K-12 Innovation and Transformation Act.
This bill focuses on promoting innovative practices and transforming K-12 education systems. It sets the stage for new approaches in teaching and learning.
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SB 1006 — K-12 Innovation and Transformation Act.
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✓Introduced
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2In Committee
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3Passed Senate
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4Passed House
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5To Executive
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6Enacted
This bill is in committee in the Senate. Introduced April 30, 2026. It must pass committee before a floor vote.
Next likely step: a committee vote, then a floor vote in the Senate.
Prognosis
Where this bill stands today.
Odds of enactment
LowHow often bills like it became law.
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In Committee
Current position in the legislative process.
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5 sponsors
2 primary, 3 co-sponsors signed on.
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Single-party support
Sponsorship is currently within one party (5 R).
Prognosis reads this bill's own signals — stage, sponsorship breadth, committee status, recorded votes and cross-state momentum. Odds come from a model trained on which bills have become law.
In plain language
The bill addresses innovation and transformation in K-12 education.
This bill focuses on promoting innovative practices and transforming K-12 education systems. It sets the stage for new approaches in teaching and learning.
Bill Text
What changed in the latest version
1007 added · 1427 removedPlain-language change summary
The revised version of Senate Bill 1006 includes clarifications regarding the appointment process for committee members and the distribution of funds among designated organizations. Additionally, it emphasizes the importance of parental consent when students are offered advanced learning opportunities. These changes aim to ensure transparency in decision-making and to protect student rights, which reinforces the bill's commitment to effective educational practices in North Carolina.
GENERAL ASSEMBLY OF NORTH CAROLINA SESSION 2025 S 21 SENATE BILL 1006 Education/Higher Education Committee Substitute Adopted 6/3/26 Short Title:
Senators Lee, Jones, and Corbin (Primary Sponsors).
Rules and Operations of the Senate May 4, 2026 A BILL TO BE ENTITLED AN ACT TO APPROPRIATE FUNDS TO SUPPORT ELEMENTARY AND SECONDARY PUBLIC EDUCATION, TO MAKE VARIOUS CHANGES TO THE LAWS AFFECTING ELEMENTARY AND SECONDARY PUBLIC EDUCATION, AND TO ENACT PROVISIONS TO TRANSFORM THE HIGH SCHOOL EXPERIENCE.
(9) One chief administrative officer or president of a community college participating in a program, project, or initiative developed pursuant to this act and one superintendent of a local school administrative unit participating in a *S1006-v-2**S1006-v-1* General Assembly Of North Carolina Session 2025 program, project, orinitiativedevelopedpursuant tothis act ortheirrespective designees.
Page 2 Senate Bill 1006-Second1006-First Edition General Assembly Of North Carolina Session 2025 SECTION 1.1.(g) Report.
Senate Bill 1006-Second1006-First Edition Page 3 General Assembly Of North Carolina Session 2025 (2) The majority of schools in the local school administrative unit have been identified as low-performing schools in the two school years immediately preceding the review.
Page 4 Senate Bill 1006-Second1006-First Edition General Assembly Of North Carolina Session 2025 SECTION 1.4.(e) The North Carolina Collaboratoryshall report on the results of the study conducted pursuant to subsection (d) of this section to the Joint Legislative Education Oversight Committee by January 15, 2028.
Senate Bill 1006-Second1006-First Edition Page 5 General Assembly Of North Carolina Session 2025 (d) The Department of Public Instruction shall provide guidance to local boards of education on how to best develop programming and courses to ensure all impacted students receive rigorous, academically appropriate instruction in mathematics.mathematics and English Language Arts.
Learning acceleratorAccelerator programs.
(a) Definitions.Purpose.
– ThePublic followingschool definitionsunits applymay work with eligible partners to thisdevelop section:nontraditional, student-driven pathways through which students may select and complete Learning Accelerators.
(1)Learning EligibleAccelerators partner.are modular learning experiences focused on science, technology, engineering, and mathematics (STEM), that, when aggregated, will provide competency-based equivalency to traditional elective course credit.
–(b) AnEligible entityPartners. that provides a menu of learning units and works with a public school unit to implement a learning accelerator program.
(2)– HealthTo sciencelearningaccelerator.be eligible to be a partner to assist a public school unit in developing a Learning Accelerator program, the partner must be able to provide a menu of modular learning experiences that include opportunities for work-based learning.
–Alearningacceleratorfocused(c) ontopicsMemorandum relatedofUnderstanding. to health science.
(3)– High-techPublicschool learningunits accelerator.shall enterinto amemorandum of understanding with an eligible partner to establish certain requirements for the Learning Accelerator program.
–These Arequirements learningshall acceleratorinclude focused on topics related to science, technology, engineering, and mathematics (STEM), including any of the following:
a.(1) The provision of a physical learning lab staffed by a learning lab facilitator, that will provide a site for collaborative learning and networking.
Artificial(2) Intelligence.The qualifications and standards for learning lab facilitators.
b.
Computer Systems Engineering.
c.
Cybersecurity.
d.
Data Analytics.
e.
Design UX/UI.
f.
Software Development.
(4) Learning accelerator.
– A student-selected combination of modular learning units offered as part of a learning accelerator program that, when aggregated, meets all of the following:
a.
Is recognized by an eligible partner as the competency-based equivalent of a traditional elective course credit.
b.
Includes opportunities for work-based learning.
(5) Learning accelerator program.
– A nontraditional, student-driven pathway developed and offered by an eligible partner through which students may select and complete learning accelerators.
(6) Learning lab.
– A physical site where collaborative learning and networking takes place for a learning accelerator program.
(7) Learning unit.
Show all 464 changed lines (424 more)
– A modular learningexperience provided to students in person or remotely, including asynchronously, that serves as an individual component of a learning accelerator.
(b) Learning Accelerator Program Authorization.
– Public school units may work with eligible partners to implement learning accelerator programs that include high-tech learning accelerators, health science learning accelerators, or both, in compliance with this section.
Public school units shall allow a student who participates in a learning accelerator to continue to Page 6 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 aggregate learning units throughout the time the student is enrolled in the public school unit and shall not require the learning accelerator to be completed in a single semester or school year.
For the purposes of student participation in a learning accelerator, the calendar requirements of Part 2 of Article 8 of this Chapter do not apply.
(c) Memorandum of Understanding.
– To implement a learning accelerator program, public school units shall enter into a memorandum of understanding with an eligible partner that addresses at least all of the following:
(1) The provision of a learning lab, including its operating schedule.
