Third Grade Reading Guarantee Update Sasheen Phillips, Senior Executive Director for the Center for Curriculum and Assessment December 2012.

Third Grade Reading Guarantee Update

Sasheen Phillips, Senior Executive Director for the Center for

Curriculum and Assessment

December 2012

Third-Grade Guarantee Goal: Ensuring All Students Can Read

http://www.youtube.com/watch?v=v2GEJJAXWEE

Early Reading Intervention

Students receive help and support in the specific area of reading that is difficult for them

New policy strengthens current law and includes more reading intervention

Senate Bill 316

Administer reading diagnostics

Implement Reading Improvement and Monitoring Plans

Diagnostics for 2013-2014Grade Level Diagnostic Options for the September 30 Deadline

Kindergarten • ODE K Screening Measure• Comparable Tool from ODE’s Approved List

Grade 1 • ODE Grade 1 Screening Measure• Comparable Tool from ODE’s Approved List

Grade 2 • ODE Grade 2 Screening Measure• Comparable Tool from ODE’s Approved List

Grade 3 • ODE Grade 3 Screening Measure• Comparable Tool from ODE’s Approved List

Diagnostics for 2014-2015Grade Level Diagnostic Options for the September 30 Deadline

Kindergarten • ODE Kindergarten Entry Assessment• Comparable Tool from ODE’s Approved List

Grade 1 • ODE Grade 1 Screening Measure• Comparable Tool from ODE’s Approved List

Grade 2 • ODE Grade 2 Screening Measure• Comparable Tool from ODE’s Approved List

Grade 3 • ODE Grade 3 Screening Measure• Comparable Tool from ODE’s Approved List

Reading Improvement and Monitoring Plan

All Reading Plans must be created within 60 days of when a student is designated not on-track.

Reading Improvement and Monitoring Plan

• Students remain on a Reading Plan until:– student scores on-track

on the following year’s reading diagnostic assessment, or

– Student scores “proficient” on the Grade 3 Reading OAA

Senate Bill 316

Provide early intervention and support

Report data

Retain 3rd grade students that do not meet the required cut score.

2012-2013 OAAIn the 2012-2013 school year, for students who score below 390 on the third-grade reading OAA,

districts select one option.

Promote the student if the principal and student’s reading teacher agree the student is prepared academically for Grade 4;

Promote the student, but continue to provide intensive intervention services in Grade 4; or

Retain the student in the third grade.

2013-2014 OAAIn the 2013-2014 school year, all students scoring below 392 on the third-grade reading OAA must be retained, except for the following students:

Limited English proficient students;

Special education students whose IEPs exempt them;

Students who demonstrate reading competency on an alternative reading assessment approved by ODE; and

Any student who has received intensive remediation for two years and was previously retained in grades K-3.

Educator Qualifications(HB 555)

• Any teacher with a student retained by the Third Grade Reading Guarantee or on a reading improvement and monitoring plan must have been actively engaged in the reading instruction of students for the previous three years, and meet required criteria.

Educator Credentials(HB 555)

For the 2013-2014 school year:• reading endorsement on the teacher’s

license and a passing score on the corresponding assessment for that endorsement

• a master’s degree program with a major in reading

• rated “above value added,” in reading as defined by ODE, for the last two years

• demonstrated evidence of a credential earned from an ODE-approved list of research-based reading instruction programs

For school districts and community schools that cannot supply the number of teachers needed to meet the 2013-2014 school year requirements credentialed staffing plans can be submitted to ODE for approval.. 

Educator Credentials(HB 555)

For the 2014-2015 school year and thereafter:

• a reading endorsement on the teacher’s license and attained a passing grade on the corresponding assessment for that endorsement

• a master’s degree program with a major in reading

• rated “above value added” in reading, as defined by ODE, for the last two years

• a passing score on a rigorous test of principles of scientifically research-based reading instruction

Intensive Remediation Services for Retained Students

For students retained by the Third-Grade Reading Guarantee, additional remediation includes:

– 90 minutes of daily reading

– The option of outside service providers

Parents and the Third-Grade Reading Guarantee

• Parents must be notified in writing of their child’s reading deficiency

• Parents should be included in the development of their child’s Reading Plan

Parents and the Third-Grade Reading Guarantee

• Districts should accommodate parents’ schedules for services provided outside of regular school hours

• The law does not provide a parent the right to refuse any requirements of the Third Grade Reading Guarantee

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Ohio Early Learning and Development Standards

Early Learning and Development Standards

Span ages birth to Pre K

Includes academic and developmental domains of readiness

Aligned to the K-12 New Learning Standards

Adopted- October 201219

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Early Childhood Comprehensive

Assessment System (EC-CAS)

Ohio and Maryland Collaboration

EC-CAS

Pre-Kindergarten to Kindergarten Formative Assessment (36-72 months)

Kindergarten Readiness Assessment

Multiple Measures

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EC-CAS

Aligns to the Early Learning and Development Standards

Ohio and Maryland Collaboration

Professional Development and Technology Framework

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Early Childhood Ohio

www.earlychildhoodohio.org

education.ohio.gov

Search Key Words: Third Grade

Reading Guarantee

Ohio Teachers’

Homeroom

OhioEdDept

ohio-department-of-education

Connect with ODE

“The more you read, the more things you will know. The more that you learn, the more places you'll go.” 

- Dr. Seuss

Criteria for Research-based reading instruction programs (Credentialed)

• Qualifies for a college credit

• Instruction in phonological, orthography, syntax, semantics, oral language development ,morphology, discourse

• Promotes screening and progress monitoring so the teacher is prescriptive in diagnostic

• Alignment to the standards( common core and ELP)

• Promotes literacy across the curriculum

• Culturally responsive

• Clinical component / practicum working with students (supervised)

• Knowledge of text

• Ability to administer intervention for at risk students

• Requires candidate to design effective instruction based on information learned.

Research-based reading instruction programs (Credentialed)

• Reading Recovery

• Early World of Learning(tool)

• Success for All

• IMSLEC accrediting (e.g., OG)

• Junior Great Books

• Jacob’s Ladder

• Wilson, Stevenson (includes optional training)

• TESOL Endorsement

• Literacy Specialists Endorsement

Guidance and Criteria for Service Providers

Early Literacy and Reading Readiness Conference

Communication and Support