A BILL TO BE ENTITLED
AN ACT to create new programs and make changes to the laws related to elementary, secondary, and postsecondary public schools and to appropriate funds.
The General Assembly of North Carolina enacts:

part i. appropriations and allocations

APPROPRIATION
SECTION 1.1.  There is appropriated from the General Fund to the Department of Public Instruction for the 2020‑2021 fiscal year the sum of two million one hundred thousand dollars ($2,100,000) in recurring funds for the purposes described in this act.

ALLOCATIONS
SECTION 1.2.  Funds appropriated pursuant to Section 1.1 of this act shall be allocated as follows:
(1)	$1,500,000 in additional recurring funds to the Department of Public Instruction to expand the Advanced Teaching Roles Program in accordance with Section 2.1 of this act.
(2)	$600,000 in recurring funds to the Department of Public Instruction to provide for the establishment and operation of the Office of Equity Oversight as provided in Section 2.8 of this act.

MISCELLANEOUS
SECTION 1.3.(a)  State Budget Act Applies. – The provisions of the State Budget Act, Chapter 143C of the General Statutes, are reenacted and shall remain in full force and effect and are incorporated in this act by reference.
SECTION 1.3.(b)  Additional Limitations and Directions. – Except where expressly repealed or amended by this act, the provisions of any other legislation enacted during the 2019 Regular Session of the General Assembly expressly appropriating funds to an agency, a department, or an institution covered under this act, shall remain in effect.
SECTION 1.3.(c)  Applicability of House Bill 966, 2019 Regular Session. – If House Bill 966, 2019 Regular Session, becomes law, and any provision of that act or a provision of the Committee Report described in Section 42.2 of that act conflicts with this act, this act shall control.