(2) The qualifications for learning lab facilitators.
(3) The learning lab facilitator's duties, including at least the following:
a.
Being the teacher of record for students enrolled in the learning accelerator program.
b.
Advising students.
c.
Designing learning experiences.
d.
Coordinating with industry partners.
e.
Validating student work.
f.
Networking with other learning lab facilitators to share best practices across public school units.
(d) Learning Lab Facilitators.
– Notwithstanding G.S.
115C-295 and any other law or rule to the contrary, learning lab facilitators are not required to hold a teaching license but shall meet the qualifications established by the memorandum of understanding.
115C-295 and any related State Board of Education rules, learning lab facilitators shall not be required to hold teacher licensure but shall meet the standards established by the memorandum of understanding.
Learning lab facilitators shall be subject to the criminal history check requirements of Part 6 of Article 22 of this Chapter.
(3) A description of the learning lab facilitator's duties, which shall include providing student advising, designing learning experiences, coordinating with industry partners, and validating student work.
Learning lab facilitators shall be the teacher of record for students enrolled in a Learning Accelerator.
Learning lab facilitators shall network with other learning lab facilitators to share best practices across public school units.
(4) An operating schedule agreed upon by the public school unit and the eligible partner.
For the purposes of student participation in a Learning Accelerator, the calendar requirements of Part 2 of Article 8 of this Chapter shall not apply.
Students may continue to participate in a Learning Accelerator and aggregate learning experiences throughout the time the students are enrolled in the public school unit and shall not be limited to a semester or school year.
Page 6 Senate Bill 1006-First Edition General Assembly Of North Carolina Session 2025 Learning experiences may be provided to students in person, remotely, or through asynchronous learning experiences.
(d) Contractors.
– Additional nonlicensed personnel may be contracted with on a full- or part-time basis for the purpose of providing timely, real-world content, industry expertise, and student learning experiences as part of a Learning Accelerator program.
Contract personnel shall be subject to the criminal history check requirements of Part 6 of Article 22 of this Chapter.
(e) Course Credit.
– Public school units shall award elective credit in a Learning Accelerator to any student who completes a combination of learning experiences determined by theeligiblepartnertoprovidethecompetency-basedequivalentofanelectivecreditinthatcourse upon verification of successful completion of the learning experiences and integrity of student work products by the learning lab facilitator.
Course credit shall be awarded in accordance with the following:
(1) A student may earn up to four credits in Learning Accelerators but may not complete the same learning experience more than once for credit.
(2) A student's participation in a Learning Accelerator but failure to earn elective credit shall not be denoted as a fail on the student's transcript.
(3) The elective credit shall be denoted on the student's transcript as achieved competency in either a High-Tech Learning Accelerator or a Health Science Learning Accelerator.
(4) Successful completion of a high-tech learning accelerator satisfies the computer science graduation requirement pursuant to G.S.
115C-81.90.
(f) Use of Funds.
– Any State funds provided to a public school unit for the purposes of Learning Accelerator programs may only be used for salaries and benefits of learning lab facilitators orhiringcontract personnel.
Thesefunds shall not beconverted foranyotherpurpose.
Notwithstanding G.S.
Learning lab facilitators are subject to the criminal history check requirements of Part 6 of Article 22 of this Chapter.
(e) Contractors.
– Public school units and eligible partners may contract with additional nonlicensed personnel on afull-or part-timebasis forthepurposeofprovidingtimely, real-world content, industry expertise, and student learning experiences as part of a learning accelerator program.
Contract personnel are subject to the criminal history check requirements of Part 6 of Article 22 of this Chapter.
(f) Course Credit.
– Public school units shall award an elective credit to a student who completes a high-tech learning accelerator or health science learning accelerator upon verification of successful completion of the learning units by the learning lab facilitator in accordance with all of the following:
(1) The public school unit may award a student up to four learning accelerator credits but shall not award credit for a learning accelerator that includes a learning unit that the student has already completed for credit.
(2) For a student who does not complete all of the learning units for a learning accelerator, the public school unit shall not denote a fail on the student's transcript.
(3) The public school unit shall denote the elective credit on the student's transcript as achieved competencyin either a high-tech learning accelerator or a health science learning accelerator.
– To the extent funds are made available for the purpose, the State Board of Education shall establish a funding allotment for Learning Accelerator program learning lab facilitator positions.
AnyFunds Stateshall fundsbe providedallocated to aprovide localone school administrative unit for a learning lab facilitator position mayonlybe used to payeach salarieslocal andschool benefitsadministrative ofunit. learning lab facilitators or hire contract personnel.
Local school administrative units shall not convert these funds for any other purpose.
– No later than March 1 of each year, the Department of Public Instruction shall report to the Joint Legislative Education Oversight Committee on the following Senate Bill 1006-Second Edition Page 7 General Assembly Of North Carolina Session 2025 information, disaggregated for each public school unit by grade level and school, when practicable:
(1) Number and percentage of students with access to a learningLearning acceleratorAccelerator program.
(2) Student retention and persistence in learningLearning acceleratorAccelerator programs.
(3) Student completion of learningLearning acceleratorAccelerator elective credits and student achievement of personalized learning goals.
(4) Student evaluation of the learningLearning acceleratorAccelerator programs.
(5) Student interest in STEM following participation in a learningLearning acceleratorAccelerator program.
(6) Cost per student for learningLearning acceleratorAccelerator programs.
(7) Number and percentage of students who have participated in a learningLearning acceleratorAccelerator program who choose to pursue a career pathway or further study in a STEM field.
(8) Number and percentage of public school units that established a learningLearning acceleratorAccelerator program and public school unit persistence in maintaining the program.
Senate Bill 1006-First Edition Page 7 General Assembly Of North Carolina Session 2025 (9) Recommendations for program changes, including recommended legislative changes and changes needed to ensure that federal funding for career and technical education can be used for the learningLearning acceleratorAccelerator programs.
(10) Recommendations on development of a competency transcript." SECTION 1.6.(b) SparkNCThere is anappropriated eligiblefrom partnerthe General Fund to the Department of Public Instruction the sum of eight million eight hundred fifty-five thousand dollars ($8,855,000) in recurring funds beginning in the 2026-2027 fiscal year for the Department to administer the Learning Accelerator learning acceleratorlab programs,facilitator allotment, as authorizedestablished by this section.act.
SuccessfulSECTION completion1.6.(c) ofSparkNC, aInc., high-techis learningan acceleratoreligible offeredpartner byfor SparkNCLearning satisfiesAccelerator theprograms, computeras scienceauthorized graduationby requirementthis pursuantact. to G.S.
