FILED SENATE
Mar 29, 2021
GENERAL ASSEMBLY OF NORTH CAROLINA
S.B. 387
SESSION 2021 PRINCIPAL CLERK
S D
SENATE BILL DRS15180-BN-3
Short Title: Excellent Public Schools Act of 2021. (Public)
Sponsors: Senators Berger, Ballard, and Lee (Primary Sponsors).
Referred to:
1 A BILL TO BE ENTITLED
2 AN ACT TO MODIFY THE IMPLEMENTATION OF THE NORTH CAROLINA READ TO
3 ACHIEVE PROGRAM IN ORDER TO ATTAIN STATEWIDE READING
4 PROFICIENCY BY THE THIRD GRADE.
5 The General Assembly of North Carolina enacts:
6
7 PART I. TITLE
8 SECTION 1. This act shall be known as the "Excellent Public Schools Act of 2021."
9
10 PART II. DEFINITION OF SCIENCE OF READING
11 SECTION 2. G.S. 115C-83.3 reads as rewritten:
12 "§ 115C-83.3. Definitions.
13 The following definitions apply in this Part:
14 …
15 (7a) "Science of Reading" means evidence-based reading instruction practices that
16 address the acquisition of language, phonological and phonemic awareness,
17 phonics and spelling, fluency, vocabulary, oral language, and comprehension
18 that can be differentiated to meet the needs of individual students.
19 …."
20
21 PART III. EARLY LITERACY PROGRAM AND LITERACY PROFESSIONAL
22 DEVELOPMENT
23 SECTION 3.(a) Article 8 of Chapter 115C of the General Statutes is amended by
24 adding a new section to read:
25 "§ 115C-83.4B. Early Literacy Program.
26 (a) There is established the Early Literacy Program within the Department of Public
27 Instruction. The Department of Public Instruction, in consultation with the Department of Health
28 and Human Services, shall use the Early Literacy Program to build strong foundational early
29 literacy skills utilizing the Science of Reading for children in the North Carolina Prekindergarten
30 (NC Pre-K) program.
31 (b) As part of the Early Literacy Program, the Department of Public Instruction shall
32 focus on at least the following components:
33 (1) Provide a training program to educators and administrators working with
34 children in the NC Pre-K program to ensure developmentally appropriate
35 instruction grounded in the Science of Reading and outcomes promoting
36 reading achievement in students. The Department of Public Instruction shall
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1 utilize a third-party independent teacher training program to deliver
2 professional development that demonstrates evidence-based success with
3 educators and administrators in establishing deep knowledge of literacy
4 instruction.
5 (2) Provide integration of age-appropriate resources, including digital and
6 technological resources, in the NC Pre-K program for children to meet reading
7 achievement goals.
8 (3) Ensure administration of a formative assessment to children at the conclusion
9 of their participation in the NC Pre-K program to determine their kindergarten
10 readiness and the alignment of their literacy instruction with the Science of
11 Reading. The Department shall also ensure that the results of each child's
12 formative assessment are shared with the child's kindergarten teacher at the
13 beginning of the next school year."
14 SECTION 3.(b) G.S. 115C-270.30(b) reads as rewritten:
15 "(b) Teacher Licensure Renewal. – Rules for continuing licensure for teachers shall
16 include the following:
17 (1) For all teachers, at least eight continuing education credits with at least three
18 credits required in a teacher's academic subject area.
19 (2) For elementary school teachers, at least three continuing education credits
20 related to literacy. Literacy renewal credits shall include evidence-based
21 assessment, diagnosis, and intervention strategies for students not
22 demonstrating reading proficiency. Oral language, phonemic and
23 phonological awareness, phonics, vocabulary, fluency, and comprehension
24 shall be addressed in literacy-related activities leading to license renewal for
25 elementary school teachers.proficiency, grounded in the Science of Reading,
26 as defined in G.S. 115C-83.3.
27 …."
28 SECTION 3.(c) Educators working with (i) children in the NC Pre-K program and
29 (ii) students in kindergarten through fifth grade shall participate in the training programs
30 contracted for as required by Section 5A(11) of S.L. 2021-1, as amended by Section 1.2 of S.L.
