H.B. 1139
GENERAL ASSEMBLY OF NORTH CAROLINA
May 26, 2022
SESSION 2021 HOUSE PRINCIPAL CLERK
H D
HOUSE BILL DRH40774-NHa-14
Short Title: Student Tutoring Investment & Assistance Act. (Public)
Sponsors: Representative John.
Referred to:
1 A BILL TO BE ENTITLED
2 AN ACT TO ADDRESS K-12 PANDEMIC LEARNING LOSS THROUGH HIGH-IMPACT
3 TUTORING.
4 The General Assembly of North Carolina enacts:
5 SECTION 1. The Department of Public Instruction shall establish a
6 High-Impact Tutoring Grant Program (Program) for the 2022-2023 school year to enable public
7 school units to provide tutors for students to address learning loss resulting from the COVID-19
8 pandemic. The Program aims to serve as many students as possible, including low-income,
9 underserved, and rural students, by providing high-impact tutoring services that will improve
10 academic performance.
11 SECTION 2.(a) The Department of Public Instruction shall develop an application
12 process for the Program. All public school units may apply for the Program. As part of the
13 application process, the Department shall require each applicant to provide at least the following
14 information:
15 (1) A high-impact tutoring plan as described in subsection (b) of this section.
16 (2) The methods that will be used to determine which students will participate in
17 the tutoring program.
18 (3) The number of students expected to be served by the tutoring program.
19 (4) The projected cost of implementing the tutoring program.
20 (5) The methods to be used for measuring student academic progress and other
21 tutoring program outcomes.
22 (6) Whether the public school unit will create its own tutoring program or partner
23 with existing tutoring providers.
24 (7) The academic subjects that will be the focus of the tutoring program.
25 (8) The methods to be used for recruiting and supporting tutors.
26 (9) The ways in which tutoring will be delivered, including how the delivery will
27 accommodate remote learning.
28 (10) An overview of the curriculum tutors will be required to use, if any.
29 (11) The ways in which the tutoring program will provide ongoing professional
30 training and development for tutors.
31 (12) A schedule showing how the tutoring session will be completed during
32 existing class time.
33 SECTION 2.(b) The high-impact tutoring plan required by subsection (a) of this
34 section shall include an explanation as to the manner in which the public school unit will
35 accomplish, or the reason the unit would not be able to accomplish, all of the following:
36 (1) Tutoring in groups of four or fewer students.
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1 (2) Ensuring students have the same tutor throughout the school year.
2 (3) Providing tutoring a minimum of three times each week with at least 30 to 50
3 minutes of instruction per tutoring session.
4 (4) Implementing tutoring throughout the school day instead of as a before- or
5 after-school program, supplementing core academic instruction, and creating
6 the opportunity for enrichment, not replacement, of instruction.
7 (5) Providing high-quality trained tutors, including former teachers,
8 paraprofessionals, teaching candidates, recently retired teachers, community
9 providers, AmeriCorps members, current teachers, and other individuals who
10 have received tutoring training.
11 (6) Emphasizing student attendance and educator support.
12 (7) Using a high-quality curriculum that is aligned with academic standards and
13 practices.
14 (8) Prioritizing coordination between classroom educators, tutors, and school
15 leaders.
16 (9) Providing data-driven tutoring with interim assessments to monitor student
17 progress.
18 (10) Providing ongoing professional training and development for tutors.
19 (11) Adjusting the tutoring program to achieve maximum student outcomes.
20 SECTION 2.(c) The Department shall prioritize awarding grants to applicant
21 public school units that demonstrate at least one of the following:
22 (1) A need for financial support to aid students in addressing learning loss and
23 unfinished learning resulting from the COVID-19 pandemic.
24 (2) Enrollment of a high percentage of low-income or underserved students.
25 (3) The unit has one or more schools located in a rural area that could not
26 otherwise afford to have a tutoring program.
27 SECTION 3. To the extent funds are made available for this Program, the
28 Department shall determine the amount and duration of grants to public school units.
29 SECTION 4. Funds awarded pursuant to the Program may be used for any of the
30 following purposes:
31 (1) Hiring tutors or contracting with persons to serve as tutors.
32 (2) Stipends or other incentives to paraprofessionals, retired teachers, Americorps
33 members, current teachers, or community organizations to ensure there are
34 sufficient qualified tutors to provide tutoring services in the manner and at the
35 level described in the high-impact tutoring plan submitted by the public school
36 unit pursuant to subsection (a) of Section 2 of this act.
37 (3) Costs associated with renting or purchasing physical space for tutoring.
38 (4) Administrative expenses.
39 (5) Any other purpose approved by the Department that increases the
40 effectiveness of the high-impact tutoring program.
41 SECTION 5. A school participating in the Program may use up to 36 hours of
42 high-impact tutoring time towards the instructional hours required for the school calendar
43 pursuant to G.S. 115C-84.2, 115C-218.85, 115C-238.53, and 115C-238.66.
44 SECTION 6. Participant schools shall provide information to tutors about potential
45 pathways into the teaching profession, including any opportunities for tutors to work toward
46 educator licensure while providing high-impact tutoring services. The Department of Public
47 Instruction shall create uniform materials containing information on these opportunities for
48 public school units to distribute to their tutors.
49 SECTION 7. Any person hired to serve as a tutor under the provisions of this act
50 shall comply with all State and federal laws relating to health, safety, and antidiscrimination.
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1 SECTION 8. No later than April 15, 2023, and every year thereafter that funds are
2 made available for the Program, the Department of Public Instruction shall report to the Joint
3 Legislative Education Oversight Committee the following information:
4 (1) A list of the schools participating in the Program.
5 (2) The total number of students participating in the Program.
6 (3) Non-identifying demographic information on participating students.
7 (4) Any adjustments made to the high-impact tutoring plan submitted pursuant to
8 subsection (b) of Section 2 of this act, and the reason for those adjustments.
9 (5) The ways the school maintained consistent access to noncore-academic
10 instruction for participating students.
11 (6) All expenditures of grant funds.
12 (7) Any amounts needed to fund the program beyond the grant funds.
13 (8) The academic achievement measures and other criteria used to identify
14 students to receive high-impact tutoring.
15 (9) The academic achievement measures and other criteria used to measure
16 student outcomes associated with the program.
17 (10) The public school unit's intent and reasoning to either continue or discontinue
18 the high-impact tutoring program beyond 2024-2025 fiscal year.
19 SECTION 9. There is appropriated from the General Fund to the Department of
20 Public Instruction the sum of eight million eight hundred thousand dollars ($8,800,000) in
21 nonrecurring funds for the 2022-2023 fiscal year to allow students in public school units to access
22 high-impact tutoring pursuant to the Program.
23 SECTION 10. This act becomes effective July 1, 2022.
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