Transcript Worthington City Schools

Worthington
City School
District
Third Grade Guarantee Update
Curriculum Liaison Council
Jamie Lusher, ELA Coordinator
Learning Targets
 Update
of the requirements of the
Third Grade Reading Guarantee.
 Overview of our current status
pertaining to:
BOARD POLICY
PROCESS
COMMUNICATION
Celebrations & Planning
What is the Rationale of Third
Grade Guarantee?
 “All
students entering the third grade
must demonstrate a certain level of
competency in reading before
advancing to the fourth grade. This
level will start between ‘limited’ and
‘proficient,’ and will rise over time.
Almost all of the provisions of the new
law take effect in the 2012-2013
school year.” 12 students would have
been impacted
Ensuring Best Practices while
Complying with Spirit of The 3GG
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The Worthington City Schools has current board
policy and procedures to ensure teachers
annually administer a reading diagnostic
assessment to assess reading skills of all students in
kindergarten to third grade.
Every child K-3 is assessed with an approved
diagnostic assessment (K-RAL, MPG, DRA/FNP)
The BOE has a policy on retention and mid-year
promotion that details the retention criteria.
Procedures are in place to immediately notify and
partner with parents of students who score “not on
track” on the reading diagnostic assessment.
Best Practices, continued.
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Procedures are in place to provide intensive
reading remediation targeted at the
student’s specific reading deficiencies
immediately after identifying a student who
needs a reading improvement and
monitoring plan.
Policy in place to have a reading
improvement plan completed by the
student’s teacher and parents within 60 days
of identifying a student as “not on track.”
Best Practices, continued.
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Our building teams develop reading
improvement and monitoring plans to
include:
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Identification of specific reading deficiency
Description of additional instructional services
Opportunities for the parent to be involved in
the instruction services
A process to monitor reading progress
Specialized, research based reading curriculum
Statement that their child may be retained if
they do not reach their required scores on the
ELA assessment at the end of the third grade
Highly Qualified Teachers
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All students on reading improvement and
monitoring plans have teachers with reading
endorsements on their teaching licenses or
have passed a rigorous test of reading
principles designated by the state board of
education
OR
All students retained by the third grade
guarantee have a “high performing teacher”
as determined by their third grade reading
guarantee, but still demonstrate proficiency in
other areas.
Data & Documentation
 We
have implemented procedures to
track and report the following data to
ODE during the EMIS yearend collection
on the implementation of the third grade
reading guarantee are in place:
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Which students are “on track” and “not on
track.”
What types of intervention services are
given to each student
In April of 2006, the Worthington Board of
Education adopted a comprehensive
approach to literacy instruction, the
Strategic Balanced Literacy Framework.
Diagnostic & Formative assessments are a
critical component of this model. Our work
in supporting all students to develop and
build skills in : Phonics, Phonemic Awareness,
Fluency, Vocabulary Acquisition,
Comprehension & Writing has only become
more systematic and research-based as a
result of our focus on ensuring that NO child
is retained.
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Professional Development for all teachers in
every building:
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Leveled Literacy Reading Intervention
Professional Development and Resources
provided to each elementary
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Differentiated guided reading instruction
Research support Tier I and Tier 2 Interventions;
Strong implementation of the Balanced Literacy
Framework.
Fundations: Systematic Phonics Program K-2
Awarded the Early Literacy Grant in 2013
Continued Expansion of summer school
reading intervention program to support 300
students 2013-14
Question everything.
Learn something.
Answer nothing.
-Euripides