NC Restraint Law
NCrestraintlaw.htm
—
HTML,
57 kB (58754 bytes)
File contents
<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
<!-- saved from url=(0202)https://webmail.dpsnc.net/exchange/Lauren.Fowler/Inbox/FW:%20FYI%20-%20Seclusion%20and%20Restraint%20and%20other%20stuff.EML/Memo-HB1032.htm/C58EA28C-18C0-4a97-9AF2-036E93DDAFB3/Memo-HB1032.htm?attach=1 -->
<HTML><HEAD><TITLE>SL2005-0205</TITLE>
<META http-equiv=Content-Type content="text/html; charset=iso-8859-1">
<META content="MSHTML 6.00.2900.2722" name=GENERATOR>
<STYLE>font-face {
}
P.MsoNormal {
FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
LI.MsoNormal {
FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
DIV.MsoNormal {
FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
P.MsoToc1 {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-TRANSFORM: uppercase; FONT-FAMILY: "Times New (W1)"
}
LI.MsoToc1 {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-TRANSFORM: uppercase; FONT-FAMILY: "Times New (W1)"
}
DIV.MsoToc1 {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-TRANSFORM: uppercase; FONT-FAMILY: "Times New (W1)"
}
P.MsoToc2 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 12.25pt; TEXT-TRANSFORM: uppercase; FONT-FAMILY: "Times New (W1)"
}
LI.MsoToc2 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 12.25pt; TEXT-TRANSFORM: uppercase; FONT-FAMILY: "Times New (W1)"
}
DIV.MsoToc2 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 12.25pt; TEXT-TRANSFORM: uppercase; FONT-FAMILY: "Times New (W1)"
}
P.MsoToc3 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 23.75pt; FONT-FAMILY: "Times New (W1)"
}
LI.MsoToc3 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 23.75pt; FONT-FAMILY: "Times New (W1)"
}
DIV.MsoToc3 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 23.75pt; FONT-FAMILY: "Times New (W1)"
}
P.MsoHeader {
FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
LI.MsoHeader {
FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
DIV.MsoHeader {
FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
P.MsoFooter {
FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
LI.MsoFooter {
FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
DIV.MsoFooter {
FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
P.LMSBase {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
LI.LMSBase {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
DIV.LMSBase {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
P.nonumber {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.nonumber {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.nonumber {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aBase {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.aBase {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.aBase {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aMargin1 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-INDENT: 0.25in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.aMargin1 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-INDENT: 0.25in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.aMargin1 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-INDENT: 0.25in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aArticle {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
LI.aArticle {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
DIV.aArticle {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
P.aArticleTitle {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
LI.aArticleTitle {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
DIV.aArticleTitle {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
P.aSection {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 0.75in; TEXT-INDENT: -0.75in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.aSection {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 0.75in; TEXT-INDENT: -0.75in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.aSection {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 0.75in; TEXT-INDENT: -0.75in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aBillSection {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-INDENT: 0.75in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.aBillSection {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-INDENT: 0.75in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.aBillSection {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-INDENT: 0.75in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aBlock1 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 1.25in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.aBlock1 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 1.25in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.aBlock1 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 1.25in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aBlock2 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 1.75in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.aBlock2 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 1.75in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.aBlock2 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 1.75in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aBlock3 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 2.25in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.aBlock3 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 2.25in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.aBlock3 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 2.25in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aBlock4 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 2.75in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.aBlock4 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 2.75in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.aBlock4 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 2.75in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aBlock5 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 3.25in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.aBlock5 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 3.25in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.aBlock5 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 3.25in; TEXT-INDENT: -0.5in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aChapter {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
