1 / 27

Third Grade Reading Guarantee

Third Grade Reading Guarantee. Grove Patterson Academy 2014-15. Enduring Understanding Early and intense intervention can get students “on-track” for reading success. Essential Question What specific actions are being taken to ensure all students are “on-track” for reading success?

baker-avila
Download Presentation

Third Grade Reading Guarantee

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Third Grade Reading Guarantee Grove Patterson Academy 2014-15

  2. Enduring Understanding • Early and intense intervention can get students “on-track” for reading success. • Essential Question • What specific actions are being taken to ensure all students are “on-track” for reading success? • Learning Targets • I know the parts of a RIMP and the role it has in the TGRG • I understand how K-3 Literacy grade will be calculated

  3. What is TGRG? • A program to identify students behind in reading from kindergarten through third grade • Ohio Revised Code 3313.608

  4. How does TGRG work? • A reading diagnostic assessment is administered to all K-3 students by September 30th of each school year • All students new to the district must by given the diagnostic assessment within 30 days • TPS uses the STAR diagnostic assessment • Results indicate an “On-track” OR “Not on-track” status

  5. STAR Diagnostic Results • “On-track” results indicate that a student is demonstrating reading skills that are on-grade-level • “Not on-track” results indicate that a student is demonstrating skills that are below grade-level and extra support is need • For students who test “Not on-track”, the district will: • Notify parents in writing of their child’s “Not on-track” status determined by their STAR diagnostic results (Letter dated October 9, 2014) • Develop a Reading Improvement and Monitoring Plan, RIMP

  6. What is a RIMP? • A plan to get a student’s reading skills “on-track” so that they will be a successful reader • A RIMP must be created, by law, within 60 days of when a student has been determined to be “not on-track” • A RIMP is created and implemented by the student’s classroom teacher

  7. What information is in a RIMP? • By law, a RIMP must include: • Identification of the student’s specific reading deficiency • A description of proposed supplemental instruction services that will target the student’s identified reading deficiencies • Opportunities for the student’s parents or guardians to be involved in the instructional services • A process to monitor the implementation of the student’s instructional services (back of form) • A reading curriculum during regular school hours that assists students to read at grade level • A statement about the risk of retention

  8. RIMP Protocol • When the front of the RIMP is complete, 2 copies are made: • One copy goes to the ETI for district data collection purposes only • One copy stays with the classroom teacher for implementation of the marked interventions AND documentation of the interventions • The original goes in the cum. A copy of the back of the RIMP should be placed in the cum after the student has mastered that skill(s). This will take place throughout the remainder of the school year.

  9. How long is a student on a RIMP? • Students must stay on a RIMP until they: • Test “on-track” on the following year’s fall reading diagnostic assessment (STAR) • Meet the proficient scaled score requirement of 400 or higher on the fall or spring Third Grade Reading OAA

  10. Purpose of RIMPs • TO GET STUDENTS “ON-TRACK” in their literacy development • Intervention vs. Accommodation • Intervention-based on student need, targeted strategies given to students in a smaller setting and/or working with them for a longer amount of time on a particular skill(s) • Accommodation-an arrangement put in place to support student learning, grouped by the following categories: presentation, responses, setting, time/schedules.

  11. Ohio’s New K-3 Literacy Grade • 2016 report card will display one grade, A-F, for kindergarten through grade 3 on state report card • Answers the question, “Are more students learning to read in kindergarten through grade three?”

  12. Importance of K-3 Literacy • Component measures how well schools and districts are helping young students who are reading below grade-level • Measure and component relate to TGRG, which aims to ensure all students are reading on grade-level by the end of third grade • Measure uses results from fall reading diagnostic assessment (STAR) and focuses on students who are “not on-track”

  13. Measure Calculations

  14. Mid- Year Promotion Policy • Required by law • For students retained under TGRG, who demonstrate they are reading at or above grade-level on the Fall Reading OAA in the year in which they are retained.

