Section 115C-83.6 - Facilitating early grade reading proficiency(a) Kindergarten, first, second, and third grade students shall be assessed with valid, reliable, formative, and diagnostic reading assessments made available to local school administrative units by the State Board of Education pursuant to G.S. 115C-174.11(a). Difficulty with reading development identified through administration of formative and diagnostic assessments shall be addressed with literacy interventions outlined in the student's Individual Reading Plan. Parents or guardians of first and second grade students offered a reading camp as a literacy intervention shall be encouraged to enroll their student in the reading camp provided by the local school administrative unit. Parents or guardians of a student identified as demonstrating reading comprehension below grade level shall make the final decision regarding a student's reading camp attendance. (a1) Kindergarten through third grade reading assessments shall yield data that can be used with the Education Value-Added Assessment System (EVAAS) to analyze student data to identify root causes for difficulty with reading development and to determine actions to address them.(a2) The Department of Public Instruction shall provide for EVAAS analysis all formative and diagnostic assessment data collected pursuant to this section for kindergarten through third grade. The Department shall use a uniform template for all data collected, and the template shall be used each time data is provided. The template shall include clear designations for each data component reported.(b) Formative and diagnostic assessments and resultant literacy interventions shall address oral language, phonological and phonemic awareness, phonics, vocabulary, fluency, and comprehension using developmentally appropriate practices. These assessments may be administered by computer or other electronic device.(c) Local school administrative units are encouraged to partner with community organizations, businesses, and other groups to provide volunteers, mentors, or tutors to assist with the provision of literacy interventions that enhance reading development and proficiency.N.C. Gen. Stat. § 115C-83.6
Amended by 2021 N.C. Sess. Laws 8,s. 10-b, eff. 4/9/2021, applicable beginning with the 2021-2022 school year and includes the reporting of required data from the 2020-2021 school year.Amended by 2021 N.C. Sess. Laws 8,s. 6-c, eff. 4/9/2021, and applicable beginning with the 2022-2023 school year.Amended by 2018 N.C. Sess. Laws 97,s. 2.10, eff. 7/1/2018.Amended by 2018 N.C. Sess. Laws 5,s. 7.24-b, eff. 7/1/2018, and applicable beginning with the 2018-2019 school year.Amended by 2017 N.C. Sess. Laws 57,s. 7.27-a, eff. 7/1/2017, and applicable beginning with the 2018-2019 school year.Amended by 2015 N.C. Sess. Laws 241,s. 8.48-b, eff. 7/1/2015.Added by 2012 N.C. Sess. Laws 142,s. 7A.1-b, eff. 7/2/2012.The state reviser changed the code section number from § 115C-83.1F to § 115C-83.6.