LI.aChapter {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
DIV.aChapter {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
P.aHeading {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-TRANSFORM: uppercase; FONT-FAMILY: "Times New Roman"
}
LI.aHeading {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-TRANSFORM: uppercase; FONT-FAMILY: "Times New Roman"
}
DIV.aHeading {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-TRANSFORM: uppercase; FONT-FAMILY: "Times New Roman"
}
P.aLongTitle {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 0.25in; TEXT-TRANSFORM: uppercase; TEXT-INDENT: -0.25in; FONT-FAMILY: "Times New (W1)"; TEXT-ALIGN: justify
}
LI.aLongTitle {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 0.25in; TEXT-TRANSFORM: uppercase; TEXT-INDENT: -0.25in; FONT-FAMILY: "Times New (W1)"; TEXT-ALIGN: justify
}
DIV.aLongTitle {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 0.25in; TEXT-TRANSFORM: uppercase; TEXT-INDENT: -0.25in; FONT-FAMILY: "Times New (W1)"; TEXT-ALIGN: justify
}
P.aMargin2 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-INDENT: 0.75in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.aMargin2 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-INDENT: 0.75in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.aMargin2 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-INDENT: 0.75in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aPart {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
LI.aPart {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
DIV.aPart {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
P.aSP {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; COLOR: blue; FONT-FAMILY: "Times New (W1)"; TEXT-ALIGN: justify
}
LI.aSP {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; COLOR: blue; FONT-FAMILY: "Times New (W1)"; TEXT-ALIGN: justify
}
DIV.aSP {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; COLOR: blue; FONT-FAMILY: "Times New (W1)"; TEXT-ALIGN: justify
}
P.aSPComment {
DISPLAY: none; FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; COLOR: red; FONT-FAMILY: "Times New (W1)"
}
LI.aSPComment {
DISPLAY: none; FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; COLOR: red; FONT-FAMILY: "Times New (W1)"
}
DIV.aSPComment {
DISPLAY: none; FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; COLOR: red; FONT-FAMILY: "Times New (W1)"
}
P.aSPFunds1 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.aSPFunds1 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.aSPFunds1 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aSPHeadingLine {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
LI.aSPHeadingLine {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
DIV.aSPHeadingLine {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
P.ASPlist {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 2.5in; TEXT-INDENT: -1.75in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.ASPlist {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 2.5in; TEXT-INDENT: -1.75in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.ASPlist {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 2.5in; TEXT-INDENT: -1.75in; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aSPRequestedBY {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New (W1)"; TEXT-ALIGN: justify
}
LI.aSPRequestedBY {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New (W1)"; TEXT-ALIGN: justify
}
DIV.aSPRequestedBY {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New (W1)"; TEXT-ALIGN: justify
}
P.aSPTitle {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 0.25in; TEXT-TRANSFORM: uppercase; TEXT-INDENT: -0.25in; FONT-FAMILY: "Times New (W1)"; TEXT-ALIGN: justify
}
LI.aSPTitle {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 0.25in; TEXT-TRANSFORM: uppercase; TEXT-INDENT: -0.25in; FONT-FAMILY: "Times New (W1)"; TEXT-ALIGN: justify
}
DIV.aSPTitle {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 0.25in; TEXT-TRANSFORM: uppercase; TEXT-INDENT: -0.25in; FONT-FAMILY: "Times New (W1)"; TEXT-ALIGN: justify
}
P.aSubChapter {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-TRANSFORM: uppercase; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
LI.aSubChapter {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-TRANSFORM: uppercase; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
DIV.aSubChapter {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; TEXT-TRANSFORM: uppercase; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
P.aSubPart {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
LI.aSubPart {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
DIV.aSubPart {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
P.aTitle {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
LI.aTitle {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
DIV.aTitle {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: center
}
P.aSPHeading {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 1in; TEXT-TRANSFORM: uppercase; TEXT-INDENT: -1in; FONT-FAMILY: "Times New Roman"
}
LI.aSPHeading {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 1in; TEXT-TRANSFORM: uppercase; TEXT-INDENT: -1in; FONT-FAMILY: "Times New Roman"
}
DIV.aSPHeading {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt 1in; TEXT-TRANSFORM: uppercase; TEXT-INDENT: -1in; FONT-FAMILY: "Times New Roman"
}
P.aSPFundsHeading1 {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
LI.aSPFundsHeading1 {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
DIV.aSPFundsHeading1 {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
}
P.aSPType {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; COLOR: blue; FONT-FAMILY: "Times New (W1)"
