Current Cumberland Co. School Board Under Teacher’s Complete Control

N. C. Cumberland Co. – The current Cumberland County school board is under the complete control of the teachers according to CCBOE policies.

It is the Cumberland County Board of Education’s policy that they “delegate[s] responsibility for the final selection of supplemental learning materials” to the very teachers and school administrators who unlawfully, unethically, and immorally exposed your children to sexually harassing material containing explicit depictions of masturbation, fellatio, cunnilingus, pedophilia, underage sexual activity, and critical race theory activism promoting unlawful civil disobedience because they are “professionally trained and licensed personnel who know the course of study, the methods of teaching, and the individual differences of the students in the schools for which the materials are provided.”

See: Cumberland County School Libraries Rife with Porn and Racist CRT

And you the community, the parents, and the grandparents of children in Cumberland County schools are supposed to choke these improprieties down and accept that the very school board members that you elected to protect your children have willingly ceded their authority, and yours, to the very people that are supposed to be kept in check by them because it is their policy that; …the board believes professional educators [who unlawfully, unethically, and immorally exposed your children to sexually harassing material containing explicit depictions of masturbation, fellatio, cunnilingus, pedophilia, underage sexual activity, and critical race theory activism promoting unlawful civil disobedience] are in the best position to determine whether a particular instructional material is appropriate for the age and maturity of the students and for the subject matter being taught. 

It’s time to show these so-called “professional educators” that they are not as smart as they think they are and that our community is in charge of our children’s education, not them.

The United States Supreme Court has repeatedly held that parents have a right, rooted in the Fourteenth Amendment’s due process clause, to direct the education and upbringing of their children. The fundamental theory of liberty upon which all governments in this Union repose excludes any general power of the State to standardize its children by forcing them to accept instruction from public teachers only. The child is not the mere creature of the state; those who nurture him and direct his destiny have the right, coupled with the high duty, to recognize and prepare him for additional obligations. Pierce v. Soc’y of Sisters, 268 U.S. 510, 535 (1925).

The United States Supreme Court again affirmed that “the custody, care, and nurture of the child reside first in the parents, whose primary function and freedom include preparation for obligations the state can neither supply nor hinder.” Prince v. Massachusetts, 321 U.S. 158, 166 (1944).

The United States Supreme Court has since made clear that this right of the parent applies against not just the federal government, but also the states. Griswold v. Connecticut, 381 U.S. 479, 482 (1965)

What should be understood here is that policy code 3200(B)(2) and 3210 are illegally in direct opposition to N.C.G.S § 115C-98(b1). It is the responsibility of the CCBOE to rely on a committee comprised of members of the community, not a committee comprised solely of teachers and school administrators.

The Problem

One can only pause in shock and disbelief at such policies ever being acceptable to the citizenry of Cumberland County. The voters have the reasonable expectation that their elected representatives to the Cumberland County Board of Education conduct themselves as the duly elected representatives of “We the People”.

Not simply as mouthpieces for the very teachers and educational administrators they are elected to oversee and provide checks to overspending, improper spending, inappropriate educational materials, and balance of a proper moral and educational curriculum.

It is wholly inappropriate and unlawful for the Cumberland County Board of Education to cede its authority and responsibility to the very ones they are elected to keep in check in the first place. It’s truly a case of the mental patients running the asylum, or the convicts running the prison.

N.C. Constitution and NC State Laws

NC State Constitution; Article IX; Education
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Article I, Section 15, of the North Carolina Constitution, declares that “The people have a right to the privilege of education, and it is the duty of the State to guard and maintain that right.”
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Article IX, Section 5. Powers and duties of Board. – The State Board of Education shall supervise and administer the free public school system and the educational funds provided for its support, except the funds mentioned in Section 7 of this Article, and shall make all needed rules and regulations in relation thereto, subject to laws enacted by the General Assembly.