31 2021-3. Completion of this training shall satisfy the literacy continuing education credits required
32 for elementary school teachers in G.S. 115C-270.30(b)(2).
33 SECTION 3.(d) No later than September 15, 2022, the Department of Public
34 Instruction shall report on the establishment of the Early Literacy Program to the Joint Legislative
35 Education Oversight Committee. The report shall include information on the required
36 components of the Program, including at least the following:
37 (1) Participation rates of NC Pre-K educators and administrators in the third-party
38 independent teacher training program.
39 (2) Examples of age-appropriate resources integrated into the NC Pre-K program.
40 (3) The formative assessment provided to children at the end of their participation
41 in the NC Pre-K program, including the number and percentage of (i) students
42 who demonstrate kindergarten readiness and (ii) students who do not
43 demonstrate kindergarten readiness.
44 SECTION 3.(e) This section applies beginning with the 2021-2022 school year.
45
46 PART IV. LITERACY TRAINING COURSEWORK FOR EDUCATOR PREPARATION
47 PROGRAM APPROVAL
48 SECTION 4.(a) G.S. 115C-269.20(a)(2) reads as rewritten:
49 "(2) EPPs providing training for elementary education teachers shall include the
50 following:
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1 a. Adequate coursework in the teaching of reading, writing, and
2 mathematics.
3 a1. Coursework in the Science of Reading, as defined in G.S. 115C-83.3.
4 b. Assessment prior to licensure to determine if a student possesses the
5 requisite knowledge in scientifically based reading, writing, and
6 mathematics instruction that is aligned with the State Board's
7 expectations.
8 c. Instruction in application of formative and summative assessments
9 within the school and classroom setting through technology-based
10 assessment systems available in State schools that measure and predict
11 expected student improvement.
12 d. Instruction in integration of arts education across the curriculum."
13 SECTION 4.(b) G.S. 115C-269.20(a)(3) reads as rewritten:
14 "(3) EPPs providing training for elementary and special education general
15 curriculum teachers shall ensure that students receive instruction in early
16 literacy intervention strategies and practices that are aligned with the Science
17 of Reading and State and national reading standards and shall include the
18 following:
19 a. Instruction in the teaching of reading, including a substantive
20 understanding of reading as a process involving oral language,
21 phonological and phonemic awareness, phonics, fluency, vocabulary,
22 and comprehension. Instruction shall include appropriate application
23 of instructional supports and services and reading literacy
24 interventions to ensure reading proficiency for all students.
25 b. Instruction in evidence-based assessment and diagnosis of specific
26 areas of difficulty with reading development and of reading
27 deficiencies.
28 c. Instruction in appropriate application of instructional supports and
29 services and reading literacy interventions to ensure reading
30 proficiency for all students."
31 SECTION 4.(c) This section applies to educator preparation programs applying for
32 approval or renewing approval on or after July 1, 2022.
33
34 PART V. ALIGN LITERACY CURRICULUM AND INSTRUCTION WITH READ TO
35 ACHIEVE
36 SECTION 5.(a) The State Board of Education shall develop literacy instruction
37 standards to ensure that instruction methods throughout the State are consistent and closely
38 aligned with the objectives of Part 1A of Article 8 of Chapter 115C of the General Statutes (Read
39 to Achieve). The State Board shall incorporate only the most effective literacy instruction
40 methods aligned with the Science of Reading into the standards developed. No later than May
41 15, 2022, the State Board of Education shall report to the Joint Legislative Education Oversight
42 Committee on the literacy instruction standards developed. No later than June 30, 2022, the State
43 Board shall provide to local boards of education the standards developed.
44 The Department of Public Instruction shall develop a literacy implementation plan
45 that would implement the standards developed by the State Board of Education. No later than
46 June 30, 2022, the Department shall provide to local boards of education (i) a model literacy
47 implementation plan that implements the standards developed and (ii) an example of a literacy
48 implementation plan that would not implement the standards developed and explanatory
49 guidance on why it would not implement the standards.
50 Each local school administrative unit shall evaluate its literacy curriculum and
51 instruction methods and shall modify as necessary to adhere to the standards developed by the
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1 State Board and align with the model literacy implementation plan provided by the Department.
