§ 115C‑81.2. Comprehensive plan for reading achievement.
(a) The State Board of Education shall develop a comprehensiveplan to improve reading achievement in the public schools. The plan shall befully integrated with State Board plans to improve student performance andpromote local flexibility and efficiency. The plan shall be based on readinginstructional practices for which there is strong evidence of effectiveness inexisting empirical scientific research studies on reading development. The planshall be developed with the active involvement of teachers, college anduniversity educators, parents of students, and other interested parties. Theplan shall, if appropriate, include revision of the standard course of study,revision of teacher certification standards, and revision of teacher educationprogram standards.
(b) The State Board of Education shall critically evaluate andrevise the standard course of study so as to provide school units with guidancein the implementation of balanced, integrated, and effective programs ofreading instruction. The General Assembly believes that the first, essentialstep in the complex process of learning to read is the accurate pronunciationof written words and that phonics, which is the knowledge of relationships ofthe symbols of the written language and the sounds of the spoken language, isthe most reliable approach to arriving at the accurate pronunciation of aprinted word. Therefore, these programs shall include early and systematicphonics instruction. The State Board shall provide opportunities for teachers,parents, and other interested parties to participate in this evaluation andrevision.
(c) In order to reflect changes to the standard course of studyand to emphasize balanced, integrated, and effective programs of readinginstruction that include early and systematic phonics instruction, the StateBoard of Education, in collaboration with the Board of Governors of The University of North Carolina and with the North Carolina Association ofIndependent Colleges and Universities, shall review, evaluate, and revisecurrent teacher certification standards and teacher education programs withinthe institutions of higher education that provide coursework in readinginstruction.
(d) Local boards of education are encouraged to review andrevise existing board policies, local curricula, and programs of professionaldevelopment in order to reflect changes to the standard course of study and toemphasize balanced, integrated, and effective programs of reading instructionthat include early and systematic phonics instruction.
(e) Repealed by Session Laws 1997‑18, s. 15(g). (1995 (Reg. Sess., 1996), c. 716, ss. 8.1, 8.2, 8.3,8.4, 8.5(a); 1997‑18, s. 15(g); 1997‑456, s. 16.)
§ 115C‑81.2. Comprehensive plan for reading achievement.
(a) The State Board of Education shall develop a comprehensiveplan to improve reading achievement in the public schools. The plan shall befully integrated with State Board plans to improve student performance andpromote local flexibility and efficiency. The plan shall be based on readinginstructional practices for which there is strong evidence of effectiveness inexisting empirical scientific research studies on reading development. The planshall be developed with the active involvement of teachers, college anduniversity educators, parents of students, and other interested parties. Theplan shall, if appropriate, include revision of the standard course of study,revision of teacher certification standards, and revision of teacher educationprogram standards.
(b) The State Board of Education shall critically evaluate andrevise the standard course of study so as to provide school units with guidancein the implementation of balanced, integrated, and effective programs ofreading instruction. The General Assembly believes that the first, essentialstep in the complex process of learning to read is the accurate pronunciationof written words and that phonics, which is the knowledge of relationships ofthe symbols of the written language and the sounds of the spoken language, isthe most reliable approach to arriving at the accurate pronunciation of aprinted word. Therefore, these programs shall include early and systematicphonics instruction. The State Board shall provide opportunities for teachers,parents, and other interested parties to participate in this evaluation andrevision.
(c) In order to reflect changes to the standard course of studyand to emphasize balanced, integrated, and effective programs of readinginstruction that include early and systematic phonics instruction, the StateBoard of Education, in collaboration with the Board of Governors of The University of North Carolina and with the North Carolina Association ofIndependent Colleges and Universities, shall review, evaluate, and revisecurrent teacher certification standards and teacher education programs withinthe institutions of higher education that provide coursework in readinginstruction.
(d) Local boards of education are encouraged to review andrevise existing board policies, local curricula, and programs of professionaldevelopment in order to reflect changes to the standard course of study and toemphasize balanced, integrated, and effective programs of reading instructionthat include early and systematic phonics instruction.
(e) Repealed by Session Laws 1997‑18, s. 15(g). (1995 (Reg. Sess., 1996), c. 716, ss. 8.1, 8.2, 8.3,8.4, 8.5(a); 1997‑18, s. 15(g); 1997‑456, s. 16.)
§ 115C‑81.2. Comprehensive plan for reading achievement.
(a) The State Board of Education shall develop a comprehensiveplan to improve reading achievement in the public schools. The plan shall befully integrated with State Board plans to improve student performance andpromote local flexibility and efficiency. The plan shall be based on readinginstructional practices for which there is strong evidence of effectiveness inexisting empirical scientific research studies on reading development. The planshall be developed with the active involvement of teachers, college anduniversity educators, parents of students, and other interested parties. Theplan shall, if appropriate, include revision of the standard course of study,revision of teacher certification standards, and revision of teacher educationprogram standards.
(b) The State Board of Education shall critically evaluate andrevise the standard course of study so as to provide school units with guidancein the implementation of balanced, integrated, and effective programs ofreading instruction. The General Assembly believes that the first, essentialstep in the complex process of learning to read is the accurate pronunciationof written words and that phonics, which is the knowledge of relationships ofthe symbols of the written language and the sounds of the spoken language, isthe most reliable approach to arriving at the accurate pronunciation of aprinted word. Therefore, these programs shall include early and systematicphonics instruction. The State Board shall provide opportunities for teachers,parents, and other interested parties to participate in this evaluation andrevision.
(c) In order to reflect changes to the standard course of studyand to emphasize balanced, integrated, and effective programs of readinginstruction that include early and systematic phonics instruction, the StateBoard of Education, in collaboration with the Board of Governors of The University of North Carolina and with the North Carolina Association ofIndependent Colleges and Universities, shall review, evaluate, and revisecurrent teacher certification standards and teacher education programs withinthe institutions of higher education that provide coursework in readinginstruction.
(d) Local boards of education are encouraged to review andrevise existing board policies, local curricula, and programs of professionaldevelopment in order to reflect changes to the standard course of study and toemphasize balanced, integrated, and effective programs of reading instructionthat include early and systematic phonics instruction.
(e) Repealed by Session Laws 1997‑18, s. 15(g). (1995 (Reg. Sess., 1996), c. 716, ss. 8.1, 8.2, 8.3,8.4, 8.5(a); 1997‑18, s. 15(g); 1997‑456, s. 16.)