115C-83.31(a)(3).There is appropriated from the General Fund to the Department of Public Instruction the sum of six million five hundred thousand dollars ($6,500,000) in recurring funds beginning in the 2026-2027 fiscal year to be allocated as a grant to SparkNC, Inc., for administrative costs associated with being an eligible partner for Learning Accelerator programs.
SECTION 1.6.(c)1.6.(d) There is appropriated from the General Fund to the Department of Public Instruction the sum of eightfive million eightseven hundred fifty-fiveeighty thousand dollars ($8,855,000)($5,780,000) in recurringnonrecurring funds beginningfor in the 2026-2027 fiscal year to be allocated as a directed grant to SparkNC, Inc., for thestart-up Departmentcosts associated with expanding to administerprovide theservices learningin acceleratoradditional learningpublic labschools facilitatorwith allotment,the asgoal establishedof byproviding thisservices section.statewide.
SECTION 1.6.(d) There is appropriated from the General Fund to the Department of Public Instruction the sum of six million five hundred thousand dollars ($6,500,000) in recurring funds beginning in the 2026-2027 fiscal year to be allocated as a grant to SparkNC for program and administrative costs associated with being an eligible partner for learning accelerator programs.
SECTION 1.6.(e) There is appropriated from the General Fund to the Department of Public Instruction the sum of five million seven hundred eighty thousand dollars ($5,780,000) in nonrecurringfunds for the2026-2027fiscal year to beallocated as a directed grant to SparkNC for start-up costs associated with expanding to provide services in additional public schools with the goal of providing services statewide.
SECTION1.6.(f)SECTION Thissectionbecomeseffective1.6.(e) July1,This section becomes effective July 1, 2026, and appliesbeginningapplies beginning with the 2026-2027 school year.
Page 8 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 (a) Program;
– There is established the Extended Learning and Integrated Student Supports Grant Program (Extended(Program). Learning Grant Program).
TheNonprofit purposecorporations ofand thenonprofit Extendedcorporations Learningworking Grantin Programcollaboration iswith tolocal fundschool high-quality,administrative independentlyunits validatedoperating extendedrelevant learning and integrated student support service programs formay at-riskapply students that raise standards for studentthe academicProgram. outcomes.
NonprofitThe corporationspurpose andof nonprofitthe corporationsProgram workingis into collaborationfund withhigh-quality, localindependently schoolvalidated administrativeextended unitslearning mayand applyintegrated forstudent grantssupport fromservice theprograms Extendedfor Learningat-risk Grantstudents Programthat forraise thestandards operationfor of student programsacademic thatoutcomes focusby focusing on the following:
(2) Inclusion of rigorous, quantitative performance measures to confirm effectiveness of the student program.
(3) Deployment of multitieredmultiple systemstiered ofsupports support in schools to address student barriers to achievement, such as strategies to improve chronic absenteeism, antisocial behaviors, academic growth, and enhancement of parent and family engagement.
(5) Prioritization ofin student programs thatto integrate clear academic content, in particular, science, technology, engineering, and mathematics (STEM) learning opportunities or reading development and proficiency instruction.
Page 8 Senate Bill 1006-First Edition General Assembly Of North Carolina Session 2025 (7) Expansion of student access to high-quality learning activities and academic support that strengthen student engagement and leverage community-based resources, which may include organizations that provide mentoring services and private-sector employer involvement.
(b) Extended Learning Grant Program Requirements.
– In each year in which sufficient funds are available, the Department of Public Instruction (Department) shall administer the Extended Learning Grant Program in accordance with this Part.
– The Department shall use up to seven million dollars ($7,000,000) from the At-Risk Student Services Alternative School Allotment each fiscal year to fund the Extended Learning Grant Program.
Of the funds allocated for the Extended Learning Grant Program, the Department mayusemay use up to two hundred thousand dollars ($200,000) for each fiscal year for expenses of administering the Extended Learning Grant Program.
– Grants shall be used to award funds for new or existing eligible student programs for at-risk students operated by nonprofit corporations and nonprofit corporations working in collaboration with local school administrative units.
ThePrograms studentshould programs shall focus on serving (i) at-risk students not performing at grade level as demonstrated by statewide assessments, (ii) students at risk of dropout, and (iii) students at risk of school displacement due tosuspensionorexpulsionasaresultofantisocial behaviors.Priorityconsiderationshallbegiven to suspensionapplications ordemonstrating expulsionmodels asthat afocus resultservices ofand antisocialprograms behaviors.in schools that are identified as low-performing pursuant to G.S.
Priority consideration shall be given to applications demonstrating models that focus services and programs in schools that are identified as low-performing pursuant to G.S.
– Grant recipientsparticipants are eligible to receive grants for up to two years in an amount of up to five hundred thousand dollars ($500,000) each year.
GrantA recipientsgrant participant shall provide certification to the Department of Public Instruction that the grants received under the Extended Learning Grant Program shall be matched on the basis of three dollars ($3.00) in grant funds forforeveryonedollar($1.00)innongrantfunds.MatchingfundsshallnotincludeotherStatefunds. everyone dollar ($1.00) in nongrant funds.
MatchingfundsThe Department shall notalso includegive otherpriority Stateconsideration to an applicant that is a nonprofit corporation working in partnership with a local school administrative unit resulting in a match utilizing federal funds under Part A of Title I of the Elementary and Secondary Education Act of 1965,as amended,orTitleIVoftheHigherEducationActof1965, asamended,andotherfederal or local funds.
The Department shall also give priority consideration to an applicant that is a nonprofit corporation working in partnership with a local school administrative unit resulting in a match utilizing federal funds under Part A of Title I of the Elementary and Secondary Education Act of Senate Bill 1006-Second Edition Page 9 General Assembly Of North Carolina Session 2025 1965,as amended,orTitleIVoftheHigherEducationActof1965,asamended,andotherfederal or local funds.
– A nonprofit corporation may act as its own fiscal agent for the purposes of thethis Extended Learning Grant Program.
– No later than July 15 of each year in which a grant recipient is participating in the Extended Learning Grant Program, the recipient shall report to the Department on the expenditure of grantPublic fundsInstruction andon thetheexpenditureofgrant progressfundsand oftheprogress theoftheProgram, studentincludingalignment program being funded by the Extended Learning Grant Program, including alignment with State academic standards, data collection for reporting student progress, the source and amount of matching funds, and other measures, before receiving grantfunding funds for the next fiscal year.