part iI. education policy changes

ADVANCED TEACHING ROLES CHANGES
SECTION 2.1.(a)  Effective June 30, 2021, the following session laws are repealed:
(1)	Section 8.7 of S.L. 2016‑94.
(2)	Section 7.11(a) of S.L. 2017‑57.
(3)	Section 7.15(b) of S.L. 2017‑57.
(4)	Section 7.9 of S.L. 2018‑5.
(5)	Section 2.6 of S.L. 2018‑97.
SECTION 2.1.(b)  Article 20 of Chapter 115C of the General Statutes is amended by adding a new section to read:
"§ 115C‑311.  Teacher compensation models and advanced teaching roles.
(a)	Purpose. – The State Board of Education shall establish a program (program) to develop advanced teaching roles and organizational models that link teacher performance and professional growth to salary increases for classroom teachers in selected local school administrative units. For the purposes of this section, a classroom teacher is a teacher who works in the classroom providing instruction at least seventy percent (70%) of the instructional day and who is not instructional support personnel. The purpose of the program shall be to do the following:
(1)	Allow highly effective classroom teachers to teach an increased number of students by assuming accountability for additional students, by becoming a lead classroom teacher accountable for the student performance of all of the students taught by teachers on that lead classroom teacher's team, or by leading a larger effort in the school to implement new instructional models to improve school‑wide performance.
(2)	Enable local school administrative units to provide salary supplements to classroom teachers in advanced teaching roles. Selection of an advanced teaching role classroom teacher and award of related salary supplements shall be made on the basis of demonstrated effectiveness and additional responsibilities.
(3)	Enable local school administrative units to create innovative compensation models that focus on classroom teacher professional growth that lead to measurable improvements in student outcomes.
(4)	Utilize local plans to establish organizational changes related to compensation in order to sustain evidence‑based teaching practices that have the capacity to be replicated throughout the State.
(b)	Request for Proposal. – By September 15, 2020, and annually thereafter, the State Board of Education shall issue a Request for Proposal (RFP) for the program. Local boards of education shall submit their proposals by October 15. The RFP shall require that proposals include the following information at a minimum:
(1)	Description of the program structure, including both of the following:
a.	The process for teacher advancement based on performance, professional growth, or the specific teacher roles assumed by the teacher.
b.	Plans for how the local school administrative unit will utilize and train classroom teachers in advanced teaching roles. These plans shall draw a direct correlation between the proposed use and training of classroom teachers in advanced teaching roles and improved student outcomes.
(2)	Descriptions of the advanced teaching roles, including minimum qualifications for the positions that shall include at least two of the following:
a.	Advanced certifications, such as National Board for Professional Teaching Standards Certification, or a master's degree in the area in which the classroom teacher is licensed and teaching.
b.	A rating of at least accomplished on each of the Teacher Evaluation Standards One through Five on the North Carolina Teacher Evaluation instrument.
c.	Evidence that the teacher has an average Education Value‑Added Assessment System (EVAAS) student growth index score from the three previous school years of 1.5 or greater and no individual EVAAS student growth index score below zero.
d.	Equivalent demonstrated mastery of teaching skills as required by the new local compensation model.
(3)	Job responsibilities that include at least one of the following:
a.	Teaching an increased number of students and being accountable for their performance as the teacher of record for those students.
b.	Becoming a lead classroom teacher among a group of teachers and participating in EVAAS according to a model developed by the Department of Public Instruction. The model shall be published and explained on the Department's Web site no later than August 1, 2020, and, thereafter, within 30 days of any change made to the model.
c.	Leading a school‑wide effort to implement data‑driven instructional models that include blended learning environments, utilizing digital learning and resources, and focusing on methods of improvement for school‑wide performance issues.
d.	Providing in‑house professional development or functioning as an instructional content area coach or a coach in another professional development area following the completion of certification training. The training shall ensure that the professional development or coaching the teacher provides is faithfully implemented in the classroom.
(4)	Description of how the local school administrative unit will inform all employees and the public on the criteria and selection for the advanced teaching roles, the continued eligibility requirements for the advanced teaching roles, and how the individuals selected for the advanced teaching roles will be evaluated.
(5)	Description of how the local school administrative unit will inform all employees and the public on the criteria for movement on the proposed new local compensation model.
(6)	The process for the voluntary relinquishment of an advanced teaching role, including the associated additional duties. Voluntary relinquishment of the advanced teaching role shall not be considered a demotion under Part 3 of Article 22 of Chapter 115C of the General Statutes.
(7)	Salary supplement information including the following:
a.	The amount of the salary supplements that will be provided to those selected for the advanced teaching roles. The supplements may be up to thirty percent (30%) of the State teacher salary schedule.
b.	A statement by the local school administrative unit that the salary supplements will be paid as a supplement to the classroom teacher's regular salary and not be included in the average salary calculation used for budgeting State allotments.
c.	A statement by the local school administrative unit that if a classroom teacher in an advanced teaching role (i) fails to maintain the minimum criteria established for the position, (ii) is not successfully performing the additional duties associated with the advanced teaching role, or (iii) voluntarily relinquishes the advanced teaching role, the teacher shall only be paid the salary applicable to that individual on the State teacher salary schedule and any other local supplements that would otherwise apply to the classroom teacher's compensation.
d.	Loss of an advanced teaching role shall not be considered a demotion under Part 3 of Article 22 of Chapter 115C of the General Statutes.
e.	The amount of the salary supplements at all levels of the proposed new compensation model in relation to the State teacher salary schedule.
(8)	The implementation plan, including the number of schools in the local school administrative unit that will have advanced teaching roles and any new proposed compensation model, the number of advanced teaching roles at each of those schools, the number of students whose teacher of record will be a teacher in an advanced teaching role, and the number of teachers overall who would be eligible for the proposed new compensation model.
(9)	Plans for long‑term financial sustainability once any grant money that may be awarded to the local school administrative unit is no longer available. This plan shall include a description of how the unit intends to provide supplemental compensation for teachers in an advanced teaching role without grant money.
(10)	A description of how the local school administrative unit could partner with local educator preparation programs, institutions of higher education, or community colleges to improve teacher effectiveness and student outcomes.
(c)	Selection by State Board of Education. – By December 15, 2020, and annually thereafter, the State Board of Education shall review proposals and select local school administrative units to participate in the program, beginning in the subsequent school year, in accordance with the following criteria:
(1)	Selected local school administrative units must meet the minimum criteria established by the State Board of Education consistent with this section.
