Transcript Third Grade Reading Guarantee

Third Grade Reading
Guarantee
Grove Patterson Academy 2014-15
O Enduring Understanding
O Early and intense intervention can get
students “on-track” for reading success.
O Essential Question
O What specific actions are being taken to
ensure all students are “on-track” for reading
success?
O Learning Targets
O I know the parts of a RIMP and the role it has
in the TGRG
O I understand how K-3 Literacy grade will be
calculated
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What is TGRG?
O A program to identify students behind in
reading from kindergarten through third
grade
O Ohio Revised Code 3313.608
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How does TGRG work?
O A reading diagnostic assessment is
administered to all K-3 students by
September 30th of each school year
O All students new to the district must by given
the diagnostic assessment within 30 days
O TPS uses the STAR diagnostic assessment
O Results indicate an “On-track” OR “Not on-
track” status
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STAR Diagnostic Results
O “On-track” results indicate that a student is
demonstrating reading skills that are on-grade-level
O “Not on-track” results indicate that a student is
demonstrating skills that are below grade-level and
extra support is need
O For students who test “Not on-track”, the district will:
O Notify parents in writing of their child’s “Not on-
track” status determined by their STAR diagnostic
results (Letter dated October 9, 2014)
O Develop a Reading Improvement and Monitoring
Plan, RIMP
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What is a RIMP?
O A plan to get a student’s reading skills “on-
track” so that they will be a successful
reader
O A RIMP must be created, by law, within 60
days of when a student has been
determined to be “not on-track”
O A RIMP is created and implemented by the
student’s classroom teacher
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What information is in a
RIMP?
O By law, a RIMP must include:
O Identification of the student’s specific reading deficiency
O A description of proposed supplemental instruction
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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
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RIMP Protocol
O When the front of the RIMP is complete, 2 copies
are made:
O One copy goes to the ETI for district data collection
purposes only
O One copy stays with the classroom teacher for
implementation of the marked interventions AND
documentation of the interventions
O 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.
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How long is a student on a
RIMP?
O Students must stay on a RIMP until they:
O Test “on-track” on the following year’s fall reading
diagnostic assessment (STAR)
O Meet the proficient scaled score requirement of
400 or higher on the fall or spring Third Grade
Reading OAA
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Purpose of RIMPs
O TO GET STUDENTS “ON-TRACK” in their literacy
development
O Intervention vs. Accommodation
O 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)
O Accommodation-an arrangement put in place to
support student learning, grouped by the following
categories: presentation, responses, setting,
time/schedules.
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Ohio’s New K-3 Literacy Grade
O 2016 report card will display one grade, A-F,
for kindergarten through grade 3 on state
report card
O Answers the question, “Are more students
learning to read in kindergarten through grade
three?”
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Importance of K-3 Literacy
O Component measures how well schools and
districts are helping young students who are
reading below grade-level
O Measure and component relate to TGRG, which
aims to ensure all students are reading on gradelevel by the end of third grade
O Measure uses results from fall reading diagnostic
assessment (STAR) and focuses on students who
are “not on-track”
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Measure Calculations
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Mid- Year Promotion Policy
O Required by law
O 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.
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Policy Requirements
O Student promoted on the first day of the second semester
who has:
O Achieved a Proficient (400) on the fall Reading OAA in the
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year in which he is repeating 3rd grade
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
O NOTE: Please consult with the Director of Gifted Education,
Diana Jones-Manley, through out this process.
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Promotion to Fourth Grade
O Achieves a Proficient score of 400 or higher
O Achieves a Basic score of 394-399
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Retention
O 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
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Exemptions to Retention
O A student may be exempt from retention if they meet one of the
following:
1.
2.
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
3.
4.
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)
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O 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
O This includes:
O Student retentions, diagnostic assessments,
RIMPs, intervention services
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Supports for 3r’s
O Per the law:
O Continuation of RIMP
O 90 minutes of reading instruction
(ORC3313.608(B)(3)(a))
O Does not have to be consecutive or uninterrupted
O Reading intervention services from a district
approved provider (ORC 3313.608(B)(3)(c))
O Details coming
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Intervention
O Any intervention or remediation services required
by this law shall include intensive, explicit, and
systematic instruction (ORC 3313.608 (F))
O Intensive- instruction that is concentrated only on
reading and very thorough or vigorous
O Explicit- instruction that clearly and directly explains
and makes no assumptions about the student’s ability
to make inferences
O 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.
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Documentation for
Cumulative File K-2
O For ALL Students
O STAR Summary Report (fall)
O Ohio Diagnostic Assessment, ODA, Score
Sheets (and book for Grade 1 &2)
O For “NOT on-Track” Students
O RIMP
O Front (fall)
O Copy of back of RIMP (throughout the year,
when skill(s) is mastered)
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Documentation for
Cumulative File Third Grade
O For ALL Students
O STAR Summary Report (fall)
O Writing Diagnostic Score Sheets
O OAA student score label (fall, spring)
O For “NOT on-Track” Students
O RIMP (fall)
O Front (fall)
O Copy of back of RIMP (throughout the year, when
skill(s) is mastered)
O OAA alternative assessment results
O MAP (fall, spring)
O Exemption Documentation Form
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Documentation for Cumulative File: Third
Grade Students attending Summer RAISE
O Summer RAISE Attendance Documentation
O Summer OAA alternative assessment results
(TerraNova)
O Summer Reading OAA
O Exemption Documentation Form
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Parent Resources
O ODE
O Parent Road Maps
O https://education.ohio.gov/...Resources/TGRG
_Parent_Roadmap.pdf.aspx
O Fact Sheet
O https://education.ohio.gov/getattachment/Me
dia/Press-Kits/TGRG.pdf.aspx
O Parents’ Guide to Student Success
O http://www.pta.org/parents/content.cfm?Item
Number=2583
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