NC Restraint Law

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<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>&nbsp;</P>
<P class=nonumber style="LINE-HEIGHT: 12pt; TEXT-ALIGN: center" 
align=center><B></B>&nbsp;</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>&nbsp;</P>
<P class=nonumber style="LINE-HEIGHT: 12pt; TEXT-ALIGN: center" 
align=center><B></B>&nbsp;</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">&nbsp;</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>&nbsp;</P>
<P class=aBillSection style="LINE-HEIGHT: 12pt"><B>SECTION 1.</B>&nbsp; This act 
shall be known as the "Deborah Greenblatt Act".</P>
<P class=aBillSection style="LINE-HEIGHT: 12pt"><B>SECTION 2.</B>&nbsp; Chapter 
115C of the General Statutes is amended by adding a&nbsp; new section to 
read:</P>
<P class=aSection style="LINE-HEIGHT: 12pt"><SPAN 
style="FONT-WEIGHT: normal">"</SPAN><U>�&nbsp;115C&#8209;391.1. Permissible use of 
seclusion and restraint.</U></P>
<P class=aMargin1 
style="LINE-HEIGHT: 12pt"><U>(a)</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <U>It 
is the policy of the State of North Carolina to:</U></P>
<P class=aBlock1 
style="LINE-HEIGHT: 12pt"><U>(1)</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <U>The 
following definitions apply in this section:</U></P>
<P class=aBlock1 
style="LINE-HEIGHT: 12pt"><U>(1)</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Significant physical harm, such as tissue damage, physical illness, or 
death.</U></P>
<P class=aBlock2 
style="LINE-HEIGHT: 12pt"><U>b.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Serious, foreseeable long&#8209;term psychological impairment.</U></P>
<P class=aBlock2 
style="LINE-HEIGHT: 12pt"><U>c.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Obvious repulsion on the part of observers who cannot reconcile extreme 
procedures with acceptable, standard practice, for example:&nbsp; 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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>"IEP" means a student's Individualized Education Plan.</U></P>
<P class=aBlock1 
style="LINE-HEIGHT: 12pt"><U>(5)</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp; <U>"School 
personnel" means:</U></P>
<P class=aBlock2 
style="LINE-HEIGHT: 12pt"><U>a.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Employees of a local board of education.</U></P>
<P class=aBlock2 
style="LINE-HEIGHT: 12pt"><U>b.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Physically prevented from leaving by locking hardware or other means.</U></P>
<P class=aBlock2 
style="LINE-HEIGHT: 12pt"><U>b.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Not capable of leaving due to physical or intellectual incapacity.</U></P>
<P class=aBlock1 style="LINE-HEIGHT: 12pt"><U>(11)</U>&nbsp;&nbsp;&nbsp;&nbsp; 
<U>"Time&#8209;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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Physical Restraint:</U></P>
<P class=aBlock1 
style="LINE-HEIGHT: 12pt"><U>(1)</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>As reasonably needed for self&#8209;defense.</U></P>
<P class=aBlock2 
style="LINE-HEIGHT: 12pt"><U>d.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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&#8209;injurious behavior.</U></P>
<P class=aBlock2 
style="LINE-HEIGHT: 12pt"><U>e.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Mechanical Restraint:</U></P>
<P class=aBlock1 
style="LINE-HEIGHT: 12pt"><U>(1)</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>As reasonably needed for self&#8209;defense.</U></P>
<P class=aBlock2 
style="LINE-HEIGHT: 12pt"><U>e.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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 &nbsp;reasonable use of force, and its use is 
prohibited.</U></P>
<P class=aBlock1 
style="LINE-HEIGHT: 12pt"><U>(3)</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Seclusion:</U></P>
<P class=aBlock1 
style="LINE-HEIGHT: 12pt"><U>(1)</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>As reasonably needed for self&#8209;defense.</U></P>
<P class=aBlock2 
style="LINE-HEIGHT: 12pt"><U>d.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>The space is appropriately lighted.</U></P>
<P class=aBlock3 
style="LINE-HEIGHT: 12pt"><U>5.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>The space is appropriately ventilated and heated or cooled.</U></P>
<P class=aBlock3 
style="LINE-HEIGHT: 12pt"><U>6.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Isolation. � Isolation is permitted as a behavior management technique 
provided that:</U></P>
<P class=aBlock1 
style="LINE-HEIGHT: 12pt"><U>(1)</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <U>The 
student is reasonably monitored while in isolation.</U></P>
<P class=aBlock1 
style="LINE-HEIGHT: 12pt"><U>(4)</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Time&#8209;Out. � Nothing in this section is intended to prohibit or regulate the 
use of time&#8209;out as defined in this section.</U></P>
<P class=aMargin1 
style="LINE-HEIGHT: 12pt"><U>(h)</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Nothing in this section modifies the rights of school personnel to use 