(2)	The State Board shall prioritize the award of available State funds for the following categories of local school administrative units:
a.	Up to five units with an average daily membership from the previous school year of 4,000 or fewer students.
b.	Up to five units with an average daily membership from the previous school year of between 4,001 and 20,000 students.
c.	Up to five units with an average daily membership from the previous school year of 20,001 or more students.
(3)	The State Board shall approve the proposal of any local school administrative unit that is submitted by October 15, 2020, if the following criteria are met:
a.	The local school administrative unit is participating in an approved advanced teaching roles program pursuant to Section 8.7 of S.L. 2016‑94 in the 2020‑2021 school year.
b.	The application of a local school administrative unit is not inconsistent with this section.
(d)	Advanced Teaching Roles Designation. – Any local board of education that is selected to participate in the program pursuant to subsection (c) of this section shall designate participating schools within the unit as "Advanced Teaching Roles" schools. Every Advanced Teaching Roles school shall receive class size flexibility pursuant to subsection (i) of this section and budget flexibility pursuant to subsection (j) of this section.
(e)	Material Revisions of Plans. – Material revisions of a plan submitted to the State Board of Education by a local board of education with at least one Advanced Teaching Roles school shall be made only upon the approval of the State Board of Education.
(f)	Renewal and Termination. – The initial selected local school administrative units shall implement their approved plans beginning with the 2021‑2022 school year. Every five years after a local school administrative unit begins implementing its plan, the State Board of Education shall review the unit to ensure it is complying with its approved plan. After the review, the State Board may, in its discretion, renew or terminate the plan of any local school administrative unit that fails to meet criteria established by the State Board in accordance with this section and the Advanced Teaching Roles designation of any school within that unit. Throughout the program, a local school administrative unit shall provide any information or access requested by (i) the State Board of Education or (ii) the independent research organization selected by the State Board of Education to evaluate the program pursuant to this section.
(g)	Term; Use of Grant Funds. – Any funds awarded to a local school administrative unit pursuant to this section shall be subject to availability and awarded for a term of up to three years, in the discretion of the State Board. A local school administrative unit shall not be eligible to receive funding for more than one term. Funds awarded to local school administrative units shall be used for any of the following:
(1)	Development of advanced teaching role plans.
(2)	Development of professional development courses for teachers in advanced teaching roles that lead to improved student outcomes.
(3)	Transition costs associated with designing and implementing advanced teaching role models. Transition costs may include employing staff members or contractors to assist with design and implementation of the plan.
(4)	Development of the design and implementation of compensation plans that focus on teacher professional growth and student outcomes and the transition costs associated with designing and implementing new compensation plans, including employing staff members or contractors to assist with design and implementation of the plan.
(h)	Program Evaluation. – The State Board of Education shall evaluate how the advanced teaching roles and new compensation plans have accomplished, at a minimum, the following:
(1)	Improvement in the quality of classroom instruction and increases in school‑wide growth or the growth of teachers who are mentored or impacted by a teacher in an advanced teaching role.
(2)	An increase in the attractiveness of teaching.
(3)	Recognition, impact, and retention of high‑quality classroom teachers.
(4)	Assistance to and retention of beginning classroom teachers.
(5)	Improvement in and expansion of the use of technology and digital learning.
(6)	Improvement in school culture based on school climate survey results.
The State Board shall contract with an independent research organization to perform this evaluation in the first two years of the program and provide reports on October 15, 2021, and October 15, 2022. Beginning October 15, 2023, and annually thereafter, the State Board shall perform the evaluation and provide the report. The State Board shall provide any report required in accordance with this subsection to the offices of the President Pro Tempore of the Senate and the Speaker of the House of Representatives, the Senate Appropriations/Base Budget Committee, the House Committee on Appropriations, the Senate Appropriations Committee on Education/Higher Education, the House Appropriations Committee on Education, the Fiscal Research Division, and the Joint Legislative Education Oversight Committee.
(i)	Class Size Flexibility. – Notwithstanding G.S. 115C‑301, with the approval of the State Board of Education, Advanced Teaching Roles schools selected to participate in the program may exceed the maximum class size requirements for kindergarten through third grade.
(j)	Budget Flexibility. – Subject to the budget flexibility limitations identified in G.S. 115C‑105.25(b), the State Board of Education shall authorize local boards of education participating in the program to use any available State funds to provide salary supplements to classroom teachers in an advanced teaching role as long as the local school administrative unit complies with policies of the State Board of Education, federal law, and any State programs with specific restrictions on the use of funds, including bonus and grant programs."
SECTION 2.1.(c)  G.S. 115C‑105.25(e) reads as rewritten:
"(e)	No later than December 1 of each year, the Department of Public Instruction shall collect the information reported by local school administrative units pursuant to subsection (c) of this section and report the aggregated information, including available data from the two previous fiscal years, to the Joint Legislative Education Oversight Committee and the Fiscal Research Division. The report shall also include information on the use of the budget flexibility provided to Advanced Teaching Roles schools pursuant to G.S. 115C‑311(j)."
SECTION 2.1.(d)  Funds appropriated to the Department of Public Instruction by this act for the 2020‑2021 fiscal year shall be used to (i) support teacher compensation models and advanced teaching roles pursuant to Section 8.7 of S.L. 2016‑94, as amended by Section 7.11 of S.L. 2017‑57 and Section 7.9 of S.L. 2018‑5, and (ii) develop implementation plans for teacher compensation models and advanced teaching roles pursuant to G.S. 115C‑311, as enacted by this act. These funds shall not revert at the end of the fiscal year but shall remain available until expended.
SECTION 2.1.(e)  Beginning with the 2021‑2022 fiscal year, funds appropriated to the Department of Public Instruction for the advanced teaching roles program shall be used to support teacher compensation models and advanced teaching roles and to develop implementation plans for teacher compensation models and advanced teaching roles pursuant to G.S. 115C‑311, as enacted by this act. Beginning in the 2021‑2022 fiscal year, funds appropriated to the Department of Public Instruction for the program and for the evaluation of the program shall not revert at the end of the fiscal year but shall remain available until expended.
SECTION 2.1.(f)  Beginning in the 2020‑2021 fiscal year, of the funds appropriated to the Department of Public Instruction by this act to support teacher compensation models and advanced teaching roles and to develop associated implementation plans, the Department may use up to four percent (4%) each fiscal year to evaluate the program, contract with an independent research organization to evaluate the program, or continue any preexisting contract with an independent research organization formed pursuant to Section 8.7 of S.L. 2016‑94. Any remaining funds may be awarded to selected local school administrative units in accordance with this act to support teacher compensation models and advanced teaching roles and to develop associated implementation plans.