Grant recipients shall also submit a final report on key performance data, including statewide test results, attendance rates, graduation rates, and promotion rates, and financial sustainabilityof the student program being funded by the Extended Learning Grant Program.
– No later than September 15 of each year of the Extended Learning Grant Program, the Department of Public Instruction shall report to the Joint Legislative Education Oversight Committee on the Extended Learning Grant Program, including recommendations regarding effective student program models, standards, and performance measures based on student performance, leveraging of community-based resources to expand student access to learning activities, academic and behavioral support services, and potential opportunities for the State to invest in proven models for future grant programsprograms." forSenate at-riskBill students."1006-First Edition Page 9 General Assembly Of North Carolina Session 2025 SECTION 1.7.(b) This section becomes effective July 1, 2026, and applies beginning with the 2027-2028 school year.
4 SCHOOLS IN COMMERCIAL ZONES SECTION 1.8.(a) Part 1 of Article 9 of Chapter 160D of the General Statutes is amended by adding a new section to read:
SECTION 1.9.(b) There is appropriated from the General Fund to the Department of Public Instruction an additional four million dollars ($4,000,000) in recurring funds beginning in the 2026-2027 fiscal year to bring the total revised net appropriation to the Department to nine million five hundred forty thousand dollars ($9,540,000) in recurring funds beginning in the 2026-2027 fiscal year for the Department to expand the Advanced TeachingRoles grant program in accordancewith Article20AofChapter115CArticle 20AofChapter115C oftheGeneral Statutes.Forthe2026-2027fiscal year only, the Department shall prioritize awarding Advanced Teaching Roles grants to public Page 10 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 school units that qualified for a grant in the 2025-2026 fiscal year but did not receive the grant due to insufficient funding.
5 TEACHER EVALUATION PILOT PROGRAM SECTION 1.10.(a) Program Established;
Page 10 Senate Bill 1006-First Edition General Assembly Of North Carolina Session 2025 (2) Provide feedback that supports each teacher's professional development and career experience, which may include evidence of student outcomes, student surveys, or independent evaluations.
Senate Bill 1006-Second Edition Page 11 General Assembly Of North Carolina Session 2025 (1) The local school administrative units selected to participate in the Program.
Senate Bill 1006-First Edition Page 11 General Assembly Of North Carolina Session 2025 (2) Common mental health conditions, such as anxiety, depression, and trauma, and their warning signs.
– There is established the AI AcademicInstructional Support Program (Program) to allow public school units to contract with Khan Academy, Inc., (Khan Academy) Page 12 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 for use of the academic support service Khanmigo, in grades six through 12.
The evaluation shall include all of the information required to be reported on by the Department of Public Instruction in subdivisions (2) through (7) of subsection (h)(g) of this section.
Public school units shall submit their evaluations to the Department of Public Instruction by July 15 followingof each year that funds are used pursuant to this section.
– All public school units that contract with Khan Academy pursuant to this section shall use a secure, cloud-based, single sign-on and class rostering platform to manage access to digital instructional resources and student information systems and to facilitate automated data integration between educational applications and school Page 12 Senate Bill 1006-First Edition General Assembly Of North Carolina Session 2025 district systems.
– The Department of Public Instruction shall contract with Khan Academy for 500 Khanmigo licenses for use in schools operated by the Division of Juvenile Justice of the Department of Public Safety.
As part of the study, the Department of Public Instruction shall aggregate and report to OLR on the evaluations submitted bypublicby public school units pursuanttosubsection(d)ofthissection.OLRshall collaboratewithKhanAcademytoaggregate data on student performance byteacher and bysubgroup, to the extent allowed bylaw.
– No later than OctoberFebruary 15 followingof each year thatin which funds are made available for the Program, the Department of Public Instruction shall report to the Joint Legislative Education Oversight Committee at least the following information:
(1) The number of public school units that contracted with Khan Academy pursuant to this section.Article.
Senate Bill 1006-Second Edition Page 13 General Assembly Of North Carolina Session 2025 (8) The number of moderation flags generated by the application." SECTION 1.12.(b) There is appropriated from the General Fund to the Department of Public Instruction the sum of ten million sixty thousand five hundred sixty dollars ($10,060,560) in recurring funds beginning with the 2026-2027 fiscal year to allocate funds pursuant to G.S.
7 TEACHREADYNC PROGRAM SECTION 1.13.(a) The title of Article 17D of Chapter 115C of the General Statutes reads as rewritten:
Senate Bill 1006-First Edition Page 13 General Assembly Of North Carolina Session 2025 (a) Role of EPPs.
– The State Board shall adopt rules necessary to establish a process for a student to report a violation of this Article Part to the State Board." SECTION 1.13.(g) Part 2 of Article 17D of Chapter 115C of the General Statutes, as enacted by subsection (b) of Section 1 of this section,act, reads as rewritten:
Page 14 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 "§ 115C-269.65.
(4) Eligible educatorunit. preparation program.
– A local school administrative unit that is an Advanced Teaching Roles unit, as defined in G.S.
115C-310.3(6).
(5) Eligible educator preparation program.
(5) Eligible unit.
– A local school administrative unit that is an Advanced Teaching Roles unit, as defined in G.S.
115C-310.3(6).
Page 14 Senate Bill 1006-First Edition General Assembly Of North Carolina Session 2025 (a) Program Established;
– The Department shall review applications for participation in TeachReadyNC every three months of each school year following the Senate Bill 1006-Second Edition Page 15 General Assembly Of North Carolina Session 2025 issuance of the request for applications.
Senate Bill 1006-First Edition Page 15 General Assembly Of North Carolina Session 2025 (4) Provide each apprentice with the following:
Page 16 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 (g) Administration.
Develop a training module for apprentice supervisors that establishes standards for apprentice supervisors under TeachReadyNC and Page 16 Senate Bill 1006-First Edition General Assembly Of North Carolina Session 2025 incorporates, where applicable, any preexisting standards for apprentice supervisors.
TeachReadyNC grants.Grants.
115C-269.67(b) and constitutes the salary supplement for an apprentice, the cost of Senate Bill 1006-Second Edition Page 17 General Assembly Of North Carolina Session 2025 attendance payment for an apprentice, and the salary supplement for the apprentice supervisor of an apprentice, up to the maximum amounts provided in subsection (b) of this section.
