Read to Achieve
Charlotte-Mecklenburg Schools
Embedded Files
During the April 2021 legislative session, North Carolina legislators passed an act to modify the implementation of the Read to Achieve legislation in order to attain statewide reading proficiency by the third grade. SESSION LAW 2021-8 SENATE BILL 387 identifies educators as pivotal in the role of reading instruction and requires every PreK-5 teacher to be highly equipped with the knowledge and skills to apply the science of reading (LETRS). This legislation prioritizes the need for systematic and explicit reading instruction in the early grades and reinforcement of these practices in the higher grades (Literacy Instruction Standards - LIS). It also reiterates the need to provide additional support and offer intervention techniques for struggling students (Individual Reading Plan - IRP).
The North Carolina Read to Achieve (RtA) comprehensive plan for reading achievement states that all:
students entering kindergarten are required to receive a developmental screening in early language, literacy, and math skills (Early Learning Inventory - ELI),
and students in grades K-3 must be assessed with valid, reliable, formative and diagnostic reading assessments (DIBELS).
These assessments are to be used to identify and assist students demonstrating difficulty with reading development, including offering reading camps as an option to students in grades first through third.
A student must be retained in the third grade if not demonstrating reading proficiency on the third-grade standardized test of reading comprehension (BOG, EOG or RTA - 540 Scale Score) but may be promoted if the student qualifies under certain exemptions or if the student demonstrates reading comprehension on a state alternative assessment (DIBELS 725 Lexile).
Good Cause Exemptions
Limited English Proficient students with less than two school years of instruction in an English as a Second Language program.
Students with disabilities, as defined in G.S. 115C-106.3(1), and whose individualized education program indicates (i) the use of the NCEXTEND1 alternate assessment, (ii) at least a two school year delay in educational performance, or (iii) receipt of intensive reading literacy interventions for at least two school years.
Students who demonstrate reading proficiency appropriate for third-grade students on an alternative assessment approved by the State Board of Education.
Students who demonstrate, through a student reading portfolio, reading proficiency appropriate for third-grade students. Student reading portfolio and review processes used by local school administrative units shall be approved by the State Board of Education. 2022-2023 Grade 3 Student Reading Portfolio Implementation Guide (will be added when released by the state accountability department)
Students who have (i) received literacy interventions and (ii) previously been retained more than once in kindergarten, first, second, or third grades.
RtA requires specific interventions for students retained in third grade, including the option of a reading camp, accelerated reading classes or transitional third-fourth grade classes, and the possibility of midyear promotion upon demonstration of reading comprehension.
Note: Daily, uninterrupted instruction does not require a student to be removed from their homeroom or require the student to receive instruction from the same teacher for 90 minutes. 120 minutes is ideal for literacy instruction, including interventions.
Process for Decision Making at the End of Grade 3
The flow chart below depicts the procedure for students at the end of their third-grade year:
Students take the 3rd-grade EOG.
If they are proficient, they are promoted to Grade 4.
If they are not proficient, they may qualify for a “good cause exemption” and be promoted to Grade 4.
If they do not qualify for a “good cause exemption,” then they may take a retest of the EOG (different form) and/or the Read to Achieve alternative assessment.
If they are proficient on one of these assessments, they are promoted to Grade 4.
If they are not proficient on one of these assessments, they are encouraged to attend reading camp.
The parent makes the decision regarding student attendance at reading camp.
Students who received a good cause exemption may attend reading camp for free.
After reading camp, the student may achieve proficiency by passing the Read to Achieve alternative assessment OR by passing with a completed student reading portfolio OR by passing the local alternative assessment approved by the SBE. The parent has an option of sending a student to a private reading support program. The parent may provide documentation to the LEA after completion of the reading support program. The LEA may use this documentation when considering placement of the student for the following year. Any funding for a private reading support program is the responsibility of the parent.
Students not attending reading camp shall be provided an opportunity to take the Read to Achieve alternative assessment or local alternative assessment on an LEA designated day.
If students are proficient by any means (RtA alternative assessment, local alternative assessment, or student reading portfolio), then they are promoted to Grade 4.
Students who are not proficient are offered the following opportunities:
Students not demonstrating proficiency shall be encouraged to enroll in a reading camp prior to being retained.
Students not demonstrating proficiency shall be provided with a selected teacher based on demonstrated student outcomes in reading proficiency and placed in an accelerated reading class or
Students not demonstrating proficiency shall be provided with a selected teacher based on demonstrated student outcomes in reading proficiency and placed in a transitional third and fourth-grade class as appropriate.
The decision for placement of the students should be made based on a comprehensive, balanced assessment system including formative, benchmark, and summative assessments; observations; historical data; student grades; and classroom and reading camp performance (if applicable).
The SBE shall establish a mid-year promotion policy for any student retained who, by November 1, demonstrates reading proficiency.
Parents or guardians of students who have been retained twice shall be offered supplemental tutoring outside of the instructional day.
Click on the images below for RTA Resources.
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