OPPORTUNITY GAP TASK FORCE
SECTION 2.2.(a)  There is established the Opportunity Gap Task Force. As used in this section, the term "Task Force" shall refer to the Opportunity Gap Task Force.
SECTION 2.2.(b)  The Task Force shall consist of 14 members as follows:
(1)	Three persons who are members of the House of Representatives at the time of appointment, at least one of whom represents the minority party, appointed by the Speaker of the House of Representatives.
(2)	Three persons who are members of the Senate at the time of appointment, at least one of whom represents the minority party, appointed by the President Pro Tempore of the Senate.
(3)	The chair of the State Board of Education, or his or her designee.
(4)	The Superintendent of Public Instruction, or his or her designee.
(5)	The President of The University of North Carolina, or his or her designee.
(6)	The President of the North Carolina System of Community Colleges, or his or her designee.
(7)	The President of the North Carolina Independent Colleges and Universities, Inc., or his or her designee.
(8)	The President and Chief Executive Officer of North Carolina Business Leaders for Education, doing business as BEST NC (Business for Educational Success and Transformation), or his or her designee.
(9)	The Executive Director of the NC Association for Public Charter Schools, or his or her designee.
(10)	The Senior Education Advisor to the Governor, or his or her designee.
SECTION 2.2.(c)  Appointments to the Task Force shall be made no later than August 1, 2020. In making their appointments, the appointing authorities shall consider the geographic and cultural diversity of the State and the value to the Task Force of experience in business, education, and philanthropic organizations. Any vacancy shall be filled by the appointing authority.
SECTION 2.2.(d)  The Task Force shall (i) study the opportunity gap, (ii) consider effective approaches and best practices from across the country to close the opportunity gap in grades kindergarten through 12, and (iii) propose a plan to reduce by July 1, 2031, the opportunity gap for all subgroups. For the purposes of this act, the "opportunity gap" refers to the significant disparity in the academic performance and postsecondary readiness of students between any of the following subgroups: races, ethnicities, socioeconomic statuses, genders, English‑language proficiencies, and urban, rural, or suburban domiciles.
SECTION 2.2.(e)  As part of its study, the Task Force shall consider the following:
(1)	Best practices in public education.
(2)	Professional development for teachers.
(3)	Parental involvement in public education.
(4)	Disparities in disciplinary consequences, including suspensions and expulsions.
(5)	Preparation and development of school leadership.
(6)	Effective use of data to reduce the opportunity gap.
(7)	Access to effective educators.
(8)	Access to rigorous coursework, including content and courses.
(9)	Access to effective school leadership.
(10)	Innovative budgeting practices.
(11)	The value of incorporating mastery‑based learning into curriculum.
(12)	Effective access to and use of technology, including (i) connectivity for students and their families, (ii) devices, and (iii) software.
(13)	Any other issue the Task Force deems relevant to its study.
SECTION 2.2.(f)  At a minimum, the Task Force shall extend invitations to receive input from all of the following:
(1)	Two or more parents of students adversely affected by the opportunity gap.
(2)	Two or more teachers employed in a North Carolina public school who have demonstrated significant success in reducing the opportunity gap in the classroom.
(3)	Two or more principals employed in a North Carolina public school who have demonstrated significant success in reducing the opportunity gap at a school.
(4)	Two or more superintendents employed in a local school administrative unit who have demonstrated significant success in reducing the opportunity gap at a local school administrative unit.
(5)	Organizations that have demonstrated success in closing the opportunity gap, including, but not limited to, Communities in Schools of North Carolina, Inc.
(6)	The Professional Educator Preparation and Standards Commission.
(7)	The My Future NC Commission.
(8)	The Governor's Commission on Access to Sound Basic Education.
(9)	The B‑3 Interagency Council.
(10)	The North Carolina Early Childhood Foundation, Inc.'s, Pathways to Grade‑Level Reading Initiative.
(11)	The Executive Director of NC Child, or his or her designee.
(12)	The President of Parents for Educational Freedom in North Carolina, or his or her designee.
(13)	The Public School Forum of North Carolina.
SECTION 2.2.(g)  The Task Force shall include the following in its proposed plan to reduce the opportunity gap for all subgroups:
(1)	Information identifying opportunity gaps that exist between races, ethnicities, socioeconomic statuses, genders, English‑language proficiencies, and urban, rural, or suburban domiciles.
(2)	Recommendations for closing or significantly reducing the opportunity gaps identified by the Task Force.
(3)	Benchmarks for implementation of the proposed plan.
SECTION 2.2.(h)  The Speaker of the House of Representatives and the President Pro Tempore of the Senate shall each select a cochair for the Task Force from among its members. The Task Force shall meet upon the call of its cochairs. A quorum of the Task Force is a majority of its members. No action may be taken except by a majority vote at a meeting at which a quorum is present. The Task Force, while in the discharge of its official duties, may exercise all powers provided for under G.S. 120‑19 and G.S. 120‑19.1 through G.S. 120‑19.4. The Task Force may contract for professional, clerical, or consultant services, as provided by G.S. 120‑32.02. If the Task Force hires a consultant, the consultant shall not be a State employee or a person currently under contract with the State to provide services.
Members of the Task Force shall serve without compensation, but may receive travel and subsistence as follows:
(1)	Members who are officials or employees of a State agency or unit of local government, in accordance with G.S. 138‑6.
(2)	Members who serve in the General Assembly, in accordance with G.S. 120‑3.1.
(3)	All other members at the rate established in G.S. 138‑5.
All State departments and agencies and local governments and their subdivisions shall furnish the Task Force with any requested information in their possession or available to them.
SECTION 2.2.(i)  The Legislative Services Officer shall assign professional and clerical staff to assist the Task Force in its work. The Director of Legislative Assistants of the House of Representatives and the Director of Legislative Assistants of the Senate shall assign clerical support to the Task Force.
SECTION 2.2.(j)  Meetings of the Task Force shall begin no later than September 1, 2020. The Task Force shall submit a final report on the results of its study, including its proposed plan and any proposed legislation, to the Joint Legislative Education Oversight Committee on or before December 1, 2021, by filing a copy of the report with the Office of the President Pro Tempore of the Senate, the Office of the Speaker of the House of Representatives, the Joint Legislative Education Oversight Committee, and the Legislative Library. The Task Force shall terminate on December 1, 2021, or upon the filing of its final report, whichever comes first.

