Bill Text: NC S388 | 2015-2016 | Regular Session | Introduced
Bill Title: Reading Assessments
Spectrum: Moderate Partisan Bill (Republican 4-1)
Status: (Introduced - Dead) 2015-03-25 - Ref To Com On Rules and Operations of the Senate [S388 Detail]
Download: North_Carolina-2015-S388-Introduced.html
GENERAL ASSEMBLY OF NORTH CAROLINA
SESSION 2015
S D
SENATE DRS15148-MK-112 (03/11)
Short Title: Reading Assessments. |
(Public) |
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Sponsors: |
Senators Tillman, Soucek, and Barefoot (Primary Sponsors). |
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Referred to: |
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A BILL TO BE ENTITLED
AN ACT to allow local boards of education to select a diagnostic reading assessment for the read to achieve program among three ASSESSMENTS approved by the state board of education.
The General Assembly of North Carolina enacts:
SECTION 1. G.S. 115C‑174.11 reads as rewritten:
"§ 115C‑174.11. Components of the testing program.
(a) Assessment Instruments for Kindergarten, First, Second, and Third Grades. – The State Board of Education shall develop, adopt, and provide to the local school administrative units developmentally appropriate individualized assessment instruments consistent with the Basic Education Program and Part 1A of Article 8 of this Chapter for the kindergarten, first, second, and third grades. The State Board shall approve three valid, reliable, formative, and diagnostic reading assessment instruments for selection by local school administrative units in accordance with the following:
(1) Each approved assessment instrument shall provide a minimum of four benchmark assessments, interim formative assessments, and progress monitoring capabilities.
(2) In determining which instruments to approve for use by local school administrative units, the State Board shall also consider at least the following factors:
a. The time required to conduct formative and benchmark assessments with the intention of minimizing the impact on instructional time.
b. The level of integration of assessment results with instructional support for teachers and students.
c. The timeliness in reporting assessment results to teachers and administrators.
d. The ability to provide timely assessment results to parents and guardians.
(3) In no case shall an assessment instrument be approved for use by local school administrative units if the cost of the assessment instrument, including related instructional content, materials, and resources for teachers and students, exceeds the funds appropriated for this purpose divided by the projected enrollment of students in kindergarten, first, second, and third grades.
(a1) Each local school administrative unit
shall select one valid, reliable, formative, and diagnostic reading assessment
from the three assessment instruments approved by the State Board under
subsection (a) of this section. Local school administrative units shall use
thesethe assessment instruments provided to them by the State
Board for kindergarten, first, second, and third grade students to assess
progress, diagnose difficulties, and inform instruction and remediation needs.
Local school administrative units shall not use standardized tests for
summative assessment of kindergarten, first, and second grade students except
as required as a condition of receiving federal grants.
…."
SECTION 2. This act is effective when it becomes law and applies beginning with the 2015‑2016 school year.