}
LI.aSPType {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; COLOR: blue; FONT-FAMILY: "Times New (W1)"
}
DIV.aSPType {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; COLOR: blue; FONT-FAMILY: "Times New (W1)"
}
P.aSPFunds2 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.aSPFunds2 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.aSPFunds2 {
FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
P.aSPFundsHeading2 {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
LI.aSPFundsHeading2 {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
DIV.aSPFundsHeading2 {
FONT-WEIGHT: bold; FONT-SIZE: 13pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"; TEXT-ALIGN: justify
}
INS {
TEXT-DECORATION: none
}
SPAN.msoIns {
TEXT-DECORATION: underline
}
DIV.Section1 {
page: Section1
}
OL {
MARGIN-BOTTOM: 0in
}
UL {
MARGIN-BOTTOM: 0in
}
</STYLE>
</HEAD>
<BODY lang=EN-US>
<DIV class=Section1>
<P class=nonumber
style="MARGIN-TOP: 35pt; LINE-HEIGHT: 12pt; TEXT-ALIGN: center"
align=center><B>GENERAL ASSEMBLY OF NORTH CAROLINA</B></P>
<P class=nonumber style="MARGIN: 6pt 0in; LINE-HEIGHT: 12pt; TEXT-ALIGN: center"
align=center><B>SESSION 2005</B></P>
<P class=nonumber style="LINE-HEIGHT: 12pt; TEXT-ALIGN: center"
align=center><B></B> </P>
<P class=nonumber style="LINE-HEIGHT: 12pt; TEXT-ALIGN: center"
align=center><B></B> </P>
<P class=nonumber style="LINE-HEIGHT: 12pt; TEXT-ALIGN: center"
align=center><B>SESSION LAW 2005-205</B></P>
<P class=nonumber style="LINE-HEIGHT: 12pt; TEXT-ALIGN: center"
align=center><B>HOUSE BILL 1032</B></P>
<P class=nonumber style="LINE-HEIGHT: 12pt; TEXT-ALIGN: center"
align=center><B></B> </P>
<P class=nonumber style="LINE-HEIGHT: 12pt; TEXT-ALIGN: center"
align=center><B></B> </P>
<P class=aLongTitle style="LINE-HEIGHT: 12pt"><SPAN
style="FONT-FAMILY: 'Times New Roman'">AN ACT to clarify the permissible use of
seclusion and restraint in public schools and to provide for training in
management of student behavior.</SPAN></P>
<P class=aBase style="LINE-HEIGHT: 12pt"> </P>
<P class=aBase style="LINE-HEIGHT: 12pt">The General Assembly of North Carolina
enacts:</P>
<P class=aBillSection style="LINE-HEIGHT: 12pt"><B></B> </P>
<P class=aBillSection style="LINE-HEIGHT: 12pt"><B>SECTION 1.</B> This act
shall be known as the "Deborah Greenblatt Act".</P>
<P class=aBillSection style="LINE-HEIGHT: 12pt"><B>SECTION 2.</B> Chapter
115C of the General Statutes is amended by adding a new section to
read:</P>
<P class=aSection style="LINE-HEIGHT: 12pt"><SPAN
style="FONT-WEIGHT: normal">"</SPAN><U>� 115C‑391.1. Permissible use of
seclusion and restraint.</U></P>
<P class=aMargin1
style="LINE-HEIGHT: 12pt"><U>(a)</U> <U>It
is the policy of the State of North Carolina to:</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(1)</U>
<U>Promote safety and prevent harm to all students, staff, and visitors in the
public schools.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(2)</U>
<U>Treat all public school students with dignity and respect in the delivery of
discipline, use of physical restraints or seclusion, and use of reasonable force
as permitted by law.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(3)</U>
<U>Provide school staff with clear guidelines about what constitutes use of
reasonable force permissible in North Carolina public schools.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(4)</U>
<U>Improve student achievement, attendance, promotion, and graduation rates by
employing positive behavioral interventions to address student behavior in a
positive and safe manner.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(5)</U>
<U>Promote retention of valuable teachers and other school personnel by
providing appropriate training in prescribed procedures, which address student
behavior in a positive and safe manner.</U></P>
<P class=aMargin1
style="LINE-HEIGHT: 12pt"><U>(b)</U> <U>The
following definitions apply in this section:</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(1)</U>
<U>"Assistive technology device" means any item, piece of equipment, or product
system that is used to increase, maintain, or improve the functional capacities
of a child with a disability.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(2)</U>
<U>"Aversive procedure" means a systematic physical or sensory intervention
program for modifying the behavior of a student with a disability which causes
or reasonably may be expected to cause one or more of the following:</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>a.</U>
<U>Significant physical harm, such as tissue damage, physical illness, or
death.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>b.</U>
<U>Serious, foreseeable long‑term psychological impairment.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>c.</U>
<U>Obvious repulsion on the part of observers who cannot reconcile extreme
procedures with acceptable, standard practice, for example: electric shock
applied to the body; extremely loud auditory stimuli; forcible introduction of
foul substances to the mouth, eyes, ears, nose, or skin; placement in a tub of
cold water or shower; slapping, pinching, hitting, or pulling hair; blindfolding
or other forms of visual blocking; unreasonable withholding of meals; eating
one's own vomit; or denial of reasonable access to toileting facilities.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(3)</U>
<U>"Behavioral intervention" means the implementation of strategies to address
behavior that is dangerous, disruptive, or otherwise impedes the learning of a
student or others.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(4)</U>
<U>"IEP" means a student's Individualized Education Plan.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(5)</U>
<U>"Isolation" means a behavior management technique in which a student is
placed alone in an enclosed space from which the student is not prevented from
leaving.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(6)</U> <U>"Law
enforcement officer" means a sworn law enforcement officer with the power to