LEADERSHIP ACADEMY
SECTION 2.3.  The State Board of Education, in consultation with the Department of Public Instruction, shall develop a plan to establish a statewide leadership academy to provide, at a minimum, mentoring and coaching services for in‑service principals. The State Board shall report its plan to the Joint Legislative Education Oversight Committee no later than January 15, 2021.

IMPROVE TEACHER QUALITY IN HIGH‑POVERTY SCHOOLS
SECTION 2.4.(a)  For purposes of this section, the term "high‑poverty school" shall refer to a public school that has seventy‑five percent (75%) or more students that are eligible for federally subsidized free or reduced‑cost school meals.
SECTION 2.4.(b)  The State Board of Education shall develop a plan to reduce the percentages of the following categories of teachers and school‑based administrators employed in high‑poverty schools to the following levels within five school years:
(1)	Lateral entry teachers and teachers with an emergency license, limited license, residency license, or who are otherwise unlicensed, to less than five percent (5%) of all teachers in the school.
(2)	School‑based administrators with less than full licensure, as determined by the State Board, to less than five percent (5%) of all administrators in the school.
(3)	Teachers with fewer than three years of teaching experience to less than ten percent (10%) of all teachers in the school.
(4)	Administrators with fewer than three years of experience as a school‑based administrator to less than ten percent (10%) of all administrators in the public school unit.
SECTION 2.4.(c)  The State Board shall report the plan it develops pursuant to subsection (b) of this section to the Joint Legislative Education Oversight Committee no later than January 15, 2021.

INCREASE TEACHER DIVERSITY
SECTION 2.5.  The State Board of Education shall develop a plan to increase the racial and ethnic diversity of teachers in public school units in North Carolina, including benchmarks for recruitment and retention of teachers of color, in order to accurately reflect the racial and ethnic diversity of the student population. The State Board shall report its plan to the Joint Legislative Education Oversight Committee no later than January 15, 2021.

