Senate committee substitute to the 1st edition makes the following changes.

Makes technical and organizational changes to the act.

Section 2

Modifies the changes to GS 115C-83.6 concerning the proposed requirement to develop an Individual Reading Plan (IRP) for students identified as below grade level to clarify that the identification of such students is to be by the first diagnostic or formative assessment of the school year or of the second semester of the school year. 

Modifies the directives set forth in Section 2(b) of the act. Specifies that the printable activities to be provided to students who do not have digital access at home and to all students as a supplement to digital resources is to be provided by the local school administrative unit. 

Section 3

Makes technical changes to the directives regarding the convening of a task force to develop a Comprehensive Plan to Improve Literacy Instruction (Plan). 

Amends GS 115C-83.4 to require the State Board of Education (State Board) to adopt the Plan developed by the task force convened pursuant to the act. Requires the Plan to reflect the requirements of the act and include clear goals to ensure that literacy instruction provided in public schools is evidence-based, designed to improve outcomes for children in gaining early literacy skills, and consistently delivered by teachers. Requires the Plan to include strategies on using the latest research on evidence-based instruction that lead to student learning and the components essential to early learning success and preparation for educators in literacy instruction, as described. Directs the Superintendent of Public Instruction in consultation with the State Board to biennially report to the specified NCGA committee by October 15 of each even-numbered year on the Plan implementation, evaluation, and revisions (previously was a State Board reporting requirement pertaining to reading achievement). Makes conforming changes to the statute and eliminates proposed GS 115C-291.1(9a) (previously in Section 5 of the act). Modifies the proposed changes to GS 115C-296.5 and GS 115C-269.20 (in Sections 4 and 5 of the act, respectively) to refer to the Plan as defined or as provided in GS 115C-83.4 rather than GS 115C-291.1.

Section 8

Makes technical changes to the directive requiring the State Board to analyze the passage rate for alternative assessments in order to determine the comparative utility of each alternative assessment based on data collected pursuant to GS 115C-83.10 (previously, qualified that the statute referenced was amended by SL 2018-5). 

Section 9

Makes clarifying changes to the directive requiring the Department of Public Instruction (DPI) to create a uniform template for all data collected pursuant to Part 1A, Article 8, GS Chapter 115C (Read to Achieve Program), beginning with data collected during the 2013-14 school year and each subsequent school year. Requires data values to be compiled for each data component for each school year beginning with the 2013-14 school year (previously did not specify the school year) and reported to the specified NCGA committee as previously specified. Amends the proposed changes to GS 115C-83.6 to no longer require the data values for the prior three consecutive years to be provided for EVAAS (Education Value-Added Assessment System) analysis. 

Section 10

Modifies Section 10 to permit students attending reading camp, for reading camps corresponding to the 2019-20 school year, to be taught by retired classroom teachers of K-3 grades (was, unlicensed retired classroom teachers of K-3 grades), based on demonstrated outcomes or improvement of difficulties as specified. 

Section 11

Directs the Superintendent of Public Instruction, rather than DPI, to contract with NC State to continue the Wolfpack Works pilot program during the 2019-20 and 2020-21 school years from the funds appropriated to DPI for the 2019-21 fiscal biennium for the Excellent Public Schools Act, Read to Achieve Program. Allows a contract extension, and the use of funds to expand the pilot program by collaborating with other constituent institutions, if determined in the best interest of students in the state, as determined by the Superintendent, rather than DPI. Maintains the reporting requirements prescribed for DPI. Makes technical changes.