepared to teach:
(1) Provide adequate coursework in the teaching of reading and mathematics is available for lateral entry teachers seeking certification in elementary education.
(2) Assess lateral entry teachers prior to certification to determine that they possess the requisite knowledge in scientifically based reading and mathematics instruction that is aligned with the State Board's expectations.
(3) Prepare all lateral entry teachers to apply formative and summative assessments within the school and classroom setting through technology‑based assessment systems available in North Carolina schools that measure and predict expected student improvement.
(4) Require that lateral entry teachers demonstrate competencies in using digital and other instructional technologies to provide high‑quality, integrated digital teaching and learning to all students.
."
PART VI. REPEAL CHILD NUTRITION STATE STANDARDS AND REPORT
SECTION 6. Section 2 of S.L. 2005‑457 is repealed.
PART VII. ELIMINATE ESC REPORTING
SECTION 7. G.S. 96‑33 is amended by adding a new subsection to read:
"(a1) Local school administrative units shall not be required to report directly to the Labor and Economic Analysis Division. The Department of Public Instruction shall be responsible for the collection of information from local school administrative units for input into the common follow‑up information management system authorized under this Article and for such other official functions as are performed by the Division."
PART VIII. DISADVANTAGED STUDENT REPORT
SECTION 8. To the extent allowed by federal law, the State Board of Education shall consolidate and limit reports to the State Board by local school administrative units on data related to economically disadvantaged students, including household size and income information, to one report each school year.
PART IX. IIS REPORTING
SECTION 9.(a) The Department of Public Instruction shall simplify and minimize data entry requirements of local school administrative units to achieve the least burdensome administrative data entry workload possible, particularly as it relates to the implementation of the PowerSchool application and any other component of the Instructional Improvement System.
SECTION 9.(b) The Department of Public Instruction shall comply with G.S. 115C‑12(19)(i) and not require as a separate submission at least all of the following reports to reduce unnecessary reporting requirements for local school administrative units:
(1) The Principal's Monthly Report (PMR) Final, required by the 30th of each month.
(2) The Teacher Vacancy Report, required by October 20th each year.
(3) The Professional Personnel Activity Report (PPAR), required annually.
(4) The Pupils in Membership by Race and Sex, required annually by October 31st.
(5) The Report of School Sales of Textbooks and Used Books, required annually by October 31st.
(6) The School Activity Report (SAR), required annually.
SECTION 9.(c) The Department of Public Instruction may collect any information contained in the reports eliminated in accordance with subsection (b) of this section that is necessary for compliance with State or federal law through the implementation of the PowerSchool application or any other component of the Instructional Improvement System.
SECTION 9.(d) Local school administrative units shall continue to be responsible for required data entry into the PowerSchool application or any other component of the Instructional Improvement System.
SECTION 9.(e) G.S. 115C‑12(18) reads as rewritten:
"(18) Duty to Develop and Implement a Uniform Education Reporting System, Which Shall Include Standards and Procedures for Collecting Fiscal and Personnel Information.
a. The State Board of Education shall adopt standards
and procedures for local school administrative units to provide timely,
accurate, and complete fiscal and personnel information, including payroll
information, on all school personnel. All local school administrative units
shall comply with these standards and procedures by the beginning of the 1987‑88
school year.
b. The State Board of Education shall develop and
implement a Uniform Education Reporting System that shall include requirements
for collecting, processing, and reporting fiscal, personnel, and student data,
by means of electronic transfer of data files from local computers to the State
Computer Center through the State Communications Network. All local school
administrative units shall comply with the requirements of the Uniform
Education Reporting System by the beginning of the 1989‑90 school year.
c. The State Board of Education shall comply with the provisions of G.S. 116‑11(10a) to plan and implement an exchange of information between the public schools and the institutions of higher education in the State. The State Board of Education shall require local boards of education to provide to the parents of children at a school all information except for confidential information received about that school from institutions of higher education pursuant to G.S. 116‑11(10a) and to make that information available to the general public.
d. The State Board of Education shall modify the
Uniform Education Reporting System to provide clear, accurate, and standard
information on the use of funds at the unit and school level. The plan shall
provide information that will enable the General Assembly to determine State,
local, and federal expenditures for personnel at the unit and school level. The
plan also shall allow the tracking of expenditures for textbooks, educational
supplies and equipment, capital outlay, at‑risk students, and other
purposes. The revised Uniform Education Reporting System shall be
implemented beginning with the 1999‑2000 school year.
e. When practicable, reporting requirements developed by the State Board of Education as part of the Uniform Education Reporting System under this subdivision shall be incorporated into the PowerSchool application or any other component of the Instructional Improvement System to minimize duplicative reporting by local school administrative units."
