Part I.

Directs the State Board of Education (State Board) not to calculate achievement, growth, and performance scores or display performance scores, growth, designations, and letter grades for schools for the 2021-22 school year, based on data from the 2020-21 school year. Directs the State Board to display a brief explanation that these scores and grades were not calculated and assigned for the 2021-22 school year because assessment data was heavily impacted by COVID-19.

Directs the State Board to issue an annual report card for public school units for 2021-22 based on data from the 2020-21 school year that only meets the minimum accountability, school identification, and related reporting requirements of the Elementary and Secondary Education Act of 1965 (ESEA), as amended, required under the federal waiver granted by the US Department of Education for the 2020-21 school year, as specified. 

Provides that public school units are only required to display the annual report card information issued by the State Board pursuant to these provisions for the 2021-22 school year.

Part II.

Establishes the following requirements for the 2021-22 school year.

Directs the State Board not to identify additional low-performing schools, continually low-performing schools, or low-performing local school administrative units based on data from the 2020-21 school year. Provides that previously identified low-performing or continually low-performing schools, or low-performing administrative units, based on 2018-19 data, must continue to be identified as such and carry out their respective State Board-approved plans. Provides for the following distinct requiring based on identification. 

For low-performing schools, requires the State Board and local boards to continue to provide online access to each low-performing school's plan pursuant to state law. Does not require written parental notice to be provided again, but requires local boards to include with their online final plans a brief explanation that identification continues pending assessment data from the 2021-22 school year. 

For continually low-performing schools, requires assistance and intervention levels provided for the 2019-20 school year based on low-performing designations for two or three years to continue. Authorizes local boards to request to reform a continually low-performing school as provided in state law.

For low-performing local school administrative units, requires the State Board and local board to continue to provide online access to each low-performing local school administrative unit's plan pursuant to state law. Does not require written parental notice to be provided again, but requires local boards to include with their online final plans a brief explanation that identification continues pending assessment data from the 2021-22 school year. Deems the provisions of GS 115C-105.39(c) through (e), which authorize the State Board to appoint an interim superintendent in an administrative unit, to not apply. 

Part III.

Enacts GS 115C-84.3, permitting a public school unit to use up to five remote instruction days or 30 remote instruction hours when school are unable to open due to severe weather conditions, energy shortages, power failures, or other emergency situations, using that time towards the required instructional days or hours for the school calendar. Defines remote instruction to mean instruction delivered to students in a remote location outside the school facility; excludes NC Virtual Public School courses, certain e-learning courses, institution of higher education courses, homebound instruction required by an individualized education program, and instruction provided during a short- or long-term suspension. Otherwise explicitly prohibits using remote instruction to satisfy the minimum required number of instructional days or hours for the school calendar. Requires governing boards to annually submit a remote instruction plan to the State Board by July 1 if it chooses to use remote instruction pursuant to the statute, providing a detailed framework and information on the number of remote instruction days or hours used in the prior school year to satisfy instructional requirements, when applicable. Lists seven minimum components a remote instruction plan must include, such as identification of facilitating resources to be used, and communication with and training opportunities for teachers, administrators, instructional support staff, parents, and students on how to access and use remote instruction resources. Directs the State Board to annually report to the specified NCGA committee on each remote instruction plan with a summary of the number of remote instruction days or hours used by each governing board in the prior school year, analysis of the Board's review of remote instruction implementation, and other data the Board deems useful in evaluating remote instruction use and delivery. 

Makes conforming changes to GS 115C-84.2, providing for the use of remote instruction for making up days and instruction hours missed in the school calendar adopted by local boards. Makes conforming changes to the following statutes, providing for the use of remote instruction within the instructional requirements set forth for charter schools, innovative schools, regional schools, laboratory schools, and renewal school systems: GS 115C-218.85; GS 115C-238.53; GS 115C-238.66; GS 116-239.8; and Section 6 of SL 2018-32. Makes technical changes to GS 115C-238.53.

Applies to the 2021-22 school year; repealed June 30, 2022.

Part IV.

Provides that schools identified as an eligible school in the 2019-20 and 2020-21 school years to administer the principal recruitment supplement under GS 115C-285.1(a)(2) (defined as a low-performing school that received an overall school performance score that placed it in the bottom 5% of all schools in the State in the prior school year) and Section 2.13(a) of SL 2020-3 (which continued eligibility for schools eligible under the statutory provision for 2019-20) remain an eligible school in the 2021-22 school year. 

Part V.

Requires a principal, for the 2021-22 school year, to provide a teacher with additional context upon notification that the teacher's EVAAS data is available regarding years on which data is based and the extent to which the students on which the data is based were taught by another teacher.

Part VI.

Directs the State Board to, for the 2021-22 school year, contextualize teacher effectiveness data by specifying the years on which the data is based and the extent to which it is not reflective of teacher performance because the students on which the data is based were taught by more than one teacher.