(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 instructional supports and services. Parents or guardians of first and second grade students demonstrating reading comprehension
below grade level as identified through assessments administered pursuant to this
subsection shall be encouraged to enroll their student in a 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
(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.
(b) Formative and diagnostic assessments and resultant instructional supports and
services 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 instructional supports and services that enhance reading development
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