It should be understood here that our NC State Constitution guarantees us a proper education, not liberal Marxist indoctrination.

N.C.G.S. § 115C-81.60. Character education. (a) Each local board of education shall develop and implement character education instruction with input from the local community. The instruction shall be incorporated into the standard curriculum…

Nowhere in N.C.G.S. § 115C-81.60 can I find that the NC State Board of Education (NCSBOE) or any local Board of Education is to defer to “teachers” regarding “character education”. Only that they are to “develop and implement character education instruction with input from the local community.” 

Now take a minute and consider why this state law is framed in this manner. The answer is because the North Carolina State Constitution and the intent of our legislators is that all Boards of Education answer to “We the People” and that the community, not teachers, control what their children are taught.

N.C.G.S. § 115C-207. Authority and responsibility of local boards of education. Every local board of education that uses State funds to implement programs under this Article shall: (1) Develop programs and plans for increased community involvement in the public schools based upon policies and guidelines adopted by the State Board of Education.

It is all too clear that it was the intent of our forefathers and legislators that it was not for a limited and pompous group of elites to determine what the educational standards for our children would be, but for “We the People” to make that determination in accordance with the community’s mandates as a whole, not merely the teachers’ desires.

N.C.G.S. § 115C-307. Duties of teachers. (b) To Provide for General Well-Being of Students. – It shall be the duty of all teachers, including student teachers, substitute teachers, voluntary teachers, and teacher assistants when given authority over some part of the school program by the principal or supervising teacher, to encourage temperance, morality, industry, and neatness; to promote the health of all pupils, especially of children in the first three grades, by providing frequent periods of recreation, to supervise the play activities during recess, and to encourage wholesome exercises for all children.

Morality: mə-răl′ĭ-tē, mô-; noun, The quality of being in accord with standards of right or good conduct. A system or collection of ideas of right and wrong conduct. Virtuous conduct.

Wholesome: hōl′səm, adjective, Conducive to or promoting social or moral well-being, especially in reflecting conventional moral values. Conducive to or indicative of good health or well-being; salutary: synonym: healthy. Tending to promote health; favoring health; salubrious; salutary.

Haughty High-Handed Arrogance

Often we have been chastisingly admonished by these “professional educators” that we should celebrate diversity and be more inclusive. But apparently, this does not apply to them when it comes to the education of our sons and daughters.

In a disgusting display of arrogance and with an “I’m smarter than you” proclamation these “professional educators” are quick to reject diversity and inclusiveness at the doorsteps of our educational system and its development. These “professional educators” vociferously reject all opinions by any not of their cliquish discipline.

Why, of what possible value would be the opinions of the plumbers, doctors, ditch diggers, firemen, police officers, emergency medical personnel, nurses, retailers, bricklayers, carpenters, electricians, auto mechanics, car salespersons, secretaries, and clerks of this diverse community regarding their sons’ and daughters’ education?

Of the Baptists, Catholics, Methodists, Episcopalians, Jewish, and other faiths of this diverse community regarding their sons’ and daughters’ education?

These “professional educators” have illegitimately claimed themselves to be the sole authority and final arbiters of the development of our educational system even though NC State law says otherwise.

It all comes down to;  Who’s in charge?

The answer is; “We the People”, not teachers and school administrators.

And in accordance with the rule and intent of our NC Constitution and our state laws the CCBOE needs to correct its way of thinking and its policy 3200(B)(2), Selection of Supplementary Materials, needs to be changed to read:

The Board, as the duly elected representatives of the community and its mandates, at all times, has sole authority and discretion to determine whether learning materials for school use are approved or not, whether a challenge regarding any learning material has merit and whether challenged material should be retained or removed. Material selection will be made initially at the school level with the involvement of a school media and technology advisory sub-committee. The sub-committee shall include the instructional technology facilitator, teachers and instructional support personnel representing all subject areas and/or grade levels, community representatives, including parents, and, where feasible, students. Under the leadership of professional media personnel, this sub-committee will suggest for consideration priorities for resources to be acquired based on school-wide objectives and on strengths and weaknesses in the existing collection.  The sub-committee shall be informed of the budget allocated for purchasing media in order to determine priorities and make the wisest morally appropriate choices possible. This sub-committee shall be appointed by the principal and chaired by the media coordinator and report its suggestions and recommendations to the Community Media Advisory Committee established by the CCBOE which is comprised of one registered Democrat tradesperson, one registered Republican tradesperson, one registered Democrat professional (non-educational), one registered Republican professional (non-educational), one religious figure (Priest, Pastor, Rabbi), one educational professional, and one military non-commissioned officer (NCO) who will take the recommendations and suggestions of the sub-committee under advisement and render final recommendations to the CCBOE for their approval after ensuring that the proposed material is not educationally unsuitable, pornographically vulgar, anti-American or unpatriotic, promotes civil disobedience or any other unlawful activity, or inappropriate to the age, maturity, or grade level of the students in accordance with N.C.G.S § 115C-98 or any other applicable laws of the State of North Carolina.

Policy 3200(B)(3), Materials Brought in by Teachers, needs to be changed to read:

Classroom teachers must submit to their principal any non-approved materials for prior review and approval from the CCBOE via the Community Media Advisory Committee before using any non-approved materials. No non-approved materials of any kind will be brought in and introduced to any student without the prior approval of the CCBOE via the Community Media Advisory Committee. Any school employee found violating this policy will be subject to disciplinary action, up to and including dismissal.

Also, policy 3210, Parental Inspection of and Objection to Instructional Materials,

The major criterion for the selection and utilization of the material is the appropriateness of the material for its intended educational use and that it’s in compliance with state law and display of any publication or material to a student is (a) not vulgar, indecent or obscene; (b) does not encourage the commission of unlawful acts or the violation of lawful school regulations; (c) is not inappropriate considering the age of the students in the school; (d) does not contain information that is inaccurate, misleading or false; or (e) does not advertise any product or service not permitted to minors by law (f) does not promote any anti-American or unpatriotic act. While input from professional educators may be sought, the board believes the community is in the best position to determine whether a particular instructional material is appropriate for the age and maturity of the students and for the subject matter being taught. At all times parental rights will be scrupulously respected.

Proper adherence to our NC State laws and numerous SCOTUS decisions demand these changes as does the citizenry of Cumberland County.

This Cumberland County school policy, as it stands, is a very clear indication of just how corrupt our local school board has become under the guidance of a succession of majority partisan Democrats, weak minority Republicans / RINOs, and their perverted and activist ideology and actions over the years.

To be sure, one can imagine how the Democrats on the CCBOE have enjoyed proclaiming “It’s our policy to capitulate to the teachers”!

But policies are not laws. And these current policies are certainly not in keeping with our state’s laws. And policies can be changed. In this case, these policies must be changed.

That the Cumberland County Board of Education has lost its way due to infiltration by subversive liberal activists and  Democrat / RINO ne’er-do-wells over the years is evidenced by the CCBOE’s own website which states quite clearly what they are supposed to be doing;

The Board, which represents both the state and local community, develops the policies after careful deliberation, and the school administration implements them through specific rules and regulations.  The job of the Cumberland County Board of Education is to serve the community. One of the primary functions of the Board is to act on behalf of all of the students.  It is the official governing body of the Cumberland County Schools, … ~ Source

Notice that it does not say to serve the teachers and school administrators. That is not the job of the school board. The job of the school board is to serve as the representatives of the community and to see that the community’s mandates are heeded and acted upon in a dedicated fashion in adherence with established law. Not the desires of the teachers and school administrators.

The ideology that it is only the “professional educators” who know best [who unlawfully, unethically, and immorally exposed your children to sexually harassing material containing explicit depictions of masturbation, fellatio, cunnilingus, pedophilia, underage sexual activity, and critical race theory activism promoting unlawful civil disobedience] must be eradicated from the CCBOE as it is an unlawful and dangerous ideology.