2 No later than December 15, 2022, and in a form prescribed by the State Board, each local school
3 administrative unit shall submit to the State Board a concise explanation of its literacy curriculum
4 and instruction, as aligned with the standards and model literacy implementation plan.
5 SECTION 5.(b) Regional case managers, or other appropriate staff as determined
6 by the Department of Public Instruction, shall work to ensure that the standards developed by the
7 State Board are implemented statewide by reviewing the curriculum and instruction methods of
8 each local school administrative unit in each service area and by consulting with each local school
9 administrative unit as needed to bring literacy instruction into compliance. Review and
10 modification of all literacy instruction statewide shall be complete no later than November 15,
11 2023. Modifications shall be implemented into curriculum and instruction as soon as possible,
12 and all curriculum and instruction as modified under this section shall be in place beginning with
13 the 2024-2025 school year.
14
15 PART VI. LITERACY INTERVENTIONS AND INDIVIDUAL READING PLANS
16 SECTION 6.(a) G.S. 115C-83.2(a) reads as rewritten:
17 "(a) The purposes of this Part are to ensure that (i) difficulty with reading development is
18 identified as early as possible; (ii) students receive appropriate instructional and support services
19 literacy interventions to address difficulty with reading development and to remediate reading
20 deficiencies; and (iii) each student and his or her parent or guardian be continuously informed of
21 the student's academic needs and progress."
22 SECTION 6.(b) G.S. 115C-83.3 reads as rewritten:
23 "§ 115C-83.3. Definitions.
24 The following definitions apply in this Part:
25 (1) "Accelerated reading class" means a class where focused instructional
26 supports and services literacy interventions are provided to increase a student's
27 reading level at least two grades in one school year.
28 …
29 (3) "Difficulty with reading development" means not demonstrating appropriate
30 developmental abilities in any of the major reading areas, including, but not
31 limited to, oral language, phonological or phonemic awareness, vocabulary,
32 fluency, or comprehension, according to observation-based, diagnostic, or
33 formative assessments.
34 (3a) "Individual Reading Plan" means a document outlining the specific reading
35 skill deficiencies of a student who has demonstrated difficulty with reading
36 development and includes the literacy interventions that the student will
37 receive to address the reading skill deficiencies, as required by
38 G.S. 115C-83.6B.
39 (4) "Instructional supports and services" "Literacy interventions" mean
40 intentional strategies used with a majority of students to facilitate reading
41 development and remediate emerging difficulty with reading development.
42 Instructional supports and services include, but are not limited to, Literacy
43 interventions shall be grounded in the Science of Reading and include
44 individual or small group instruction, instruction throughout the school year,
45 reduced teacher-student ratios, frequent progress monitoring, tutoring in
46 addition to the regular school day, reading camps, and extended learning
47 time.time before or after the school day.
48 (4a) "Reading camp" means an additional educational program outside of the
49 instructional calendar provided by the local school administrative unit as a
50 literacy intervention that shall be offered to (i) any third grade student who
51 does not demonstrate reading proficiency and (ii) any first or second grade
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1 student who demonstrates reading comprehension below grade level as
2 identified through administration of formative and diagnostic assessments in
3 accordance with G.S. 115C-83.6. difficulty with reading development. Local
4 school administrative units may offer a reading camp as a literacy intervention
5 to any first grade student who demonstrates difficulty with reading
6 development. Parents or guardians of the student not demonstrating reading
7 proficiency or demonstrating reading comprehension below grade level
8 offered a reading camp as a literacy intervention shall make the final decision
9 regarding the student's reading camp attendance. Reading camps shall (i) offer
10 at least 72 hours of reading instruction to yield positive reading outcomes for
11 participants; (ii) be taught by compensated, licensed teachers selected based
12 on demonstrated student outcomes in reading proficiency or in improvement
13 of difficulties with reading development; and (iii) allow volunteer mentors to
14 read with students at times other than during the 72 hours of reading
15 instruction. The 72 hours of reading instruction shall be provided over no less
16 than three weeks for students in schools using calendars other than year-round
17 calendars.
18 (5) "Reading deficiency" means not reading at the third grade level by the end of
19 the student's third grade year, demonstrated by the results of the
20 State-approved standardized test of reading comprehension administered to
21 third grade students.
22