  15. Policy Requirements • Student promoted on the first day of the second semester who has: • Achieved a Proficient (400) on the fall Reading OAA in the year in which he is repeating 3rdgrade • Achieved a Grade Equivalent (GE) score of 4.5 on the reading STAR Assessment in January • Earned a minimum letter grade of “C” in all core (Reading, Math, Science, Social Studies) third grade classes for first semester • Recommendation of promotion by current third grade teacher and school administrator • Permission of parent/guardian for promotion to the 4th grade mid-school year and understands promotion includes student’s participation on the fourth grade PARCC and other approved assessments • NOTE: Please consult with the Director of Gifted Education, Diana Jones-Manley, through out this process.

  16. Promotion to Fourth Grade • Achieves a Proficient score of 400 or higher • Achieves a Basic score of 394-399

  17. Retention • Third grade students not able to demonstrate reading proficiency by meeting the Proficient (400) or ODE approved Basic cut score (394) for promotion, will be retained in third grade

  18. Exemptions to Retention • A student may be exempt from retention if they meet one of the following: • Student was previously retained in kindergarten through Grade 3 AND has received 2 years of intensive intervention • Student demonstrates reading competency on a Reading OAA ALTERNATIVE -MAP, Measure of Academic Progress, Fall and Spring 2014-15 OR -TerraNova, Summer 2015 • Student who is ELL and in a U.S. School less that 3 years • Student whose IEP specifically exempts them from retention under the TGRG -Student is completing a curriculum that is significantly different from the curriculum completed by other students required to take the Grade 3 Reading OAA OR -Student requires accommodations that are beyond the allowable accommodations as outlined in OAC 3301-13-13 (H)

  19. The law does not provide the parent the right to refuse the requirements of the Third Grade Reading Guarantee if they are not already exempt • This includes: • Student retentions, diagnostic assessments, RIMPs, intervention services

  20. Supports for 3r’s • Per the law: • Continuation of RIMP • 90 minutes of reading instruction (ORC3313.608(B)(3)(a)) • Does not have to be consecutive or uninterrupted • Reading intervention services from a district approved provider (ORC 3313.608(B)(3)(c)) • Details coming

  21. Intervention • Any intervention or remediation services required by this law shall include intensive, explicit, and systematic instruction (ORC 3313.608 (F)) • Intensive- instruction that is concentrated only on reading and very thorough or vigorous • Explicit- instruction that clearly and directly explains and makes no assumptions about the student’s ability to make inferences • Systematic- instruction that addresses all the areas of reading deficiency through a planned scope and sequence, monitors the student’s progress and continually reviews and extends reading skills.

  22. Documentation for Cumulative File K-2 • For ALL Students • STAR Summary Report (fall) • Ohio Diagnostic Assessment, ODA, Score Sheets (and book for Grade 1 &2) • For “NOT on-Track” Students • RIMP • Front (fall) • Copy of back of RIMP (throughout the year, when skill(s) is mastered)

  23. Documentation for Cumulative File Third Grade • For ALL Students • STAR Summary Report (fall) • Writing Diagnostic Score Sheets • OAA student score label (fall, spring) • For “NOT on-Track” Students • RIMP (fall) • Front (fall) • Copy of back of RIMP (throughout the year, when skill(s) is mastered) • OAA alternative assessment results • MAP (fall, spring) • Exemption Documentation Form

  24. Documentation for Cumulative File: Third Grade Students attending Summer RAISE • Summer RAISE Attendance Documentation • Summer OAA alternative assessment results (TerraNova) • Summer Reading OAA • Exemption Documentation Form

  25. Parent Resources • ODE • Parent Road Maps • https://education.ohio.gov/...Resources/TGRG_Parent_Roadmap.pdf.aspx • Fact Sheet • https://education.ohio.gov/getattachment/Media/Press-Kits/TGRG.pdf.aspx • Parents’ Guide to Student Success • http://www.pta.org/parents/content.cfm?ItemNumber=2583

More Related