(2) Annual payments of up to five thousand dollars ($5,000) for each apprentice for the cost of attendance at an eligible educator preparation program, including subject-specific content courses required for licensure at the Senate Bill 1006-First Edition Page 17 General Assembly Of North Carolina Session 2025 associated institution of higher education.
Grant funds may only be used for this purpose after the apprentice has exhausted all other scholarships or grants available for these purposes, including federal Pell Grants.grants.
Page 18 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 g.
Page 18 Senate Bill 1006-First Edition General Assembly Of North Carolina Session 2025 SECTION 1.13.(j) This section becomes effective July 1, 2026.
115C-269.67, as enactedbysubsection (g)ofthis(g)of this section,byNovember1,2026, for applications to establish registered teacher apprenticeship programs beginning in the 2027-2028 school year.
RELEASED9 TIMEPART RELIGIOUSII. INSTRUCTION SECTION 1.14.(a) G.S.
115C-379 reads as rewritten:
"§ 115C-379.
Method of enforcement.enforcement and excused and unexcused absences.
(a) It shall be the duty of the State Board of Education to formulate the rules that may be necessary for the proper enforcement of the provisions of this Part.
The Board shall prescribe (i) what shall constitute unlawful absence, (ii) what causes may constitute legitimate excuses for temporary nonattendance due to a student's physical or mental inability to attend or a student's participation in a valid educational opportunity such as service as a legislative page or a Governor's page, and (iii) under what circumstances teachers, principals, or superintendents may excuse pupils for nonattendance due to immediate demands of the farm or the home in certain seasons of the year in the several sections of the State.Adoption of Rules.
– The State Board of Education shall adopt rules to enforce the provisions of this Part, including rules that define unexcused absences and excused absences.
(a1) ExcusedAbsences.–TheStateBoardshallrequireschoolofficialstoexcuseabsences for all of the following:
(1) Illness.
– Physical or mental illness.
(2) Educational opportunities.
– Participation in a valid educational opportunity, including service as a legislative page or a Governor's page.
(3) Needs of family.
– Immediate demands of the farm or the home in certain seasons of the year if determined appropriate by a teacher, principal, or superintendent based on guidelines set by the State Board.
Senate Bill 1006-Second Edition Page 19 General Assembly Of North Carolina Session 2025 (4) Religious observance.
– A minimum of two excused absences each academic yearforreligious observances required bythefaithofastudent orthestudent's parent or legal guardian.
(5) Military leave.
– A minimum of two excused absences each academic year, if all of the following conditions are met:
a.
The student's parent or legal guardian is an active duty member of the uniformed services, as defined by Article 29B of this Chapter, the Interstate Compact on Educational Opportunity for Military Children.
b.
The student's parent or legal guardian has been called to dutyfor, is on leave from, or has immediately returned from deployment to a combat zone or combat support posting.
c.
The student is not identified by the public school unit as at risk of academic failure because of unexcused absences.
(6) Released time religious instruction.
– Released time religious instruction as allowed under a policy adopted pursuant to G.S.
115C-407.45.
(b) In addition to any excused absences authorized pursuant to subsection (a) of this section, the rules shall require school principals to authorize the following excused absences:
(1) Religious observance.
– A minimum of two excused absences each academic yearforreligious observances requiredbythefaithofastudent orthestudent's parent or legal guardian.
(2) Military leave.
– A minimum of two excused absences each academic year, if all of the following conditions are met:
a.
The student's parent or legal guardian is an active duty member of the uniformed services, as defined by Article 29B of this Chapter, the Interstate Compact on Educational Opportunity for Military Children.
b.
The student's parent or legal guardian has been called to dutyfor, is on leave from, or has immediately returned from deployment to a combat zone or combat support posting.
c.
The student is not identified by the local school administrative unit as at risk of academic failure because of unexcused absences.
(b1) Notice of Request for Certain Excused Absences and Opportunity to Make Up Work.
–Therules mayrequirethat thestudent's parent orlegal guardian givetheprincipal writtennotice of the request for an excused absence a reasonable time prior to the religious observance or military leave.
religious observance, military leave, or released time religious instruction.
The student shall be given the opportunity to make up any tests or other work missed due to an excused absence for a religious observance or militaryleave.religious observance, militaryleave, or released time religious instruction.
(c) It shall be the duty of all School Officials' Duties.
– All school officials to carry out such instructions from shall follow the rules adopted by the State Board of Education, and any school official failing to carry out such instructions shall be follow the rules is guilty of a Class 3 misdemeanor:
Provided, that the compulsory attendance law herein prescribed shall not be in force in any local school administrative unit that misdemeanor.
However, this section does not apply if a public school unit has a higher compulsory attendance feature than that provided herein.in this section." SECTION 1.14.(b) Article 29D of Chapter 115C of the General Statutes is amended by adding a new section to read:
"§ 115C-407.45.
Released time religious instruction.
(a) Definition.
– For the purposes of this section, "released time religious instruction" means religious instruction offered by a private entity during the school day.
Page 20 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 (b) Policy Required.
– The governing body of a public school unit shall adopt a policy that requires a school principal to excuse a student's absence from school to attend released time religious instruction.
At a minimum, the policy shall provide for the following:
(1) Consent form.
– Public school units shall adopt a standard written consent form that provides parents with notice that the parent or guardian is responsible for arranging transportation to and from any location where released time religious instruction occurs.
The parent or guardian of a student attending released time religious instruction shall provide the school with a signed copy of the standard consent form.
(2) Documentation required.
– The parent or guardian of a student shall provide the school with written documentation affirming that the student attended released time religious instruction for each day that the student is absent.
(3) Make up work.
– A student attending released time religious instruction shall make up all school work that is missed.
(4) Prohibition on use of State and local funds.
– The public school unit shall prohibit all schools from expending State or local funds, excluding any de minimis costs of administering the policy adopted pursuant to this subsection, to facilitate a student attending released time religious instruction.
(5) Use of school facilities.
– The public school unit shall prohibit any private entity from offering released time religious instruction on school property, unless otherwise permitted by a neutral facility use policy.
(6) Time limitations.
– The public school unit shall excuse one hour of released time religious instructionat a minimum.
A school principal shall not authorize excused absences totaling more than four hours of released time religious instruction in a single calendar week." SECTION 1.14.(c) G.S.
115C-47 is amended by adding a new subdivision to read:
"(33d) To Adopt Policies on Released Time Religious Instruction.
– Local boards of education shall adopt a policy that requires a school principal to excuse a student's absence to attend released time religious instruction pursuant to G.S.
115C-407.45." SECTION 1.14.(d) G.S.
