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Bill

SB 319

Relating to substitute teachers.

2025 Regular Session

SB 319 requires local districts to adopt a procedure to ensure academically or intellectually gifted (AIG) services continue for students in alternative learning programs or school

In committee upon adjournment.
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Bill Summary · SB 319

SB 319 — "LSAUs to Maintain AIG Services in Alt. Progs."

Status: Passed 1st Reading (Senate)
Introduced: (Sen.) — Bill text filed 2025; referred to Rules and Operations of the Senate
Subject areas: Education; Curriculum; Elementary & Secondary Education; Students; Student Discipline

Purpose / Intent

SB 319 requires local school administrative units (LSAUs) to include, in their policies, a clear procedure for continuing Academically or Intellectually Gifted (AIG) services for any AIG-identified student who is placed into an alternative learning program or alternative school under Article 8C of the General Statutes. The bill seeks to ensure that disciplinary or alternative placements do not interrupt access to appropriate gifted services.

Key provisions

  • Amends G.S. 115C‑150.7(b) by adding a new subdivision (7a).
  • New subdivision (7a) must require each LSAU to adopt a procedure “for continuing to provide services to a child who is placed into an alternative learning program or alternative school pursuant to Article 8C of this Chapter.”
  • The statutory language is focused on requiring the procedure; it does not prescribe specific service models, funding, or curriculum content.

Who is affected

  • Affected students: K–12 students identified as AIG who are placed in alternative learning programs/schools (Article 8C placements).
  • Local education agencies/LSAUs: must develop or revise policies and operational procedures to maintain AIG services during alternative placements.
  • School staff: AIG coordinators, special programs staff, alternative program staff, school administrators and discipline officers will need to coordinate to implement continuity plans.
  • Parents/guardians: will have clearer procedural protections ensuring their child’s AIG services continue during an alternative placement.

Potential impacts and implementation notes

  • Administrative impact: LSAUs will need to draft, adopt, and operationalize a procedure (policy language, responsible staff, referral/transfer protocols, service delivery mechanisms, documentation practices).
  • Service delivery: Continuity may require coordination across settings (in-person at the alternative site, pull‑in/push‑out services, remote instruction, or scheduled pull‑outs), depending on local capacity.
  • Fiscal impact: The bill text does not appropriate funds or specify service models; any costs (staff time, training, contracted services) would be borne by LSAUs unless otherwise funded.
  • Legal/operational scope: Applies specifically to placements under Article 8C (alternative learning programs/schools) and to services for students identified as academically or intellectually gifted.

Timeline / Effective date

  • The amendment inserts G.S. 115C‑150.7(b)(7a); the bill states it is effective when it becomes law. LSAUs should plan to update policies promptly after enactment.

If enacted, SB 319 codifies that placement in an alternative setting does not relieve a district of the responsibility to provide appropriate AIG services — it requires a locally adopted procedure to ensure those services continue.

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

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