Now no one is saying that teachers and school administrators are not to be represented. What we are saying is that teachers and school administrators are to be represented no more or no less than any other member of the “community” as dictated by our NC State Laws.

The only reason that teachers and school administrators are receiving special consideration is for no better reason than they’re saying that they should, and weak board of education members with dull eyes and drooling mouths blindly agree with them.

THIS MUST STOP!

The Truth: CCSBOE, Teachers and School Administrators are Violating Their Own Policies

Policy Code: 5210 Distribution and Display of Non-School Material C. Distribution and Display Standards for Non-School Materials 1. While materials will not be screened for viewpoint, the reviewer shall prohibit the distribution or display of any publication or material that (a) is vulgar, indecent or obscene;(d) encourages the commission of unlawful acts or the violation of lawful school regulations; (e) is inappropriate considering the age of the students in the school; (f) contains information that is inaccurate, misleading or false; or (g) advertises any product or service not permitted to minors by law.
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E. Definitions; The following terms used in this policy are defined as follows: 1. Obscene – “Obscene” describes any speech or work that the average person, applying contemporary community standards (as opposed to “national standards”), would find, taken as a whole, appeals to prurient interest; or that depicts or describes, in a patently offensive way, sexual conduct specifically defined by applicable law; and that, taken as a whole, lacks serious literary, artistic, political or scientific value.

Notice that it says community standards, not “professional educator” standards.

And the court-mandated Miller test for obscenity is only one of three hurdles for teachers to clear before their material can be determined appropriate for students. Policy Code: 5210 also mandates that the material must be neither “vulgar” nor “indecent”.

Notice that the criteria are “vulgar, indecent ‘OR’ obscene”. This means that it is not necessary for all three to apply; “vulgar OR indecent OR obscene”. Only one is necessary to deem the material inappropriate and it is the community who has the final say in the matter according to state law, not teachers or school administrators.

Cumberland County School Policy; INAPPROPRIATE LANGUAGE/DISRESPECT
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Any “communication” [literary text is communication] used to degrade, disrespect, or that is abusive in nature, whether by signs, symbols, or gestures is prohibited in the school environment.

The Truth: CCSBOE, Teachers and School Administrators are Violating N.C.G.S. § 115C-81.60. Character education

The promotion of pornography and racist CRT material in Cumberland County schools is completely and inarguably in violation of N.C.G.S. § 115C-81.60. Character education.

The U.S. Supreme Court established the test that judges and juries use to determine whether matter is obscene in three major cases: Miller v. California, 413 U.S. 15, 24-25 (1973); Smith v. United States, 431 U.S. 291, 300-02, 309 (1977); and Pope v. Illinois, 481 U.S. 497, 500-01 (1987).  The three-pronged Miller test is as follows:

1. 1. Whether the average person, applying contemporary adult community standards, finds that the matter, taken as a whole, appeals to prurient interests (i.e., an erotic, lascivious, abnormal, unhealthy, degrading, shameful, or morbid interest in nudity, sex, or excretion);
   2. Whether the average person, applying contemporary adult community standards, finds that the matter depicts or describes sexual conduct in a patently offensive way (i.e., ultimate sexual acts, normal or perverted, actual or simulated, masturbation, excretory functions, lewd exhibition of the genitals, or sado-masochistic sexual abuse); and
   3. Whether a reasonable person finds that the matter, taken as a whole, lacks serious literary, artistic, political, or scientific value.

          Any material that satisfies this three-pronged test may be found obscene.  

The standard of what is harmful to minors differs from the standard applied to adults.  Harmful materials for minors include any “communication” [literary text is communication] consisting of nudity, sex, or excretion that;

1. appeals to the prurient interest of minors,
2. is patently offensive to prevailing standards in the adult community with respect to what is suitable material for minors,
3. and lacks serious literary, artistic, political, or scientific value for minors.

