G.S. 115C-83.3 — Read to Achieve

Plain English summary

This section defines the key terms used in North Carolina's Read to Achieve law, including what counts as reading proficiency, what Science of Reading means, and what tools like Individual Reading Plans and reading camps are. It sets the vocabulary that schools, teachers, and parents must use when discussing reading instruction and intervention. Understanding these definitions helps parents and teachers know exactly what the law requires and what their rights and responsibilities are.

Key requirements

• Literacy interventions must be grounded in the Science of Reading and include individual or small group instruction, reduced teacher-student ratios, frequent progress monitoring, tutoring, reading camps, and extended learning time (G.S. 115C-83.3(4))
• An Individual Reading Plan must outline specific reading skill deficiencies and the literacy interventions a student will receive, as required by G.S. 115C-83.6B (G.S. 115C-83.3(3a))
• Reading camps must be offered to any third grade student who does not demonstrate reading proficiency and to any second grade student who demonstrates difficulty with reading development; reading camps may also be offered to first grade students who demonstrate difficulty with reading development (G.S. 115C-83.3(4a))
• Parents or guardians make the final decision regarding a student's reading camp attendance (G.S. 115C-83.3(4a))
• The State Board of Education must provide an approved alternative assessment to local school administrative units upon request and establish achievement level ranges for it (G.S. 115C-83.3(2))
• The State Board of Education must annually review the alternative assessment to ensure ongoing relevance, validity, and reliability (G.S. 115C-83.3(2))
• The three-cueing system (MSV model) is defined as a model of teaching students to read based on meaning, structure and syntax, and visual cues — applicable beginning with the 2023-2024 school year (G.S. 115C-83.3(9a))
• Reading proficiency is defined as reading at or above the third grade level by the end of third grade, demonstrated by the State-approved standardized test of reading comprehension (G.S. 115C-83.3(7))
• Science of Reading is defined as evidence-based reading instruction practices addressing language acquisition, phonological and phonemic awareness, phonics and spelling, fluency, vocabulary, oral language, and comprehension, differentiated to meet individual student needs (G.S. 115C-83.3(7a))

Affected parties

• Local school administrative units (must comply with definitions and resulting mandates)
• State Board of Education (must approve alternative assessments and review them annually)
• Classroom teachers (must deliver Science of Reading-grounded literacy interventions)
• School principals (must sign student reading portfolios)
• Third grade students who do not demonstrate reading proficiency (must be offered reading camps)
• Second grade students who demonstrate difficulty with reading development (must be offered reading camps)
• First grade students who demonstrate difficulty with reading development (may be offered reading camps)
• Parents and guardians (hold final decision-making authority over reading camp attendance)

Advocacy note

The statutory definition of Science of Reading at G.S. 115C-83.3(7a) — covering phonological and phonemic awareness, phonics and spelling, fluency, vocabulary, oral language, and comprehension — is the legal anchor that makes structured literacy the required standard for ALL literacy interventions in North Carolina, meaning any intervention program that omits these components does not meet the legal definition and can be challenged in an IEP meeting or complaint.

Official source

https://www.ncleg.gov/EnactedLegislation/Statutes/PDF/BySection/Chapter_115C/GS_115C-83.3.pdf