115C-218.75 is amended by adding a new subsection to read:
"(p) Released Time Religious Instruction.
– A charter school shall adopt a policy that requires a school principal to excuse a student's absence to attend released time religious instruction pursuant to G.S.
115C-407.45." SECTION 1.14.(e) G.S.
115C-238.66 is amended by adding a new subdivision to read:
"(23) Released time religious instruction.
– The board of directors shall adopt a policy that requires a school principal to excuse a student's absence to attend released time religious instruction pursuant to G.S.
115C-407.45." SECTION 1.14.(f) G.S.
116-239.8(b) is amended by adding a new subdivision to read:
"(26) Released time religious instruction.
– A laboratory school shall adopt a policy that requires a school principal to excuse a student's absence to attend released time religious instruction pursuant to G.S.
115C-407.45." SECTION 1.14.(g) This section is effective when it becomes law and applies beginning with the 2026-2027 school year.
LOCAL SCHOOLS OPEN ENROLLMENT STUDY SECTION 1.15.(a) The North Carolina Collaboratory (Collaboratory) shall study how local school administrative units can allow students to attend any school within the local Senate Bill 1006-Second Edition Page 21 General Assembly Of North Carolina Session 2025 school administrative unit in which the student is domiciled, other than the assigned base school.
The study shall include, at a minimum, the following:
(1) A review of existing voluntary open enrollment and freedom of choice plans.
(2) Considerations for implementing mandatory open enrollment plans, including:
a.
The number of enrollment periods a mandatory open enrollment plan should have in a year.
b.
Types of application processes for mandatory open enrollment plans.
c.
How school capacityissues should be addressed and communicated to parents, including waitlist options.
d.
Transportation options for students when they choose a school other than their assigned base school.
e.
Reasons that would let a local school administrative unit deny a request under a mandatory open enrollment plan.
f.
Any appeals processes that would be available for denials of requests of school assignment under a mandatory open enrollment plan.
(3) Any other information deemed relevant by the Collaboratory.
SECTION 1.15.(b) The Collaboratory shall report its findings, including any recommended legislation, to the Joint Legislative Education Oversight Committee, by April 15, 2027.
SECTION 1.15.(c) This section is effective when it becomes law.
ADVANCED TEACHING ROLES AMENDMENTS SECTION 1.16.(a) Article 20A of Chapter 115C of the General Statutes reads as rewritten:
"Article 20A.
"Advanced Teaching Roles.
"… "§ 115C-310.3.
Definitions.
The following definitions apply to this Article:
(1) Adult leadership teacher.
– An ATR team lead who meets the following criteria:
a.
Works in the classroom providing instruction for at least thirtypercent (30%) of the instructional day.
b.
Leads a team of between three and eight teachers.
c.
Sharesresponsibilityfortheperformanceofthestudentsofallteachers on the adult leadership teacher's team.
d.
Is not a school administrator.
(2) Advanced teaching role.
– A teaching assignment that includes either (i) teaching an increased number of students or (ii) becoming an ATR team lead.
(3) ATRplan.–Alocalboardofeducation'splantoimplementadvancedteaching roles under this Article.
(4) ATR school.
– A school that is included in an ATR unit's ATR plan.
(5) ATR team lead.
– A teaching assignment that includes leading one or more teachers and being responsible responsible, in addition to the teacher of record, for the student performance of all students taught by teachers on that lead teacher's team.
(6) ATR unit.
– A local school administrative unit operating under an ATR plan approved by the State Board of Education.
(7) Classroom excellence teacher.
– A classroom teacher serving in an advanced teaching role who assumes and maintains responsibility for at least twenty Page 22 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 percent (20%) of additional students as compared to the most recent prior school year in which the teacher did not receive a salary supplement pursuant to this section.
(8) Classroom teacher.
– A teacher who works in the classroom providing instruction to students at least seventy percent (70%) of the instructional day and who is not instructional support personnel.
(9) Collaborative impact leader.
– An ATR team lead who meets all of the following criteria:
a.
Leads a team of between four and eight teachers.
b.
Does not serve as the teacher of record for any students.
c.
Provides instruction, including co-teaching, for at least thirty percent (30%) of the instructional day to students taught by teachers on the ATR team lead's team.
d.
Is not a school administrator.
(10) Partial-release collaborative impact leader.
– An ATR team lead who meets the following criteria:
a.
Serves as the teacher of record for at least one class of students.
b.
Leads a team of two or three teachers.
c.
Is not a school administrator.
(11) Teacher of distinction.
– A classroom teacher serving in an advanced teaching role who is the teacher of record for at least twenty percent (20%) more students than the average number of students taught by other teachers on the teacher's ATR team.
(12) Teacher of record.
– The classroom teacher who is responsible for a student's performance.
The term does not include a classroom teacher who is only responsible for a student's performance by virtue of being an ATR team lead.
"§ 115C-310.5.
Advanced teaching roles plan approval.
… (d) Implementation Limitations.
– The following limitations applyto the implementation of advanced teaching roles in an ATR unit:For each year an ATR unit operates under an ATR plan, the ATR unit may designate additional schools as ATR schools as follows:
(1) For the first year of implementation, the ATR unit may include in its ATR plan at least one school up to the lesser of (i) five of the ATR unit's schools or (ii) twenty-five percent (25%) forty percent (40%) of the ATR unit's schools.
(2) For the second and third years of implementation, the ATR unit may include in its ATR plan at least one school up to the lesser of (i) 10 of the ATR unit's schools or (ii) fifty percent (50%) of the ATR unit's schools.For any years following the first year of implementation, the ATR unit may designate as ATR schools up to the greater of (i) three schools or (ii) twenty-five percent (25%)ofthetotal number ofschools in theATR unit,not to exceed 10 schools per year.
(3) For any years following the third year of implementation, the ATR unit's plan may include any number of the unit's schools.
… "§ 115C-310.9.
Renewal Renewal, probation, and termination of program participation.
(a) ATR Unit Review.
– The State Board of Education shall review each ATR unit once every five years based on a publicly available timetable to ensure the unit is complying with the approved ATR plan.
The State Board of Education shall adopt a rule describing the process and criteria for this review.
As part of the review, the State Board of Education shall consider at least the following information:
Senate Bill 1006-Second Edition Page 23 General Assembly Of North Carolina Session 2025 (1) Thetotalnumberofteachersinadvancedteachingrolesintheunit,thenumber of teachers in each advanced teaching role identified in the unit's ATR plan, and the number of students receiving instruction from those teachers.
