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NCAE Center for Instructional Advocacy, Membership Organizing & Communication February 2013
Alternate Assessment
Demonstration profi-
ciency via a reading
portfolio.
Received intervention
in other grades and
has been retained
prior to 3rd grade.
Concerns raised by the
SBE members on this pro-
gram included; lack of
research-based infor-
mation on retention, the
state had social promotion
gateways a decade ago
and they were not effec-
tive, ESL students having
to take the EOG before
they are proficient in the
English language, and the
label the student must
keep until they are profi-
cient in literacy/reading.
If you would like the 34-
page program report, send
Carolyn Guthrie an e/m
Or you can contact Angela
Farthing at NCAE and a
copy will be sent to you
via e/mail.
The 2012 General Assembly
budget included a specific man-
dated framework for the NC
Read to Achieve Program that
will be implemented in the
2013-14 school year. The goal,
a good one, is to ensure every
student reads at or above grade
level by the end of the third
grade and continues to make
progress. The seven major
components of the program:
Comprehensive plan for
reading achievement,
Developmental screening &
K assessment,
Facilitation of early-grade
reading proficiency,
Elimination of social pro-
motion,
Successful reading pro-
grams for retained stu-
dents,
Notification requirements
to parents/guardians, and
Strong accountability
measures.
NC DPI has created a new divi-
sion to address this mandate; K-
3 Literacy with two staff at DPI
and eight regional literacy con-
sultants.
The plan’s components were
discussed at length on Wednes-
day, February 6, and is to be
voted on in March.
One area that will enhance the
teaching of reading/literacy is
the new licensure requirements
and pre-service assessments
impacting the graduating class
of 2014.
The “flow chart” of how the
program might be implemented
includes these steps:
3rd grade student completes 3rd
grade and EOG for reading; if
Proficient—Promoted to grade
4.
3rd grade student NOT Profi-
cient must re-take the EOG or
an alternate assessment; if Profi-
cient—Promoted to 4th grade.
3rd grade student NOT Profi-
cient and qualifies for a “good
cause exemption” is promoted
to grade 4.
3rd grade student still NOT Pro-
ficient must either enroll in
Summer Reading Camp (funded
by the LEA) and successfully
complete and pass EOG to be
promoted to grade 4 or DOES
not attend Summer Camp and
will be retained in grade 3.
Good Cause Exemptions
Limited English Proficiency
Students with Disabilities
Report on the Implementation of the NC General
Assembly’s Read to Achieve Program
NCAE SBE Review J A N U A R Y 2 0 1 3
S P E C I A L P O I N T S O F
I N T E R E S T :
The State Board of Educa-
tion passed a resolution
opposing corporal punish-
ment with a vote of 11-1.
The SBE does not have the
authority to end corporal
punishment based on NC
PSL: 115C. 390.4, but
wanted to go on record
that corporal punishment
is not an appropriate form
of disci-
pline.
Guilford County Superin-
tendent, Dr. Moe Green ,
challenged students to
Read to Succeed. Three
years ago his challenge
was 1 million books, then
2 million books and this
past year the challenge
was 3 million books. The
students met the challenge
and read 3.3 million
books! WFMY TV created
a “super bowl” commer-
cial to recognize the ac-
complishment.
Person County Child Nu-
trition Director, Lyn Holt,
was named the 2012 Sub-
way School Health Cham-
pion.
NCAE Center for Instructional Advocacy, Membership Organizing & Communication February 2013
The 411 on ACT Scores—Standards &
Comparisons of the 11th Grade Co-hort
Assessments
within the
ACT
ACT
Benchmark*
NC Student
Mean Score
Percentage of
students who
met benchmark
Benchmark is set
for grade 12 not
grade 11
English 18 16 40%
Reading 21 18.3 34%
Math 22 19.3 30.4%
Science 24 18.3 16.2%
Writing* 7 6.1 39%
* Writing is scaled on 2-12 points and the other four assessments are scaled on 1– 36
ACT Benchmarks denote that 75% of the students would be C students
in college and 50% would be B students.
92,152 eleventh graders took the ACT in the
Spring of 2012. The ACT is now a component for
both the College Readiness and Performance
goals for high schools.
Link to NC DPI ACT Resources http://www.act.org/stateservices/northcarolina/
NCAE Center for Instructional Advocacy, Membership Organizing & Communication February 2013
P A G E 3
Cooperative Innovative High Schools
Charter School News 1. Approved renewals for several charters,
approved the amendment of Corner-
stone Academy in Rocky Mount, and
approved the amended charter for
Uwharrie to be located in Asheboro
City and not Randolph County.
2. Approved the requested extension for
the Charter School Advisory Council to
have two additional months to screen
the applications that are due in March.
There are 156 letters of intent to open a
new charter. The applications are long
and detailed. The SBE also ap-
proved to move toward having
charter school applications post-
ed online using an automated
system instead of paper.
3. Discussed the “fast-track” char-
ters for final approval. Twenty –
five new charter schools will
open in 2013-14. In April of
2012 there were 63 applications
and 25 are being voted on in
March.
Woolard represent-
ing District 1 of the NE
and Bill Harrison,
SBE chair and mem-
ber at-large. These
two members brought
common sense ap-
proaches to the educa-
tional issues and
The
State
Board
passed two resolu-
tions honoring the
service of outgoing
SBE members, Jean
policies, spoke out on
behalf of educators
and students and
were collaborative
with NCAE. They
will be missed!
implement the STEM, Advanced
Manufacturing CTE Program and
online college partnership with
ECSU. The SBE noted they are not
opposed to innovative approaches
but the LEAs need to use resources
already in place instead of asking
for new funding streams.
There were three requests for new
innovative high school approaches
from Anson, Iredell Statesville, and
Northampton. The requests were
denied due to the duplicity of the
requests based on programs al-
ready in place within the systems
that could be used. The LEAs are
being asked to use the Career Col-
lege Promise program instead to
N C A E S B E R E V I E W
Success is not
reached by
chance—it is
reached by
choice.
Success
NCAE Center for Instructional Advocacy, Membership Organizing & Communication February 2013
P A G E 4
Common success strategies shared from these schools:
High Expectations, working as a family, controlling what they can con-
trol, celebrating small steps, engaging parents/guardians, not allowing
the high poverty rate to be a barrier for student success, and partnering
with community for resources.
N C A E S B E R E V I E W
Oak Hill Elementary, Guilford County Schools: Recognized as the National Title I
School for Closing Achievement Gaps. NCAE Members Travis Benson and
Sabrina Peacock accepting the award. Chairman Harrison, Board Member Green,
Treasurer Cowell, Superintendent Atkinson, Lt. Governor Forest and Board Co-chair
McDevitt.
Haywood County Schools—Bethel Elementary was recognized as the National Title I School
for Sustained High Performance. Jill Barker the principal beside Superintendent Atkinson and
Lt. Governor Forest and local superintendent, Dr. Garrett, on the other side of June Atkinson.