Updated Sept. 21, 2012 OHIO’S 3 RD GRADE READING GUARANTEE

 All districts in Ohio must annually give an English Lang Arts diagnostic assessment by Sept 30 th to all students in K – 3 BEGINNING

 That school has identified a reading deficiency  Description of current services provided to student  Description of proposed supplemental services  Notice that 3 rd Grade OAA is NOT the only measure of reading competency  Notice that unless the student gets “on level” by end of 3 rd grade, the student will be retained  For , ODE defines “on level” as scoring 390 or higher on Spring 2013 Grade 3 Reading OAA  For , ODE defines “on level” as scoring 392 or higher on Spring 2014 Grade 3 Reading OAA FOR STUDENTS IDENTIFIED AS “NOT ON TRACK TO READ AT GRADE LEVEL BY END OF YEAR”, SCHOOL MUST PROVIDE PARENTS IN WRITING:

 Begin intervention (supplemental services) immediately using research-based reading strategies targeted at the students’ identified reading deficiencies  Provide a teacher who has either passed a reading instruction test or has a reading endorsement on their teacher’s license (begins )  Develop a reading improvement and monitoring plan within 60 days of learning of the reading deficiency FOR EACH STUDENT “NOT ON TRACK”, SCHOOLS MUST:

 Services from one or more providers outside the district must be offered as an option for the student  If parents choose this, it’s at the district’s expense  The selection of services for a student on a reading improvement and monitoring plan is based upon the judgment of the student’s teacher and parents FOR STUDENTS WHO ARE “NOT ON TRACK”

 Small group instruction  Reduced teacher to student ratio  More frequent progress monitoring  Tutoring or mentoring  Transition classes containing 3 rd and 4 th graders  Summer reading camp  Extended school day, week, or year READING INTERVENTION SERVICES MAY INCLUDE:

 Identification of student’s specific deficiency  Description of the proposed supplemental instruction services that will target the deficiency  Opportunities for the student’s parents or guardians to be involved in the instructional services  Process to monitor implementation IMPROVEMENT AND MONITORING PLANS MUST INCLUDE:

 Reading curriculum during regular school hours that assists students to read at grade level, provides reliable assessments, and provides ongoing analysis of each student’s reading progress  Statement saying that unless student gets on level by end of 3 rd grade, he/she will be retained IMPROVEMENT AND MONITORING PLANS MUST INCLUDE:

 Student is promoted to 4 th grade if principal and reading teacher agree student is prepared academically based on another evaluation of reading skill  Student is promoted to 4 th grade, but continues to receive intensive intervention services in 4 th grade in EXCEPTIONS TO RETENTION AT END OF 3 RD GRADE (AT END OF ONLY)

 Limited English Proficient who have been in US less than 2 years  Special Ed students whose IEPs specifically exempt them from retention under 3 rd Grade Guarantee  Students who demonstrate competency on an alternative reading assessment approved by ODE  Any student who has received intensive remediation for at least two years and was previously retained in K – 3 rd grade ALL STUDENTS WHO SCORE BELOW 392 ON 3 RD GRADE READING OAA IN SPRING 2014 WILL BE RETAINED EXCEPT:

 Number of students on a reading improvement and monitoring plan  Type of interventions used BY END OF SCHOOL YEAR, DISTRICTS MUST REPORT TO ODE:

 Provide at least 90 minutes of reading interventions every day (begins )  ODE will provide guidance on how 90 minutes may be obtained  Provide students with a high-performing teacher as determined by the teacher’s student performance data or performance reviews FOR STUDENTS WHO HAVE BEEN RETAINED, SCHOOLS MUST:

 Provide a way for a student to move on to 4 th grade at any time during the school year when a student demonstrates proficiency in reading  Provide 4 th grade level instruction in a subject other than reading if the student demonstrates proficiency in that subject while still not demonstrating proficiency in reading FOR STUDENTS WHO HAVE BEEN RETAINED, SCHOOLS MUST:

 Because changes in the law were made in the Summer, districts may use the state’s reading diagnostic assessment or any diagnostic they already planned to use in  Next year, districts must choose from an approved list of diagnostics THIS YEAR’S DIAGNOSTIC

 Every district must report to ODE what diagnostic assessment will be used  For districts who select one other than the state diagnostic, district sets the cut score and reports that score to ODE THIS YEAR’S DIAGNOSTIC

Grades K & 1DIBELS NEXT Grades 2 & 3STAR Reading Assessment  Each of the above assessments will provide detailed info regarding students’ reading skills and also give us a Reading Lexile level for each student FOR THIS YEAR, PLAIN’S READING DIAGNOSTIC WILL BE:

4 th GradeSTAR Reading Assessment 5 th – 12 th Scholastic Reading Inventory (SRI)  Each of the above assessments will also provide us with Lexile Reading Levels on every student TO FURTHER OUR COLLECTION OF READING DATA ON ALL STUDENTS TO HELP PREPARE FOR THE COMMON CORE

 All students in grades 2 through 8 will take TerraNova Common to help provide data on how our students are performing relative to the Common Core State Standards  Last year only grades 2, 3, 5, and 7  EXPLORE (8 th ) and PLAN (10 th )  ACT End of Course Exams (various 9 th – 12 th )  AP Exams (10 th – 12 th ) TO FURTHER ASSIST IN OBTAINING DATA ON HOW STUDENTS STACK UP AGAINST COMMON CORE:

For more info on Ohio’s Third Grade Guarantee, go to and then type “Third Grade Guarantee” in the search box FOR MORE INFO