MODIFY THE WEIGHTING OF THE SCHOOL ACHIEVEMENT SCORE AND THE SCHOOL GROWTH SCORE IN THE CALCULATION OF SCHOOL PERFORMANCE SCORES AND GRADES
SECTION 2.6.(a)  G.S. 115C‑83.15(d) reads as rewritten:
"(d)	Calculation of the Overall School Performance Scores and Grades. – The State Board of Education shall calculate the overall school performance score by adding the school achievement score, as provided in subsection (b) of this section, and the school growth score, as determined using EVAAS as provided in subsection (c) of this section, earned by a school. The school achievement score shall account for fifty‑one percent (51%), and the school growth score shall account for forty‑nine percent (49%) of the total sum. For all schools, the total school performance score shall be converted to a 100‑point scale and used to determine an overall school performance grade. The overall school performance grade shall be based on the following scale and shall not be modified to add any other designation related to other performance measures, such as a "plus" or "minus":
(1)	A school performance score of at least 85 is equivalent to an overall school performance grade of A.
(2)	A school performance score of at least 70 is equivalent to an overall school performance grade of B.
(3)	A school performance score of at least 55 is equivalent to an overall school performance grade of C.
(4)	A school performance score of at least 40 is equivalent to an overall school performance grade of D.
(5)	A school performance score of less than 40 is equivalent to an overall school performance grade of F."
SECTION 2.6.(b)  This section applies beginning with the 2021‑2022 school year, based on data from the 2020‑2021 school year.

ALIGN THE K‑12 SCHOOL CALENDAR TO THE COMMUNITY COLLEGE CALENDAR
SECTION 2.7.(a)  G.S. 115C‑84.2(d) reads as rewritten:
"(d)	Opening and Closing Dates. – Local boards of education shall determine the dates of opening and closing the public schools under subdivision (a)(1) of this section. Except for year‑round schools, the opening date for students shall be no earlier than the Monday closest to August 26, and the closing date for students shall be no later than the Friday closest to June 11. On a showing of good cause, the State Board of Education may waive the requirement that the opening date for students be no earlier than the Monday closest to August 26 and may allow the local board of education to set an opening date no earlier than the Monday closest to August 19, to the extent that school calendars are able to provide sufficient days to accommodate anticipated makeup days due to school closings. A local board may revise the scheduled closing date if necessary in order to comply with the minimum requirements for instructional days or instructional time. For purposes of this subsection, the term "good cause" means that schools in any local school administrative unit in a county have been closed eight days per year during any four of the last 10 years because of severe weather conditions, energy shortages, power failures, or other emergency situations.
The required opening and closing dates under this subsection shall not apply to any school that a local board designated as having a modified calendar for the 2003‑2004 school year or to any school that was part of a planned program in the 2003‑2004 school year for a system of modified calendar schools, so long as the school operates under a modified calendar.
Notwithstanding the required opening and closing dates under this subsection, a local board of education may align the calendar of schools in the local school administrative unit with the calendar of a community college serving the city or county in which the unit is located."
SECTION 2.7.(b)  This section applies beginning with the 2021‑2022 school year.