arrest.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(7)</U>
<U>"Mechanical restraint" means the use of any device or material attached or
adjacent to a student's body that restricts freedom of movement or normal access
to any portion of the student's body and that the student cannot easily
remove.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(8)</U>
<U>"Physical restraint" means the use of physical force to restrict the free
movement of all or a portion of a student's body.(9)</U> <U>"School
personnel" means:</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>a.</U>
<U>Employees of a local board of education.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>b.</U>
<U>Any person working on school grounds or at a school function under a contract
or written agreement with the public school system to provide educational or
related services to students.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>c.</U>
<U>Any person working on school grounds or at a school function for another
agency providing educational or related services to students.</U></P>
<P class=aBlock1 style="LINE-HEIGHT: 12pt"><U>(10)</U>
<U>"Seclusion" means the confinement of a student alone in an enclosed space
from which the student is:</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>a.</U>
<U>Physically prevented from leaving by locking hardware or other means.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>b.</U>
<U>Not capable of leaving due to physical or intellectual incapacity.</U></P>
<P class=aBlock1 style="LINE-HEIGHT: 12pt"><U>(11)</U>
<U>"Time‑out" means a behavior management technique in which a student is
separated from other students for a limited period of time in a monitored
setting.</U></P>
<P class=aMargin1
style="LINE-HEIGHT: 12pt"><U>(c)</U>
<U>Physical Restraint:</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(1)</U>
<U>Physical restraint of students by school personnel shall be considered a
reasonable use of force when used in the following circumstances:</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>a.</U>
<U>As reasonably needed to obtain possession of a weapon or other dangerous
objects on a person or within the control of a person.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>b.</U>
<U>As reasonably needed to maintain order or prevent or break up a
fight.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>c.</U>
<U>As reasonably needed for self‑defense.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>d.</U>
<U>As reasonably needed to ensure the safety of any student, school employee,
volunteer, or other person present, to teach a skill, to calm or comfort a
student, or to prevent self‑injurious behavior.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>e.</U>
<U>As reasonably needed to escort a student safely from one area to
another.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>f.</U>
<U>If used as provided for in a student's IEP or Section 504 plan or behavior
intervention plan.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>g.</U>
<U>As reasonably needed to prevent imminent destruction to school or another
person's property.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(2)</U>
<U>Except as set forth in subdivision (1) of this subsection, physical restraint
of students shall not be considered a reasonable use of force, and its use is
prohibited.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(3)</U>
<U>Physical restraint shall not be considered a reasonable use of force when
used solely as a disciplinary consequence.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(4)</U>
<U>Nothing in this subsection shall be construed to prevent the use of force by
law enforcement officers in the lawful exercise of their law enforcement
duties.</U></P>
<P class=aMargin1
style="LINE-HEIGHT: 12pt"><U>(d)</U>
<U>Mechanical Restraint:</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(1)</U>
<U>Mechanical restraint of students by school personnel is permissible only in
the following circumstances:</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>a.</U>
<U>When properly used as an assistive technology device included in the
student's IEP or Section 504 plan or behavior intervention plan or as otherwise
prescribed for the student by a medical or related service provider.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>b.</U>
<U>When using seat belts or other safety restraints to secure students during
transportation.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>c.</U>
<U>As reasonably needed to obtain possession of a weapon or other dangerous
objects on a person or within the control of a person.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>d.</U>
<U>As reasonably needed for self‑defense.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>e.</U>
<U>As reasonably needed to ensure the safety of any student, school employee,
volunteer, or other person present.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(2)</U>
<U>Except as set forth in subdivision (1) of this subsection, mechanical
restraint, including the tying, taping, or strapping down of a student, shall
not be considered a reasonable use of force, and its use is
prohibited.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(3)</U>
<U>Nothing in this subsection shall be construed to prevent the use of
mechanical restraint devices, such as handcuffs by law enforcement officers in
the lawful exercise of their law enforcement duties.</U></P>
<P class=aMargin1
style="LINE-HEIGHT: 12pt"><U>(e)</U>
<U>Seclusion:</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(1)</U>
<U>Seclusion of students by school personnel may be used in the following
circumstances:</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>a.</U>
<U>As reasonably needed to respond to a person in control of a weapon or other
dangerous object.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>b.</U>
<U>As reasonably needed to maintain order or prevent or break up a
