Look for some media coverage today of the Wake County school system's use of the mCLASS:Reading 3D assessment system.

Several state legislators, including former Wake County school board chairwoman Rosa Gill, are scheduled to see a demonstration today of how mClass:Reading 3D is used in a first-grade class at Timber Drive Elementary School in Garner.

All elementary schools in the state will use mClass as a reading diagnostic system in the 2013-14 school year as part of the Excellent Public Schools Act. Wake currently has 15 schools using the software program.

The goal is to help young students improve their literacy skills.

The Wake County school system is joining a nationwide effort to get children reading by grade level by third grade.

In a press release last Monday, the Campaign For Grade-Level Reading Communities Network announced that Wake had joined 124 communities in becoming charter members of the movement. The members had submitted action plans in March laying out how they would overcome the challenges that keep many low-income children from learning to read well.

As a charter member of the network, Wake County will have access to an online help desk, peer-learning opportunities, meetings with national experts and policymakers, and a foundation registry designed to expand and replicate successful programs.

Wake school administrators had announced at a February meeting of the school board's economically disadvantaged student performance task force that they had applied for a grant from the campaign.

Wake County school administrators hope to get a grant to encourage community participation in an early childhood literacy initiative.

During Thursday's Wake County school board economically disadvantaged student performance task force meeting, administrators said they've applied for a grant from The Campaign For Grade-Level Reading.

The Campaign focuses on closing reading achievement gaps between low-income and middle-income students. A major focus of the group is for students to have reading proficiency by the end of third grade.

Some Durham parents have launched an 'advocacy' blog to address their concerns about the newly required Reading Street curriculum in elementary schools.

The school has released more than one fact sheet about the program to try and clear up some of the confusion. But parents don't think it clears up enough and want to use this new online space to talk about evidence-based alternatives to the curriculum - as well as other concerns not specific to Reading Street.

The first post is a direct response to the last fact sheet sent out by DPS about the program (sorry, I don't yet have an electronic copy of it yet) signed by the "DPS Parent Advocates for Literacy and Achievement for Every Child."

I'm written and blogged extensively about the new literacy program before. Now, I'm waiting to hear how the curriculum is shaping up in the classroom. Parents, what are your kids saying about class? Teachers, is it as bad as many of you feared? Shoot me an e-mail at sadia.latifi@newsobserver.com, and I'd love to chat.

As expected, parents - especially those at Club Boulevard Elementary - came out in full force at the school board meeting tonight to express concerns about the use of the Reading Street curriculum across all elementary schools.

By my count, five parents made public comments before the board. I outlined many of the parental concerns as well as district response in a post I made earlier today. I won't repeat much, but this was the first time the superintendent and some board members offered a public response, so I want to share some of that.

It was superintendent Carl Harris who made the official response following public comments. Harris said the district would never do anything intentionally to limit the level of learning that can be achieved in the classroom. He did, however, acknowledge that there had been a "communication breakdown" - especially at Club Boulevard. He reiterated that Reading Street was not being newly introduced anywhere - all schools have used some version of it already.

"I would certainly never, ever support anything that was not in the best interest of our parents," Harris said. "Proficiency is a minimum level of achievement."

If you stayed at the meeting, you would've also heard several allusions to this 'curriculum controversy' by board members.

Prior to approving a policy that provides guidelines for "empowering principals and teachers to achieve a culture and climate of excellence," board member Leigh Bordley declined to vote for it because she had some concerns that perhaps the policy wasn't doing enough. (I will try to post a copy of the policy if I can get an electronic version soon.)

"I would like to see us do more to involve more teachers in district-wide and school-wide decisions," said Bordley, while also referring to the reading program concerns as an example of possible problems.

This led to some discussion amongst the board about why the policy should be approved (and it was, by a vote of 5-2; Bordley and board member Frederick Davis voted against it). Board member Stephen Martin raised a few issues that I thought were relevant to this particular discussion.

"A curriculum change does not simply happen from the top down," Martin started. He reiterated that teachers and subject coordinators from schools meet with board members in lengthy, thorough committee meetings to decide which materials to purchase and what shifts in curriculum should occur. It's an "incredible planning process," he said.

"We have an evaluative process on every new program," Martin said. "It gets vetted. It doesn't just trickle down."

Again, parents at Club Boulevard are expected to meet tomorrow morning at 10 a.m. District officials are also expected to be present to answer any questions.