ESTABLISH THE OFFICE OF EQUITY OVERSIGHT WITHIN THE DEPARTMENT OF PUBLIC INSTRUCTION
SECTION 2.8.(a)  Chapter 115C of the General Statutes is amended by adding a new Article to read:
"Article 6E.
"Office of Equity Oversight.
"§ 115C‑64.35.  Establishment, purpose, and duties of Office of Equity Oversight.
(a)	There is established within the Department of Public Instruction the Office of Equity Oversight. The purpose of the Office of Equity Oversight is to provide internal oversight within the Department of Public Instruction and the State Board of Education specific to compliance with the State's constitutional role to provide each child the opportunity to receive a sound basic education.
(b)	The Office of Equity Oversight shall review educational policies, programs, and initiatives and shall provide an independent, objective source of information to be used in evaluating substantial compliance with sound basic education standards, giving special attention and consideration to outcomes for at‑risk students. The Office of Equity Oversight may suggest adjustments to the content and delivery of educational policies, programs, and initiatives to improve their efficacy. The Office of Equity Oversight's authority to evaluate and advise shall extend to all policies, programs, and initiatives related to ensuring that all students have access to a sound basic education.
(c)	In carrying out its duties, the Office of Equity Oversight has authority to obtain full and unrestricted access to all records, information, and data in the possession of or legally available to the Department of Public Instruction or State Board of Education.
(d)	Beginning no later than January 15, 2021, and semiannually thereafter, the Office of Equity Oversight shall submit a report to the Joint Legislative Education Oversight Committee on the (i) implementation of its duties as set forth in this Article and (ii) progress of the Department of Public Instruction and the State Board of Education in effectively providing each child the opportunity to receive a sound basic education. Prior to the reporting of any deficiencies in progress, the Office of Equity Oversight shall give to the Department of Public Instruction and the State Board of Education ample notice of the deficiencies and an opportunity to correct or improve the deficiencies and shall include in the report any efforts to do so. The report shall include any recommended legislation.
"§ 115C‑64.36.  Administrative organization; organizational independence.
(a)	There is established within the Department of Public Instruction the position of Deputy Superintendent of Equity Oversight who shall serve as the chief officer of the Office of Equity Oversight. The Deputy Superintendent shall have professional, administrative, technical, and clerical personnel as may be necessary in carrying out the duties of the position.
(b)	The Superintendent of Public Instruction shall recommend to the State Board of Education the individual to be appointed as Deputy Superintendent of Equity Oversight, and the recommended appointee shall be appointed upon approval by the State Board of Education. The Deputy Superintendent shall report to the Superintendent of Public Instruction and the State Board of Education jointly and may be removed only upon the joint agreement of the Superintendent of Public Instruction and a majority of the members of the State Board of Education. The Deputy Superintendent shall be organizationally situated to avoid impairments to independence in his or her own professional judgment on how to best accomplish the purposes of the Office of Equity Oversight.
"§ 115C‑64.37.  Sunset.
(a)	This article expires July 1, 2031."
SECTION 2.8.(b)  Of the funds appropriated in Section 1.2(2) of this act, the Deputy Superintendent of Equity Oversight, as established by this act, may appoint up to four full‑time, 10‑year time‑limited positions to staff the Office of Equity Oversight and assist in the administration of the Deputy Superintendent's duties under Article 6E of Chapter 115C of the General Statutes, as enacted by this act. Personnel appointed to these positions shall report solely to the Deputy Superintendent of Equity Oversight. The appointments shall not be subject to approval or disapproval by the Superintendent of Public Instruction or the State Board of Education. Of the four time‑limited positions, one shall be an administrative assistant position and at least one shall be an attorney position.

ADVISORY COMMITTEE ON SCHOOL ACCOUNTABILITY MEASURES
SECTION 2.9.(a)  The State Board of Education shall develop and establish an advisory committee to provide a specific recommendation for an expanded school accountability model that accurately reflects the effectiveness of each North Carolina public school to the greatest extent possible. In developing its recommendation, the advisory committee shall (i) ensure compliance with requirements upon which federal funds are conditioned and (ii) consider the following additional accountability measures:
(1)	Student social and emotional well‑being.
(2)	The use of scaled scoring in determining school achievement scores.
(3)	Post‑graduation outcomes.
(4)	Early literacy.
(5)	Any other additional measures deemed relevant by the advisory committee to more accurately measure and reflect the effectiveness of each public school.
SECTION 2.9.(b)  The advisory committee shall begin its work no later than June 1, 2021. The State Board of Education shall submit a final report on the recommendation made by the advisory committee to the Joint Legislative Education Oversight Committee no later than June 15, 2022.

BUDGET FLEXIBILITY FOR LOCAL BOARDS OF EDUCATION
SECTION 2.10.(a)  Effective July 1, 2020, G.S. 115C‑105.25(b) reads as rewritten:
"(b)	Subject to the following limitations, local boards of education may transfer and may approve transfers of funds between funding allotment categories:
(1)	Repealed by Session Laws 2013‑360, s. 8.14, effective July 1, 2013.
(1a)	Funds for career and technical education and other purposes may be transferred only as permitted by federal law and the conditions of federal grants or as provided through any rules that the State Board of Education adopts to ensure compliance with federal regulations.
(1b)	No funds shall be transferred out of the children with disabilities allotment category.
(2),	(2a)  Repealed by Session Laws 2013‑360, s. 8.14, effective July 1, 2013.
(3)	No funds shall be transferred into the central office administration allotment category.
	
(3b)	No funds shall be transferred out of the academically or intellectually gifted children allotment category.
(4),	(5)  Repealed by Session Laws 2013‑360, s. 8.14, effective July 1, 2013.
(5a)	Positions allocated for classroom teachers may be converted to dollar equivalents to contract for visiting international exchange teachers through a visiting international exchange teacher program approved by the State. These positions shall be converted at the statewide average salary for classroom teachers, including benefits. The converted funds shall be used only to provide visiting international exchange teachers with salaries commensurate with their experience levels, to provide any State‑approved bonuses, and to cover the costs associated with supporting visiting international exchange teachers within the local school administrative unit, including programming and related activities, background checks, medical coverage, and other program administration services in accordance with the federal regulations for the Exchange Visitor Program, 22 C.F.R. Part 62.
(5b)	Except as provided in subdivision (5a) of this subsection, positions allocated for classroom teachers and instructional support personnel may be converted to dollar equivalents for any purpose authorized by the policies of the State Board of Education. These positions shall be converted at the salary on the first step of the "A" Teachers Salary Schedule. Certified position allotments shall not be transferred to dollars to hire the same type of position.
(5c)	Funds allocated for school building administration may be converted for any purpose authorized by the policies of the State Board of Education. For funds related to principal positions, the salary transferred shall be based on the first step of the Principal III Salary Schedule. For funds related to assistant principal months of employment, the salary transferred shall be based on the first step of the Assistant Principal Salary Schedule. Certified position allotments shall not be transferred to dollars to hire the same type of position.
	