fight.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>c.</U>
<U>As reasonably needed for self‑defense.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>d.</U>
<U>As reasonably needed when a student's behavior poses a threat of imminent
physical harm to self or others or imminent substantial destruction of school or
another person's property.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>e.</U>
<U>When used as specified in the student's IEP, Section 504 plan, or behavior
intervention plan; and</U></P>
<P class=aBlock3
style="LINE-HEIGHT: 12pt"><U>1.</U>
<U>The student is monitored while in seclusion by an adult in close proximity
who is able to see and hear the student at all times.</U></P>
<P class=aBlock3
style="LINE-HEIGHT: 12pt"><U>2.</U>
<U>The student is released from seclusion upon cessation of the behaviors that
led to the seclusion or as otherwise specified in the student's IEP or Section
504 plan.</U></P>
<P class=aBlock3
style="LINE-HEIGHT: 12pt"><U>3.</U>
<U>The space in which the student is confined has been approved for such use by
the local education agency.</U></P>
<P class=aBlock3
style="LINE-HEIGHT: 12pt"><U>4.</U>
<U>The space is appropriately lighted.</U></P>
<P class=aBlock3
style="LINE-HEIGHT: 12pt"><U>5.</U>
<U>The space is appropriately ventilated and heated or cooled.</U></P>
<P class=aBlock3
style="LINE-HEIGHT: 12pt"><U>6.</U>
<U>The space is free of objects that unreasonably expose the student or others
to harm.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(2)</U>
<U>Except as set forth in subdivision (1) of this subsection, the use of
seclusion is not considered reasonable force, and its use is not
permitted.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(3)</U>
<U>Seclusion shall not be considered a reasonable use of force when used solely
as a disciplinary consequence.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(4)</U>
<U>Nothing in this subsection shall be construed to prevent the use of seclusion
by law enforcement officers in the lawful exercise of their law enforcement
duties.</U></P>
<P class=aMargin1
style="LINE-HEIGHT: 12pt"><U>(f)</U>
<U>Isolation. � Isolation is permitted as a behavior management technique
provided that:</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(1)</U> <U>The
space used for isolation is appropriately lighted, ventilated, and heated or
cooled.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(2)</U> <U>The
duration of the isolation is reasonable in light of the purpose of the
isolation.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(3)</U> <U>The
student is reasonably monitored while in isolation.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(4)</U> <U>The
isolation space is free of objects that unreasonably expose the student or
others to harm.</U></P>
<P class=aMargin1
style="LINE-HEIGHT: 12pt"><U>(g)</U>
<U>Time‑Out. � Nothing in this section is intended to prohibit or regulate the
use of time‑out as defined in this section.</U></P>
<P class=aMargin1
style="LINE-HEIGHT: 12pt"><U>(h)</U>
<U>Aversive Procedures. � The use of aversive procedures as defined in this
section is prohibited in public schools.</U></P>
<P class=aMargin1
style="LINE-HEIGHT: 12pt"><U>(i)</U>
<U>Nothing in this section modifies the rights of school personnel to use
reasonable force as permitted under G.S. 115C‑390 or modifies the rules and
procedures governing discipline under G.S. 115C‑391(a).</U></P>
<P class=aMargin1
style="LINE-HEIGHT: 12pt"><U>(j)</U>
<U>Notice, Reporting, and Documentation. </U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(1)</U>
<U>Notice of procedures. � Each local board of education shall provide copies of
this section and all local board policies developed to implement this section to
school personnel and parents or guardians at the beginning of each school
year.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(2)</U>
<U>Notice of specified incidents:</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>a.</U>
<U>School personnel shall promptly notify the principal or principal's designee
of:</U></P>
<P class=aBlock3
style="LINE-HEIGHT: 12pt"><U>1.</U>
<U>Any use of aversive procedures.</U></P>
<P class=aBlock3
style="LINE-HEIGHT: 12pt"><U>2.</U>
<U>Any prohibited use of mechanical restraint.</U></P>
<P class=aBlock3
style="LINE-HEIGHT: 12pt"><U>3.</U>
<U>Any use of physical restraint resulting in observable physical injury to a
student.</U></P>
<P class=aBlock3
style="LINE-HEIGHT: 12pt"><U>4.</U>
<U>Any prohibited use of seclusion or seclusion that exceeds 10 minutes or the
amount of time specified on a student's behavior intervention plan.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>b.</U>
<U>When a principal or principal's designee has personal knowledge or actual
notice of any of the events described in this subdivision, the principal or
principal's designee shall promptly notify the student's parent or guardian and
will provide the name of a school employee the parent or guardian can contact
regarding the incident.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(3)</U> <U>As
used in subdivision (2) of this subsection, "promptly notify" means by the end
of the workday during which the incident occurred when reasonably possible, but
in no event later than the end of following workday.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(4)</U> <U>The
parent or guardian of the student shall be provided with a written incident
report for any incident reported under this section within a reasonable period
of time, but in no event later than 30 days after the incident. The written
incident report shall include:</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>a.</U>
<U>The date, time of day, location, duration, and description of the incident
and interventions.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>b.</U>
<U>The events or events that led up to the incident.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>c.</U>
<U>The nature and extent of any injury to the student.</U></P>
<P class=aBlock2