In addition to facing imprisonment and fines, convicted offenders of federal obscenity laws involving minors may also be required to register as sex offenders.  Furthermore, in some circumstances, obscenity violations involving minors may also be subject to prosecution under federal child pornography laws, which yield severe statutory penalties (For more information, see Citizen´s Guide to U.S. Federal Child Pornography Laws).

N.C.G.S. § 115C-81.60. Character education.

1. Each local board of education shall develop and implement character education instruction with input from the local community. The instruction shall be incorporated into the standard curriculum and should address the following traits:
   1. Courage. – Having the determination to do the right thing even when others don’t and the strength to follow your conscience rather than the crowd; and attempting difficult things that are worthwhile. [Students are being forced into aberrant liberal groupthink via the use of pornographic and activist literature with a clear bent towards being taught the fear of “cancellation” and peer ostracization should they attempt to have oppositional thoughts or commit oppositional actions.]
   2. Good judgment. – Choosing worthy goals and setting proper priorities; thinking through the consequences of your actions; and basing decisions on practical wisdom and good sense.  [The promotion of literature by teachers and school administrators that contains masturbation, fellatio, cunnilingus, pedophilia, underage sexual activity, and critical race theory activism does not in any way develop concepts of “good judgment” in the minds of the students.]
   3. Integrity. – Having the inner strength to be truthful, trustworthy, and honest in all things; acting justly and honorably. [The promotion of literature by teachers and school administrators that contains references to Indians masturbating or Black people committing sexual intercourse with cows does not in any way develop concepts of “integrity” in the minds of the students.]
   4. Kindness. – Being considerate, courteous, helpful, and understanding of others; showing care, compassion, friendship, and generosity; and treating others as you would like to be treated. [The promotion of literature by teachers and school administrators that contains references to rape and the condonement of activist violence does not in any way develop concepts of “kindness” in the minds of the students.]
   5. Perseverance. – Being persistent in the pursuit of worthy objectives in spite of difficulty, opposition, or discouragement; and exhibiting patience and having the fortitude to try again when confronted with delays, mistakes, or failures. [Students are being forced into aberrant liberal groupthink via the use of pornographic and activist literature with a clear bent towards being taught the fear of “cancellation” and peer ostracization should they attempt to have oppositional thoughts or commit oppositional actions. Students learn that perseverance is acceptable only if exercised in the pursuit of liberal ideology.]
   6. Respect. – Showing high regard for authority, for other people, for self, for property, and for country; and understanding that all people have value as human beings. [The promotion of literature by teachers and school administrators that contains references to anti-American rhetoric and the condonement of activist violence does not in any way develop concepts of “respect” in the minds of the students.]
   7. Responsibility. – Being dependable in carrying out obligations and duties; showing reliability and consistency in words and conduct; being accountable for your own actions; and being committed to active involvement in your community. [The promotion of literature by teachers and school administrators that contains references to rape, sexual promiscuity, pedophilia, and the condonement of activist violence does not in any way develop concepts of “responsibility” in the minds of the students.]
   8. Self-discipline. – Demonstrating hard work and commitment to purpose; regulating yourself for improvement and restraining from inappropriate behaviors; being in proper control of your words, actions, impulses, and desires; choosing abstinence from premarital sex, drugs, alcohol, and other harmful substances and behaviors; and doing your best in all situations. [The promotion of literature by teachers and school administrators that contains references to rape, sexual promiscuity, pedophilia, and the condonement of activist violence does not in any way develop concepts of “self-discipline” in the minds of the students.]
2. In addition to the instruction under subsection (a) of this section, local boards of education are encouraged to include instruction on the following responsibilities:
   1. Respect for school personnel. – In the school environment, respect includes holding teachers, school administrators, and all school personnel in high esteem and demonstrating in words and deeds that all school personnel deserve to be treated with courtesy and proper deference. [Respect for school personnel is important, but equally as important is teachers’ respect for their students. The display of sexually suggestive drawings, objects, pictures, or written materials by teachers is the height of disrespectful sexual harassment by Cumberland County School’s very own Policy Manual definition of “Sexual Harassment”.]
   2. Responsibility for school safety. – Helping to create a harmonious school atmosphere that is free from threats, weapons, and violent or disruptive behavior; cultivating an orderly learning environment in which students and school personnel feel safe and secure; and encouraging the resolution of conflicts and disagreements through peaceful means, including peer mediation. Instruction in this responsibility should include a consistent and age-appropriate antiviolence message and a conflict resolution component for students in kindergarten through grade 12. These messages should include media-awareness education to help children recognize stereotypes and messages portraying violence. [The advocation of Critical Race Theory / Black Lives Matter activism and civil disobedience via the promotion of literature by teachers and school administrators that contains references to such serve only to create conflict in the development of students’ critical thinking skills.]
   3. Service to others. – Engaging in meaningful service to their schools and their communities. Schools may teach service-learning by(i) incorporating it into their standard curriculum or(ii) involving a classroom of students or some G.S. 115C-81.60 Page 2 other group of students in one or more hands-on community service projects. All schools are encouraged to provide opportunities for student involvement in community service or service-learning projects. [The Democrats have worked overtime to put their X-rated material into school systems all over the country. But the problem they are having implementing their plan comes from parents who keep sounding an alarm. Liberals believe that if they can get the pornographic material into enough hands, the next generation will grow up believing certain things that are usually ethically wrong are acceptable by the masses. The darkness of the liberal mind will only destroy the child’s innocent mind the more if they can access the kids. The Democrats […] need to keep the parents in the dark regarding what their kids are being taught in the classroom. It is the only way that the liberals can hijack the next generation’s minds without facing resistance from home. ~ Trong Nguyen]
   4. Good citizenship. – Obeying the laws of the nation and this State; abiding by school rules; and understanding the rights and responsibilities of a member of a republic. (2017-126, s. 5.) [The advocation of Critical Race Theory / Black Lives Matter activism and civil disobedience via the promotion of literature by teachers and school administrators that contains references to such serve only to create conflict in the development of students’ critical thinking skills and does nothing to promote “good citizenship”.]