SECTION 9.(f) G.S. 115C‑12(19) reads as rewritten:
"(19) Duty to Identify Required Reports and to Eliminate Unnecessary Reports and Paperwork. Prior to the beginning of each school year, the State Board of Education shall identify all reports that are required at the State level for the school year.
The State Board of Education shall
adopt policies to ensure that local school administrative units are not
required by the State Board of Education, the State Superintendent, or the
Department of Public Instruction staff to (i) provide information that is
already available on the student information management system or housed within
the Department of Public Instruction; (ii) provide the same written information
more than once during a school year unless the information has changed during the
ensuing period; or (iii) complete forms, for children with disabilities,
that are not necessary to ensure compliance with the federal Individuals with
Disabilities Education Act (IDEA).(IDEA); or (iv) provide information
that is unnecessary to comply with State or federal law and not relevant to student
outcomes and the efficient operation of the public schools. Notwithstanding
the foregoing, the State Board may require information available on its student
information management system or require the same information twice if the
State Board can demonstrate a compelling need and can demonstrate there is not
a more expeditious manner of getting the information.
The State Board shall permit schools and local school administrative units to submit all reports to the Department of Public Instruction electronically.
The State Board of Education, in collaboration with the education roundtables within the Department of Public Instruction, shall consolidate all plans that affect the school community, including school improvement plans. The consolidated plan shall be posted on each school's Web site for easy access by the public and by school personnel.
The State Board shall report to the Joint Legislative Education Oversight Committee by November 15 of each year on the reports identified that are required at the State level, the evaluation and determination for continuing individual reports, including the consideration of whether those reports exceed what is required by State and federal law, and any reports that it has consolidated or eliminated for the upcoming school year."
PART X. SIMPLIFY INDIVIDUALIZED EDUCATION PROGRAM (IEP) REPORTING
SECTION 10. G.S. 115C‑107.2(d) reads as rewritten:
"(d) The State Board shall develop forms for local
educational agencies to use in order to comply with this Article. The forms must
shall comply with G.S. 115C‑12(19) and mayG.S. 115C‑12(19),
and whenever practicable, (i) limit the requirement for narrative reporting to
essential components requiring personalized student information and (ii) be
in an electronic format."
PART XI. ELIMINATION OF UNNECESSARY REPORTING BY EDUCATORS
SECTION 11.(a) G.S. 115C‑105.27(b) is amended by adding a new subdivision to read:
"(b) The strategies for improving student performance:
(8) Shall include a plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to the extent practicable, streamline the school's reporting system and procedures, including requiring forms and reports to be in electronic form when possible and incorporating relevant documents into the student accessible components of the Instructional Improvement System."
SECTION 11.(b) G.S. 115C‑307(g) reads as rewritten:
"(g) To Make Required Reports. A teacher shall make all reports required by the local board of education. The superintendent shall not approve the voucher for a teacher's pay until the required monthly and annual reports are made.
The superintendent may require a teacher to make reports to the principal.
A teacher shall be given access to the information in the
student information management system to expedite the process of preparing
reports or otherwise providing information. A teacher shall not be required by
the local board, the superintendent, or the principal to (i) provide information
that is already available on the student information management system; (ii)
provide the same written information more than once during a school year unless
the information has changed during the ensuing period; or (iii) complete forms,
for children with disabilities, that are not necessary to ensure compliance
with the federal Individuals with Disabilities Education Act (IDEA).
Notwithstanding the forgoing, a local board may require information available
on its student information management system or require the same information
twice if the local board can demonstrate superintendent determines that
there is (i) a compelling need and can demonstrate there is not a(ii)
no more expeditious manner of gettingproviding the information.information
to the local board. A school improvement team may request that the
superintendent consider the elimination of a redundant reporting requirement for
the teachers at its school if it identifies in its school improvement plan a
more expeditious manner of providing the information to the local board. The
superintendent shall recommend to the local board whether the reporting
requirement should be eliminated for that school. If the superintendent does
not recommend elimination of the reporting requirement, the school improvement
team may request a hearing by the local board as provided in G.S. 115C‑45(c).
Any teacher who knowingly and willfully makes or procures another to make any false report or records, requisitions, or payrolls, respecting daily attendance of pupils in the public schools, payroll data sheets, or other reports required to be made to any board or officer in the performance of their duties, shall be guilty of a Class 1 misdemeanor and the certificate of such person to teach in the public schools of North Carolina shall be revoked by the Superintendent of Public Instruction."
PART XII. EFFECTIVE DATE
SECTION 12. Section 5(c) of this act becomes effective July 1, 2017, and applies beginning with the 2017‑2018 school year. The remainder of this act is effective when it becomes law and applies beginning with the 2013‑2014 school year.