style="LINE-HEIGHT: 12pt"><U>d.</U>
<U>The name of a school employee the parent or guardian can contact regarding
the incident.</U></P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt"><U>(5)</U> <U>No
local board of education or employee of a local board of education shall
discharge, threaten, or otherwise retaliate against another employee of the
board regarding that employee's compensation, terms, conditions, location, or
privileges of employment because the employee makes a report alleging a
prohibited use of physical restraint, mechanical restraint, aversive procedure,
or seclusion, unless the employee knew or should have known that the report was
false.</U></P>
<P class=aMargin1
style="LINE-HEIGHT: 12pt"><U>(k)</U>
<U>Nothing in this section shall be construed to create a private cause of
action against any local board of education, its agents or employees, or any
institutions of teacher education or their agents or employees or to create a
criminal offense.</U>"</P>
<P class=aBillSection style="LINE-HEIGHT: 12pt"><B>SECTION 3.</B>
G.S. 115C‑296 reads as rewritten:</P>
<P class=aSection style="LINE-HEIGHT: 12pt"><SPAN
style="FONT-WEIGHT: normal">"</SPAN>� 115C‑296. Board sets certification
requirements.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">�</P>
<P class=aMargin1
style="LINE-HEIGHT: 12pt">(b) It is the
policy of the State of North Carolina to maintain the highest quality teacher
education programs and school administrator programs in order to enhance the
competence of professional personnel certified in North Carolina. To the end
that teacher preparation programs are upgraded to reflect a more rigorous course
of study, the State Board of Education, as lead agency in coordination and
cooperation with the University Board of Governors, the Board of Community
Colleges and such other public and private agencies as are necessary, shall
continue to refine the several certification requirements, standards for
approval of institutions of teacher education, standards for institution‑based
innovative and experimental programs, standards for implementing
consortium‑based teacher education, and standards for improved efficiencies in
the administration of the approved programs. The certification program shall
provide for initial certification after completion of preservice training,
continuing certification after three years of teaching experience, and
certificate renewal every five years thereafter, until the retirement of the
teacher. The last certificate renewal received prior to retirement shall remain
in effect for five years after retirement.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">The State Board of Education, as
lead agency in coordination with the Board of Governors of The University of
North Carolina and any other public and private agencies as necessary, shall
continue to raise standards for entry into teacher education programs.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">The State Board of Education, in
consultation with the Board of Governors of The University of North Carolina,
shall evaluate and develop enhanced requirements for continuing certification.
The new requirements shall reflect more rigorous standards for continuing
certification and to the extent possible shall be aligned with quality
professional development programs that reflect State priorities for improving
student achievement.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">The State Board of Education, in
consultation with local boards of education and the Board of Governors of The
University of North Carolina, shall reevaluate and enhance the requirements for
renewal of teacher certificates. The State Board shall consider modifications in
the certificate renewal achievement and to make it a mechanism for teachers to
renew continually their knowledge and professional skills. The State Board shall
adopt new standards for the renewal of teacher certificates by May 15, 1998.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">The standards for approval of
institutions of teacher education shall require that teacher education programs
for <U>all </U>students <S>who do not major in special education </S>include
demonstrated competencies in <U>(i) </U>the identification and education of
children with <S>learning disabilities.</S><U>disabilities and (ii) positive
management of student behavior and effective communication techniques for
defusing and deescalating disruptive or dangerous behavior.</U> The State Board
of Education shall incorporate the criteria developed in accordance with
G.S. 116‑74.21 for assessing proposals under the School Administrator
Training Program into its school administrator program approval standards.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">All North Carolina institutions of
higher education that offer teacher education programs, masters degree programs
in education, or masters degree programs in school administration shall provide
performance reports to the State Board of Education. The performance reports
shall follow a common format, shall be submitted according to a plan developed
by the State Board, and shall include the information required under the plan
developed by the State Board.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">�</P>
<P class=aMargin1
style="LINE-HEIGHT: 12pt">(c) It is the
policy of the State of North Carolina to encourage lateral entry into the
profession of teaching by skilled individuals from the private sector. To this
end, before the 1985‑86 school year begins, the State Board of Education shall
develop criteria and procedures to accomplish the employment of such individuals
as classroom teachers. <U>Beginning with the 2006‑2007 school year, the criteria
and procedures shall include preservice training in (i) the identification and
education of children with disabilities and (ii) positive management of student
behavior, effective communication for defusing and deescalating disruptive or
dangerous behavior, and safe and appropriate use of seclusion and restraint.
