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Bill

HB 971

Career Development Adjustment.

2025-2026 Session Introduced by Hugh Blackwell and 4 co-sponsors

Establishes a pilot where selected middle/high schools have students annually review and update personalized Career Development Plans to improve graduation and readiness.

Regular Message Received From House
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Bill Summary · HB 971

HB 971 — “Career Development Adjustment” (Pilot for Annual Career Development Plans)

Status: Introduced / Referred (text effective when law)
Primary subject: Education — annual Career Development Plan pilot for middle/high school students

Purpose

Establishes an Annual Career Development Plan Pilot Program administered by the State Superintendent of Public Instruction to test whether requiring students to review and update individualized Career Development Plans (Plans) annually improves on‑time graduation and college/career readiness.

Key provisions

  • Pilot cohorts: Students who enter 7th grade in the 2025–2026 and 2026–2027 school years at selected schools will participate and continue in the Program through high school graduation.
  • Program design and selection:
    • The Superintendent selects 12 “partnered schools” (a middle school and associated high school pair) that are proportionally representative of the State’s school population size and geography.
    • Schools may apply; if fewer than 12 apply, the Superintendent will work with local superintendents to select partners.
    • A partnered school is defined as a middle/high school pair where at least half of the middle school’s students are assigned to that high school.
  • Definitions: “Career Development Plan” refers to each student’s individualized plan pursuant to G.S. 115C‑158.10.
  • School responsibilities:
    • Local boards must ensure students in partnered schools receive assistance from a school counselor and are given planning time during the instructional day annually to update Plans.
    • For students with disabilities, the IEP team may assist in completing/updating the Plan.
    • Plan updates must occur before course scheduling for the next school year.
  • Parental involvement:
    • Schools must encourage parent participation and ask parents to sign a form acknowledging annual revisions.
    • Parents must receive annual written notice about Plan creation/revisions, how to access the Plan, next-year course offerings with descriptions, and relevant graduation requirements.
    • Counselors must attempt to meet (in person or virtually) with parents before creating/updating a Plan.
    • Beginning in 10th grade, counselors must provide info on State/federal financial aid and FAFSA confidentiality/use.
  • Grade‑specific planning expectations:
    • 8th grade: by year end, students receive a list of required core courses for 9th and 10th grades.
    • 10th grade: identification of graduation requirements aligned with postsecondary goals.
    • 11th grade students not meeting State Board of Community Colleges readiness standards: create a remedial coursework plan for senior year.
    • Superintendent may set additional minimum requirements.
  • Reporting and evaluation:
    • The Superintendent (or local board) must establish reporting requirements for partnered schools.
    • Superintendent reports to the Joint Legislative Education Oversight Committee by August 15, 2026, and annually thereafter on Program progress and logistical issues.

Who is affected

  • Primary: students entering 7th grade in selected partnered schools (and their parents).
  • Schools: middle and high school counselors, local boards of education, IEP teams for students with disabilities.
  • State agencies: Department of Public Instruction (Superintendent), Joint Legislative Education Oversight Committee (receives reports).

Timeline / procedural notes

  • Pilot cohorts begin with 7th graders in 2025–26 and 2026–27 and continue through graduation.
  • Superintendent selects up to 12 partnered schools; reporting begins August 15, 2026.
  • The act takes effect when it becomes law.

Potential impacts and considerations

  • Intended to improve alignment between course selections, career goals, and graduation outcomes; provides an opportunity to assess annual Plan reviews before wider adoption.
  • Implementation will require counselor time during instructional hours, parent outreach, data/reporting infrastructure, and possible training for staff.
  • The bill does not specify dedicated funding; local and state resource needs (staffing, training, data systems) may arise depending on scale and implementation choices.

Compiled from official sources — confirm details with the bill’s official record.

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