(2) For each ATR school in the ATR unit, the total number of teachers in advanced teaching roles in the school, the number of teachers in each advanced teaching role identified in the unit's ATR plan in the school, the number of students receiving instruction from those teachers, and the number of teachers led by each ATR team lead.
(3) Growth scores for students calculated pursuant to G.S.
115C-83.15.
(4) Achievement scores for students calculated pursuant to G.S.
115C-83.15.
(5) Retention of effective teachers.
(6) Results of the Teacher Working Conditions Survey.
(7) Ratings of teachers through the North Carolina Teacher Evaluation System.
(8) Evidence that higher performing teachers have been selected to serve in an advanced teaching role.
(9) A description of the activities undertaken by ATR team leads to (i) support the professional development of teachers on their team and (ii) enhance instruction by better aligning teachers' strengths with student needs.
(10) The amount and funding source for any salary supplement received by teachers in advanced teaching roles in the unit.
(11) A description of the amount of release time given to each ATR team lead, how the release time is spent, and how the school facilitates providing that release time.
(b) Renewal or Termination.
Renewal, Probation, and Termination.
– Following the five-year review, the State Board of Education may, in its discretion, may renew or terminate the planofanyATRunitoranyATRschoolwithintheATRunitthatfailstomeetcriteriaestablished by the State Board of Education.the plan of any ATR unit that meets the criteria established by the State Board of Education.
For any ATR unit or ATR school that fails to meet the criteria adopted by the State Board of Education following the five-year review, the State Board shall place the ATR unit or ATR school on probation.
If placed on probation, the ATR unit or ATR school will have up to one year to remedy any concerns identified by the State Board.
(b1) Termination.
– For an ATR unit or ATR school that is on probation, the State Board of Education shall terminate the ATR status of the unit or school if it does not remedy concerns identified by the State Board within one year.
For an ATR unit or ATR school that is not on probation, the State Board may terminate the ATR status of the unit or school outside of the five-year period if the State Board finds that it is not following its approved ATR plan.
(c) Annual Report.
– No later than October 15 of each year, the State Board of Education shall report the results of any review conducted pursuant to this section and a copy of the information listed in subsection (a) of this section to the Fiscal Research Division and the Joint Legislative Education Oversight Committee.
… "§ 115C-310.11.
Advanced teaching roles grants.
(a) Term.
Award of Grants.
– Any funds awarded to an ATR unit pursuant to this section shall be are subject to availability and awarded for a term of up to three years, in the discretion of the State Board of Education.
An ATR unit shall not be eligible to receive funding for more than two terms.
The State Board of Education shall authorize a second term of State funds in accordance with subsection (c) of this section.availability.
Any funds awarded to an ATR unit pursuant to this section are subject to availability.
Grants include (i) one-time planning funds and (ii) implementation funds for a term of up to three years, renewable once.
The State Board of Education shall authorize a second term of grant funds in accordance with subsection (c) of this Page 24 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 section.
The State Board of Education shall allocate funds to each ATR unit receiving funds pursuant to this section as follows:
(1) One hundred fifty thousand dollars ($150,000) in one-time planning funds prior to or during the first year of the ATR unit's initial grant term.
(2) Fifteen thousand dollars ($15,000) per ATR school in implementation funds for each year the ATR unit receives grant funds, for no more than three years per ATR school.
(b) Use of State Grant Funds.
– State Grant funds shall only be used for any of the following purposes, as defined by the State Board of Education:
(1) Development of ATR 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 ATR plans.
Transition costs mayinclude 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.
(c) Renewal of Award of State Grant Funds.
– An ATR unit that received an initial award of State grant funds pursuant to this section may apply for a second term of funding for up to three years.
Renewal of an award of State grant funds is in the discretion of the State Board of Education.
The ATR unit may apply at any time (i) after the initial award of State grant funds expires or(ii)within 90 days priorto the datetheinitial awardof State grant funds is set to expire.
Upon receipt of an application for renewal, the State Board of Education shall do the following:
(1) Review the unit to ensure the unit is complying with the approved ATR plan and criteria established by the State Board of Education.
(2) Grant or deny the application within 60 days of its receipt.
… "§ 115C-310.13.
Advanced teaching roles salary supplements.
(a) ATR units may designate up to fifteen percent (15%) of the teachers in each ATR school as adult leadership teachers collaborative impact leaders and five percent (5%) of the teachers in each ATR school as classroom excellence teachers.
To the extent funds are made available for the purpose, teachers serving in an advanced teaching role are eligible to receive salary supplements as follows:teachers of distinction.
For the purposes of calculating the number of teachers who are eligible to be designated as either collaborative impact leaders or teachers of distinction, all of the following apply:
(1) Ten thousand dollars ($10,000) for adult leadership teachers.
(2) Three thousand dollars ($3,000) for classroom excellence teachers.
(1) If the number of allowable designated positions includes a fractional position that is greater than or equal to one-half, an ATR unit shall round the partial position to a full position.
(2) An ATR unit shall count two partial-release collaborative impact leaders as one collaborative impact leader.
(b) Notwithstanding G.S.
115C-310.5, to the extent funds are made available for this purpose, the State Board of Education shall award funds to ATR units for annual salary supplements for teachers, teachers serving in advanced teaching roles, and the receiving ATR units shall provide the salary supplement supplements to participating teachers in accordance with this section.section and in the following amounts:
(1) Ten thousand dollars ($10,000) for collaborative impact leaders.
Senate Bill 1006-Second Edition Page 25 General Assembly Of North Carolina Session 2025 (2) Fivethousanddollars($5,000)forpartial-releasecollaborativeimpactleaders.
(3) Three thousand dollars ($3,000) for teachers of distinction.
(b1) If State funds are insufficient to cover the full amount of supplement the supplements identified in subsection (a) (b) of this section, the State Board of Education and the ATR unit shall disburse any supplement funds pro rata.
If funds have been disbursed pro rata, ATR units are encouraged but not required to fund the remainder of the supplement from alternate funding sources.
(c) The following additional requirements applyto salarysupplements received pursuant to this section:
(1) Loss of a salary supplement received pursuant to this section for any reason shall not be considered is not a demotion under Part 3 of Article 22 of Chapter 115C of the General Statutes.
(2) A teacher is eligible to continue receiving a salarysupplement pursuant to this section as long as he or she remains an adult leadership teacher a collaborative impact leader or a classroom excellence teacher.teacher of distinction.