(6)	through (9)  Repealed by Session Laws 2013‑360, s. 8.14, effective July 1, 2013.
(10)	Funds to carry out the elements of the Excellent Public Schools Act that are contained in Section 7A.1 of S.L. 2012‑142 shall not be transferred.
(10a)	No funds shall be transferred out of the limited English proficiency allotment category.
	Notwithstanding G.S. 20‑88.03, G.S. 115C‑215, and any other provision of law, funds in the driver education allotment category may be transferred to another allotment category.
(12)	Funds allotted for textbooks and digital resources may only be used to acquire textbooks and digital resources and related technology, including any hardware, software, or equipment or devices necessary for the use of the digital resources. These funds shall not be transferred out of the allotment for any other purpose."
SECTION 2.10.(b)  Section 4(b) of S.L. 2018‑2 is repealed.

REVISE STANDARDS FOR SCHOOL ADMINISTRATOR PREPARATION PROGRAMS TO ALIGN WITH NELP STANDARDS
SECTION 2.11.  In addition to meeting the requirements of G.S. 115C‑284 and collecting data related to evaluating standards pursuant to Section 11.9(l) of S.L. 2015‑241, by July 1, 2021, the State Board of Education, in coordination and cooperation with the Board of Governors of The University of North Carolina and the North Carolina Independent Colleges and Universities, shall revise its standards for school administrator preparation programs so that the standards for those programs align with National Educational Leadership Preparation (NELP) Program Recognition Standards from the National Policy Board for Educational Administration.

ABOLISH THE OPPORTUNITY SCHOLARSHIP GRANT PROGRAM
SECTION 2.12.(a)  Effective July 1, 2020, the following statutory provisions are repealed:
(1)	G.S. 115C‑562.2.
(2)	G.S. 115C‑562.3.
(3)	G.S. 115C‑562.4.
(4)	Subsection (c) of G.S. 115C‑562.7.
(5)	Subsection (b) of G.S. 115C‑562.8.
SECTION 2.12.(b)  Effective July 1, 2021, the following statutes are repealed:
(1)	G.S. 115C‑562.1.
(2)	G.S. 115C‑562.5.
(3)	G.S. 115C‑562.6.
(4)	G.S. 115C‑562.7.
(5)	G.S. 115C‑562.8.
SECTION 2.12.(c)  Effective July 1, 2020, notwithstanding any other provision of law, the funds appropriated to the Board of Governors for the Opportunity Scholarship Grant Fund Reserve as part of the base budget for the 2020‑2021 fiscal year shall be decreased by the sum of seventy four million eight hundred forty thousand dollars ($74,840,000).
SECTION 2.12.(d)  Effective July 1, 2021, G.S. 115C‑112.6(b1)(1) reads as rewritten:
"(1)	Tuition reimbursement. – The Authority shall disburse scholarship funds awarded to eligible students for tuition at a nonpublic school. Scholarship funds shall not be provided for tuition for home schooled students. Scholarship funds for tuition shall be disbursed as follows:
	
b.	Reimbursement for tuition. – The parent or guardian of an eligible student who enrolls in a school that is (i) a North Carolina public school other than the public school to which that student has been assigned as provided in G.S. 115C‑366 or (ii) a nonpublic school that meets the requirements of Part 1 or Part 2 of Article 39 of this Chapter as identified by the Department of Administration, Division of Nonpublic Education, is deemed eligible by the Division shall pay tuition directly to the school. The Authority shall reimburse the parent or guardian no sooner than the midpoint of each semester. A parent or guardian may receive reimbursement for tuition if the parent or guardian provides documentation that the student was enrolled in a school under this sub‑subdivision."
SECTION 2.12.(e)  Effective July 1, 2021, G.S. 115C‑595(a)(3)a. reads as rewritten:
"a.	Tuition and fees for a nonpublic school that meets the requirements of Part 1 or Part 2 of Article 39 of this Chapter."

part Iii. Effective date
SECTION 3.  Part I, Section 2.1, and Section 2.8 of this act become effective July 1, 2020. Except as otherwise provided, this act is effective when it becomes law.