reasonable force as permitted under G.S.&nbsp;115C&#8209;390 or modifies the rules and 
procedures governing discipline under&nbsp; G.S.&nbsp;115C&#8209;391(a).</U></P>
<P class=aMargin1 
style="LINE-HEIGHT: 12pt"><U>(j)</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Notice, Reporting, and Documentation. </U></P>
<P class=aBlock1 
style="LINE-HEIGHT: 12pt"><U>(1)</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Notice of specified incidents:</U></P>
<P class=aBlock2 
style="LINE-HEIGHT: 12pt"><U>a.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Any use of aversive procedures.</U></P>
<P class=aBlock3 
style="LINE-HEIGHT: 12pt"><U>2.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>Any prohibited use of mechanical restraint.</U></P>
<P class=aBlock3 
style="LINE-HEIGHT: 12pt"><U>3.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>The events or events that led up to the incident.</U></P>
<P class=aBlock2 
style="LINE-HEIGHT: 12pt"><U>c.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<U>The nature and extent of any injury to the student.</U></P>
<P class=aBlock2 
style="LINE-HEIGHT: 12pt"><U>d.</U>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
<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>&nbsp; 
G.S.&nbsp;115C&#8209;296 reads as rewritten:</P>
<P class=aSection style="LINE-HEIGHT: 12pt"><SPAN 
style="FONT-WEIGHT: normal">"</SPAN>� 115C&#8209;296.&nbsp; Board sets certification 
requirements.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">�</P>
<P class=aMargin1 
style="LINE-HEIGHT: 12pt">(b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 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&#8209;based 
innovative and experimental programs, standards for implementing 
consortium&#8209;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.&nbsp;116&#8209;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)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 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&#8209;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&#8209;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&#8209;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>&nbsp; 
G.S.&nbsp;115C&#8209;105.47(b)(9) reads as rewritten:</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">"(b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
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)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 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>&nbsp; 
G.S.&nbsp;115C&#8209;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&#8209;47.&nbsp;&nbsp; Powers and duties 
generally.</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">In addition to the powers and duties 
designated in G.S.&nbsp;115C&#8209;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>&nbsp;&nbsp;&nbsp;&nbsp; 
<U>To Report Certain Incidents of Seclusion and Restraint. � Local boards of 
education shall maintain a record of incidents reported under 
G.S.&nbsp;115C&#8209;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>&nbsp; 
G.S.&nbsp;143&#8209;138(b) reads as rewritten:</P>
<P class=aMargin1 style="LINE-HEIGHT: 12pt">"(b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
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.&nbsp;143&#8209;138(e). These provisions may include regulations requiring the 
installation of either battery&#8209;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&#8209;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)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Any rules 
governing boilers adopted by the Board of Boiler and Pressure Vessels Rules,</P>
<P class=aBlock1 
style="LINE-HEIGHT: 12pt">(2)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 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)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 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.&nbsp;62&#8209;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.&nbsp;115C&#8209;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>&nbsp; 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">&nbsp;</P>
<P class=aBase style="LINE-HEIGHT: 12pt">&nbsp;</P>
<P class=aBase 
style="LINE-HEIGHT: 12pt">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
s/ Beverly E. Perdue</P>
<P class=aBase 
style="LINE-HEIGHT: 12pt">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
&nbsp;President of the Senate</P>
<P class=aBase style="LINE-HEIGHT: 12pt">&nbsp;</P>
<P class=aBase style="LINE-HEIGHT: 12pt">&nbsp;</P>
<P class=aBase 
style="LINE-HEIGHT: 12pt">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
s/ James B. Black</P>
<P class=aBase 
style="LINE-HEIGHT: 12pt">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
&nbsp;Speaker of the House of Representatives</P>
<P class=aBase style="LINE-HEIGHT: 12pt">&nbsp;</P>
<P class=aBase style="LINE-HEIGHT: 12pt">&nbsp;</P>
<P class=aBase 
style="LINE-HEIGHT: 12pt">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
s/ Michael F. Easley</P>
<P class=aBase 
style="LINE-HEIGHT: 12pt">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 
&nbsp;Governor</P>
<P class=aBase style="LINE-HEIGHT: 12pt">&nbsp;</P>
<P class=aBase style="LINE-HEIGHT: 12pt">&nbsp;</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>