(3) A teacher is eligible to receive no more than one annual salary supplement pursuant to this section at any time.
(c1) ATR units are encouraged to use funding from other sources to provide salary supplements in addition to the State-funded salary supplements awarded pursuant to this section.
(d) The Department of Public Instruction shall issue guidance to ATR units on how to effectively develop staffing plans and budgets, including how to maximize resources across multiple fundingsources and the reach of teachers in advanced teaching roles to a greater number of students.
"§ 115C-310.15.
Program evaluation.
(a) Evaluation.
– The State Board of Education shall evaluate how the advanced teaching roles program 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.
(b) Annual Report.
– No later than October 15 of each year, the State Board of Education shall report the results of the evaluation conducted pursuant to this section to the Fiscal Research Division and the Joint Legislative Education Oversight Committee.
(c) Access to Review Information.
– An ATR unit shall provide any information or access needed to review the advanced teaching roles program that is requested by (i) the State Board of Education or (ii) an independent research organization selected by the State Board of Education to evaluate the program pursuant to this section.
(d) Identifying Advanced Teaching Roles Designations.
– The Department of Public Instruction shall create designations for teachers servingin advanced teaching roles in thestudent information system.
(e) Of the funds appropriated to the Department of Public Instruction for the Advanced Teaching Roles Program established pursuant to this Article, the Department of Public Instruction may use up to three hundred thousand dollars ($300,000) in each fiscal year for the evaluation required by this section.
…." Page 26 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 SECTION 1.16.(b) The State Board of Education shall adopt a rule describing the process and criteria for the review pursuant to G.S.
115C-310.9(a), as amended by this section, by January 1, 2027.
SECTION 1.16.(c) The Department of Public Instruction shall issue the guidance to ATR units as required by G.S.
115C-310.13(d) by February 1, 2027.
SECTION 1.16.(d) G.S.
115C-310.11(a), as amended by this section, is effective when it becomes law and applies to grant terms, including grant renewals, beginning with or following the 2026-2027 school year.
The remainder of this section is effective when it becomes law and applies beginning with the 2026-2027 school year.
PART II.
Senate Bill 1006-Second Edition Page 27 General Assembly Of North Carolina Session 2025 (2) Supports secure, persistent communication channels that enable authenticated, peer-to-peer interactions between parties.
Senate Bill 1006-First Edition Page 19 General Assembly Of North Carolina Session 2025 (3) Meets or exceeds National Institute of Standards and Technology (NIST) Identity Assurance Level (IAL) 3 standards for identity proofing to ensure high-confidence identity verification.
(5) Includes a noncustodialnon-custodial mobile digital wallet that enables individuals to maintain sole control of their credentials.
Pathways will result in obtaining either an associate degree or an industry-recognizedindustry recognized credential/certification/licensure based on the student's goal of employment or enrollment.
Page 28 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 Students will decide their college or career track at the end of their junior year with an initial emphasis on healthcare preparation.
Page 20 Senate Bill 1006-First Edition General Assembly Of North Carolina Session 2025 SECTION 2.2.(b) Participants.
The Vendor shall provide professional development and coaching to the schools in MGSD to ensure Senate Bill 1006-Second Edition Page 29 General Assembly Of North Carolina Session 2025 educators can engage in learning about CBE approaches, including implementation of the proficiency scales developed by MGSD.
Senate Bill 1006-First Edition Page 21 General Assembly Of North Carolina Session 2025 SECTION 2.2.(g) Funding.
Page 30 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 SECTION 2.3.(e) Funding;
– There is appropriated from the General Fund to the Department of Public Instruction the sum of five hundred thousand dollars ($500,000) in Page 22 Senate Bill 1006-First Edition General Assembly Of North Carolina Session 2025 nonrecurring funds for the 2026-2027 fiscal year to contract with Khan for licenses for the Khanmigo application and to create the course developed pursuant to subdivision (1) of subsection (c) of this section.
(1) Redesign learningLearning pathways.Pathways.
(2) Assessment innovation.Innovation.
(3) Educator capacityCapacityBuilding. building.
(4) Develop strategiesStrategies for statewideStatewide scalingScaling and bestBest practices.Practices.
Public Senate Bill 1006-Second Edition Page 31 General Assembly Of North Carolina Session 2025 school units shall submit applications and complete any planning or organizational duties during Senate Bill 1006-First Edition Page 23 General Assembly Of North Carolina Session 2025 the 2026-2027 school year with implementation of CBE in participating schools beginning with the 2027-2028 school year.
– Grant awardsshallawards shall bein theamount of three hundred thirty thousand dollars ($330,000) to each participating school.
The provider must have published extensively in peer-reviewed and practitioner literature, have an established track record of working directly with K-12K–12 schools and districts across multiple states, and offer professional development services, implementation support, and instructional resources developed and led by a founding education researcher with over four decades of influence in curriculum, instruction, and assessment.
Page 32 Senate Bill 1006-Second Edition General Assembly Of North Carolina Session 2025 d.
Page 24 Senate Bill 1006-First Edition General Assembly Of North Carolina Session 2025 e.
(2) Provide support and technical assistance, professional learning opportunities, and access to the CBE Networknetwork for all grant recipients.
Senate Bill 1006-Second1006-First Edition Page 3325
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Action History
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Sponsors
- Brad Overcash · Cosponsor
- Timothy D. Moffitt · Cosponsor
- Kevin Corbin · Cosponsor
- Michael V. Lee · Primary
- Dana Jones · Primary
Sponsorship breakdown
Export CSV (upgrade) →2 sponsors · 3 co-sponsors · 174 not signed on
Sponsors (2)
- Michael V. Lee Republican
- Dana Jones Republican
Co-sponsors (3)
- Brad Overcash Republican
- Timothy D. Moffitt Republican
- Kevin Corbin Republican
Not signed on (174)
174 members have not signed on to this bill.
Show all 174 →"Not signed on" means a member has not sponsored or co-sponsored this bill — it does not imply opposition. Members flagged Voted No have a recorded No vote on this bill.
Subjects
Frequently asked questions
- Who sponsors SB 1006?
- SB 1006 is sponsored by Brad Overcash (Republican), Timothy D. Moffitt (Republican), Kevin Corbin (Republican), Michael V. Lee (Republican), and Dana Jones (Republican).
- What is the current status of SB 1006?
- This bill is in committee in the Senate. Introduced April 30, 2026. It must pass committee before a floor vote.
- Where can I track SB 1006?
- Track SB 1006 free on One Click Politics — get push/email alerts when it moves.
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