Definition of High Quality Reading Instruction (Birth - 12th Grade) Survey
The North Carolina Department of Public Instruction (NCDPI) convened a B-12 Literacy Team with cross-divisional/cross-area involvement to examine the alignment of policy, legislation, instructional practices, initiatives, and programs to support literacy in NC Public Schools. Subsequently, and in line with the focus to improve student reading proficiency in the early grades, the State Board of Education (SBE) adopted a Collaborative Guiding Framework for Action on Early Reading. NCDPI is developing action steps for each of the priorities, including new or revised SBE policies, NCDPI initiatives using existing resources, and legislative recommendations, including both recommended statutory revisions and appropriations requests.
The first action of the framework is to develop a definition of high quality reading instruction that is aligned with the National Reading Panel and current research to guide state policy and practice in reading, from Birth - 12th Grade. NCDPI has also held three regional stakeholder meetings to gather feedback on a working definition of high quality reading instruction. Stakeholder groups were comprised of Administrators, Advocacy Group Leaders, Faculty from Institutions of Higher Education, Practitioners, Parents, District and State Leadership, Organization Leaders, and Literacy Leaders.
From December 11, 2019 - January 11th, 2020, NCDPI is launching the Definition of High Quality Reading Instruction (Birth - 12th Grade) Survey for widescale public review. The survey results will inform the final state definition of high quality reading instruction, Birth - 12th Grade.
Thank you for your time and input on the Definition of High Quality Reading Instruction (Birth - 12th Grade) Survey.