GENERAL ASSEMBLY OF NORTH CAROLINA

SESSION 2015

S                                                                                                                                                     1

SENATE BILL 439

 

 

Short Title:        Students W/Specific Learning Disabilities.

(Public)

Sponsors:

Senators Lowe (Primary Sponsor);  Bryant, Ford, Hartsell, and Robinson.

Referred to:

Rules and Operations of the Senate.

March 26, 2015

A BILL TO BE ENTITLED

AN ACT to require the state board of education and local boards of education to implement a screening program for the early identification of students with specific learning disabilities.

The General Assembly of North Carolina enacts:

SECTION 1.  Chapter 115C of the General Statutes is amended by adding a new Article to read:

"Article 9D.

"Early Identification of Students with Specific Learning Disabilities.

"§ 115C‑150.20.  Purpose.

It is the intent of the General Assembly that all students with specific learning disabilities, including dyslexia and dyscalculia, receive early interventions for learning difficulties with language, reading, writing, and mathematics. To provide a common set of professional standards and guidelines for the early identification of and intervention for students with specific learning disabilities, the State Board of Education and local boards of education shall implement a screening process, comprehensive assessment, and intervention strategies for these students in accordance with the provisions of this Article and Article 9 of this Chapter.

"§ 115C‑150.21.  Definitions.

The following definitions apply in this Article:

(1)        Disability. – As defined in G.S. 115C‑106.3(2).

(2)        Individualized education program or IEP. – As defined in G.S. 115C‑106.3(6).

(3)        Special education. – As defined in G.S. 115C‑106.3(20).

(4)        Specific learning disability. – A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the impaired ability to listen, think, speak, read, write, spell, or to do mathematical calculations including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. A specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of serious emotional disturbance, or of environmental, cultural, or economic disadvantage.

"§ 115C‑150.22.  Screening, assessment, and intervention.

(a)        The State Board of Education shall provide informational materials and screening instruments developed in accordance with G.S. 115C‑12(45) to local boards of education to identify students who exhibit potential indicators of specific learning disabilities. Each local board of education shall (i) provide for parents to receive informational materials related to specific learning disabilities on an annual basis and (ii) ensure implementation of age‑appropriate screening instruments for the early identification of students with specific learning disabilities.

(b)        A local school administrative unit shall screen every kindergarten student enrolled in the unit for specific learning disabilities using a screening instrument adopted by the State Board.

(c)        A local school administrative unit shall screen any student enrolled in first through sixth grade in the unit who has not been screened for specific learning disabilities under subsection (b) of this section using an age‑appropriate screening instrument adopted by the State Board.

(d)        If a student is determined to exhibit potential indicators of a specific learning disability, the local school administrative unit shall administer a comprehensive assessment adopted by the State Board to determine whether the student has a disability. A student identified as having a specific learning disability shall be provided appropriate intervention strategies in accordance with the guidelines adopted by the State Board, through the student's individualized education program, and any necessary supports for students and parents in accordance with the requirements of section 504 of the Rehabilitation Act of 1973.

"§ 115C‑150.23.  Training for school personnel.

(a)        Each local school administrative unit shall train one or more school employees to administer the screening instruments provided by the State Board of Education pursuant to G.S. 115C‑150.22.

(b)        Ongoing professional development opportunities, to the extent practicable, shall be made available to teachers and other school personnel on the identification of and intervention strategies for students with specific learning disabilities."

SECTION 2.  G.S. 115C‑12 is amended by adding a new subdivision to read:

"(45)    To Adopt Informational Materials and Guidelines for Students with Specific Learning Disabilities. – The State Board shall develop and adopt informational materials and guidelines for students with specific learning disabilities in accordance with the provisions of Article 9D of this Chapter, including age‑appropriate screening instruments, a comprehensive assessment for students who exhibit potential indicators for specific learning disabilities, and guidelines on appropriate early intervention strategies."

SECTION 3.  G.S. 115C‑296(b)(1) reads as rewritten:

"(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. Standards for continuing licensure shall include at least eight continuing education credits with at least three credits required in a teacher's academic subject area. Standards for continuing licensure for elementary and middle school teachers shall include at least three continuing education credits related to literacy. Literacy renewal credits shall include (i) evidence‑based assessment, diagnosis, and intervention strategies for students not demonstrating reading proficiency. proficiency and (ii) early identification and intervention strategies for students with specific learning disabilities. Oral language, phonemic and phonological awareness, phonics, vocabulary, fluency, and comprehension shall be addressed in literacy‑related activities leading to license renewal for elementary school teachers.

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."

SECTION 4.  This act is effective when it becomes law and applies beginning with the 2015‑2016 school year.