Sexual Harassment

Policy Code: 1725/4035/7236 Title IX Sexual Harassment – Prohibited Conduct and Reporting Process; A. Prohibited Behavior
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All references to “sexual harassment” in this policy mean sexual harassment that meets this definition.
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Examples of conduct on the basis of sex that would be considered sexual harassment if the conduct satisfies the criteria above include, but are not limited to: unwelcome sexual advances; requests for sexual favors; and other verbal or physical conduct of a sexual nature, such as deliberate, unwelcome touching that has sexual connotations or is of a sexual nature; suggestions or demands for sexual involvement accompanied by implied or overt promises of preferential treatment or threats; pressure for sexual activity; continued or repeated offensive sexual flirtations, advances, or propositions; continued or repeated verbal remarks about an individual’s body; sexually degrading words used toward an individual or to describe an individual; sexual assault; sexual violence; the display of sexually suggestive drawings, objects, pictures, or written materials; posting sexually suggestive pictures of a person without the person’s consent; and forwarding pornographic material depicting a classmate or other member of the school community. Acts of verbal, nonverbal, or physical aggression, intimidation, or hostility based on sex or sex-stereotyping but not involving conduct of a sexual nature may also constitute sexual harassment.

As we can see, the teacher’s displaying sexually suggestive drawings, objects, pictures, or written materials certainly meets their definition of sexual harassment.

You can see the proof of this here; CRT and Obscene Pornographic Material in Cumberland Co Schools  (Scroll down to “Obscene Material”)

The Solutions:

First Solution

VOTE!