</U>Regardless of credentials or competence, no one shall begin teaching above
the middle level of differentiation. Skilled individuals who choose to enter the
profession of teaching laterally may be granted a provisional teaching
certificate for no more than five years and shall be required to obtain
certification before contracting for a sixth year of service with any local
administrative unit in this State.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">It is further the policy of the
State of North Carolina to ensure that local boards of education can provide the
strongest possible leadership for schools based upon the identified and changing
needs of individual schools. To this end, before the 1994‑95 school year begins,
the State Board of Education shall carefully consider a lateral entry program
for school administrators to ensure that local boards of education will have
sufficient flexibility to attract able candidates.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">�."</P>
<P class=aBillSection style="LINE-HEIGHT: 12pt"><B>SECTION 4.</B>
G.S. 115C‑105.47(b)(9) reads as rewritten:</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">"(b)
Each plan shall include each of the following components:</P>
<P class=aBlock1 style="LINE-HEIGHT: 12pt">�</P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt">(9) Professional
development clearly matched to the goals and objectives of the plan.<U> This
professional development shall include a component to train appropriate school
personnel in the management of disruptive or dangerous student behavior.
Appropriate school personnel may include, but is not limited to, teachers,
teacher assistants, school administrators, bus drivers, school resource
officers, school psychologists, and school counselors. The training shall
include instruction in positive management of student behavior, effective
communication for defusing and deescalating disruptive or dangerous behavior,
and safe and appropriate use of seclusion and restraint. The appropriate
personnel with priority for the training shall include those staff members who
are most likely to be called upon to prevent or address disruptive or dangerous
student behavior. Each local board of education shall include in this component
of its safe school plan procedures to evaluate the effectiveness of this
training in preventing or addressing disruptive or dangerous student behavior.
Local boards of education are encouraged to use available sources of
discretionary revenue to implement the plan to train personnel in the management
of disruptive or dangerous student behavior. Local boards may only be required
to implement the behavior management training component of the plan to the
extent that funds have been appropriated for this purpose by the General
Assembly or by local units of government. By January 1, 2006, local boards of
education shall amend their safe school plans to include this training
component.</U>"</P>
<P class=aBillSection style="LINE-HEIGHT: 12pt"><B>SECTION 5.</B>
G.S. 115C‑47 is amended by adding a new subdivision to read:</P>
<P class=aSection style="LINE-HEIGHT: 12pt"><SPAN
style="FONT-WEIGHT: normal">"</SPAN>� 115C‑47. Powers and duties
generally.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">In addition to the powers and duties
designated in G.S. 115C‑36, local boards of education shall have the power
or duty:</P>
<P class=aBlock1 style="LINE-HEIGHT: 12pt">�</P>
<P class=aBlock1 style="LINE-HEIGHT: 12pt"><U>(45)</U>
<U>To Report Certain Incidents of Seclusion and Restraint. � Local boards of
education shall maintain a record of incidents reported under
G.S. 115C‑391.1(j)(4) and shall provide this information annually to the
State Board of Education.</U>"</P>
<P class=aBillSection style="LINE-HEIGHT: 12pt"><B>SECTION 6.</B>
G.S. 143‑138(b) reads as rewritten:</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">"(b)
Contents of the Code. � The North Carolina State Building Code, as adopted by
the Building Code Council, may include reasonable and suitable classifications
of buildings and structures, both as to use and occupancy; general building
restrictions as to location, height, and floor areas; rules for the lighting and
ventilation of buildings and structures; requirements concerning means of egress
from buildings and structures; requirements concerning means of ingress in
buildings and structures; rules governing construction and precautions to be
taken during construction; rules as to permissible materials, loads, and
stresses; rules governing chimneys, heating appliances, elevators, and other
facilities connected with the buildings and structures; rules governing
plumbing, heating, air conditioning for the purpose of comfort cooling by the
lowering of temperature, and electrical systems; and such other reasonable rules
pertaining to the construction of buildings and structures and the installation
of particular facilities therein as may be found reasonably necessary for the
protection of the occupants of the building or structure, its neighbors, and
members of the public at large.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">In addition, the Code may regulate
activities and conditions in buildings, structures, and premises that pose
dangers of fire, explosion, or related hazards. Such fire prevention code
provisions shall be considered the minimum standards necessary to preserve and
protect public health and safety, subject to approval by the Council of more
stringent provisions proposed by a municipality or county as provided in
G.S. 143‑138(e). These provisions may include regulations requiring the
installation of either battery‑operated or electrical smoke detectors in every
dwelling unit used as rental property, regardless of the date of construction of
the rental property. For dwelling units used as rental property constructed
prior to 1975, smoke detectors shall have an Underwriters' Laboratories, Inc.,
listing or other equivalent national testing laboratory approval, and shall be
installed in accordance with either the standard of the National Fire Protection