Second Solution

PETITION THE CCBOE TO ESTABLISH A
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COMMUNITY MEDIA ADVISORY COMMITTEE

N.C.G.S § 115C-98. Local boards of education to provide for local operation of the textbook program, the selection and procurement of other instructional materials, and
the use of nonadopted textbooks. (b1) A local board of education may establish a community media advisory committee to investigate and evaluate challenges from parents, teachers, and members of the public to textbooks and supplementary instructional materials on the grounds that they are educationally unsuitable, pervasively vulgar, or inappropriate to the age, maturity, or grade level of the students. The State Board of Education shall review its rules and policies concerning these challenges and shall establish guidelines to be followed by community media advisory committees.

NC State law provides for a community media advisory committee to be established to; “investigate and evaluate challenges from parents, teachers, and members of the public to textbooks and supplementary instructional materials on the grounds that they are educationally unsuitable, pervasively vulgar, or inappropriate to the age, maturity, or grade level of the students.”

Notice again how this state law does not state a teacher or school administrator or school board-filled committee, but a community-filled committee.

Such a committee would most appropriately be comprised of;

• one registered Democrat tradesperson
• one registered Republican tradesperson
• one registered Democrat professional (non-educational)
• one registered Republican professional (non-educational)
• one religious figure (Priest, Pastor, Rabbi)
• one educational professional
• one military non-commissioned officer (NCO)

Do not allow anyone to tell you that because the school board is allegedly non-partisan that the committee must be non-partisan. That would be a lie to facilitate the stacking of the committee with Democrats to sustain their liberal agenda. The idea is that they get representation, not complete control.

Third Solution

FILE A COMPLAINT WITH THE NORTH CAROLINA
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STATE BOARD OF EDUCATION

Sexual harassment is a crime. Teachers displaying sexually suggestive drawings, objects, pictures, or written materials certainly meet the Cumberland County School policy definition of sexual harassment. Therefore, the teachers are committing sexual harassment, which is a crime. The Cumberland County Board of Education needs to stop the teachers from committing the crime of sexual harassment. If they do not, then;

N.C.G.S. § 115C-105.33. Safe and orderly schools. A school improvement team or a parent organization at a school may ask the local board of education to provide assistance in promoting or restoring safety and an orderly learning environment at a school. The school improvement team or parent organization shall file a copy of this request with the State Board. If the local board fails to provide adequate assistance to the school, then the school improvement team or parent organization may ask the State Board to provide an assistance team to the school. The State Board may provide an assistance team, established under G.S. 115C-105.38, to a school in order to promote or restore safety and an orderly learning environment at that school if one of the following applies:

1. 1. The local board of education or superintendent requests that the State Board provide an assistance team to a school and the State Board determines that the school needs assistance.
   2. The State Board determines within 10 days after its receipt of the request for assistance from a school improvement team or parent organization of a school that the school needs assistance and that the local board has failed to provide adequate assistance to that school. If an assistance team is assigned to a school under this section, the team shall spend a sufficient amount of time at the school to assess the problems at the school, assist school personnel with resolving those problems, and work with school personnel and others to develop a long-term plan for restoring and maintaining safety and an orderly learning environment at the school. The assistance team also shall make recommendations to the local board of education and the superintendent on actions the board and the superintendent should consider taking to resolve problems at the school. These recommendations shall be in writing and are public records. If an assistance team is assigned to a school under this section, the powers given to the State Board and the assistance team under G.S. 115C-105.38 and G.S. 115C-105.39 shall apply as if the school had been identified as low-performing under this Article. (1997-443, s. 8.29(a)(2); 2011-145, s. 7.13(m); 2011-391, s. 14(b).)

This work is designed to provide practical and useful information on the subject matter covered. However, it it presented with the understanding that the publisher is not engaged in rendering legal, or any other professional services. If legal advice or other expert assistance is required, the services of a competent professional should be sought.