Association or the minimum protection designated in the manufacturer's
instructions, which the property owner shall retain or provide as proof of
compliance.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">The Code may contain provisions
regulating every type of building or structure, wherever it might be situated in
the State.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">Provided further, that nothing in
this Article shall be construed to make any building rules applicable to farm
buildings located outside the building‑rules jurisdiction of any
municipality.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">Provided further, that no building
permit shall be required under the Code or any local variance thereof approved
under subsection (e) for any construction, installation, repair, replacement, or
alteration costing five thousand dollars ($5,000) or less in any single family
residence or farm building unless the work involves: the addition, repair, or
replacement of load bearing structures; the addition (excluding replacement of
same size and capacity) or change in the design of plumbing; the addition,
replacement or change in the design of heating, air conditioning, or electrical
wiring, devices, appliances, or equipment, the use of materials not permitted by
the North Carolina Uniform Residential Building Code; or the addition (excluding
replacement of like grade of fire resistance) of roofing.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">Provided further, that no building
permit shall be required under such Code from any State agency for the
construction of any building or structure, the total cost of which is less than
twenty thousand dollars ($20,000), except public or institutional buildings.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">For the information of users
thereof, the Code shall include as appendices</P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt">(1) Any rules
governing boilers adopted by the Board of Boiler and Pressure Vessels Rules,</P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt">(2) Any rules
relating to the safe operation of elevators adopted by the Commissioner of
Labor, and</P>
<P class=aBlock1
style="LINE-HEIGHT: 12pt">(3) Any rules
relating to sanitation adopted by the Commission for Health Services which the
Building Code Council believes pertinent.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">In addition, the Code may include
references to such other rules of special types, such as those of the Medical
Care Commission and the Department of Public Instruction as may be useful to
persons using the Code. No rule issued by any agency other than the Building
Code Council shall be construed as a part of the Code, nor supersede that Code,
it being intended that they be presented with the Code for information only.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">Nothing in this Article shall extend
to or be construed as being applicable to the regulation of the design,
construction, location, installation, or operation of (1) equipment for storing,
handling, transporting, and utilizing liquefied petroleum gases for fuel
purposes or anhydrous ammonia or other liquid fertilizers, except for liquefied
petroleum gas from the outlet of the first stage pressure regulator to and
including each liquefied petroleum gas utilization device within a building or
structure covered by the Code, or (2) equipment or facilities, other than
buildings, of a public utility, as defined in G.S. 62‑3, or an electric or
telephone membership corporation, including without limitation poles, towers,
and other structures supporting electric or communication lines.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">In addition, the Code may contain
rules concerning minimum efficiency requirements for replacement water heaters,
which shall consider reasonable availability from manufacturers to meet
installation space requirements.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt"><U>No State, county, or local
building code or regulation shall prohibit the use of special locking mechanisms
for seclusion rooms in the public schools approved under
G.S. 115C‑391.1(e)(1)e., provided that the special locking mechanism shall
be constructed so that it will engage only when a key, knob, handle, button, or
other similar device is being held in position by a person, and provided further
that, if the mechanism is electrically or electronically controlled, it
automatically disengages when the building's fire alarm is activated. Upon
release of the locking mechanism by a supervising adult, the door must be able
to be opened readily.</U>"</P><B><SPAN
style="FONT-SIZE: 13pt; FONT-FAMILY: 'Times New Roman'"><BR
style="PAGE-BREAK-BEFORE: always" clear=all></SPAN></B>
<P class=aBillSection><B>SECTION 7.</B> Except as otherwise provided, this
act becomes effective July 1, 2006.</P>
<P class=aMargin2>In the General Assembly read three times and ratified this the
14<SUP><SPAN style="FONT-FAMILY: 'Times New (W1)'">th</SPAN></SUP><SPAN
style="FONT-FAMILY: 'Times New (W1)'"> day of July, 2005.</SPAN></P>
<P class=aBase style="LINE-HEIGHT: 12pt"> </P>
<P class=aBase style="LINE-HEIGHT: 12pt"> </P>
<P class=aBase
style="LINE-HEIGHT: 12pt">
s/ Beverly E. Perdue</P>
<P class=aBase
style="LINE-HEIGHT: 12pt">
President of the Senate</P>
<P class=aBase style="LINE-HEIGHT: 12pt"> </P>
<P class=aBase style="LINE-HEIGHT: 12pt"> </P>
<P class=aBase
style="LINE-HEIGHT: 12pt">
s/ James B. Black</P>
<P class=aBase
style="LINE-HEIGHT: 12pt">
Speaker of the House of Representatives</P>
<P class=aBase style="LINE-HEIGHT: 12pt"> </P>
<P class=aBase style="LINE-HEIGHT: 12pt"> </P>
<P class=aBase
style="LINE-HEIGHT: 12pt">
s/ Michael F. Easley</P>
<P class=aBase
style="LINE-HEIGHT: 12pt">
Governor</P>
<P class=aBase style="LINE-HEIGHT: 12pt"> </P>
<P class=aBase style="LINE-HEIGHT: 12pt"> </P>
<P class=aBase style="LINE-HEIGHT: 12pt">Approved 1:51 p.m. this 20<SUP>th</SUP>
day of July, 2005</P></DIV></BODY></HTML>
