EARLY LITERACY AND OHIO S THIRD GRADE READING GUARANTEE. Fall, 2014
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1 EARLY LITERACY AND OHIO S THIRD GRADE READING GUARANTEE Fall, 2014
2 OHIO S THIRD GRADE READING GUARANTEE
3 POOR READERS AT THE END OF FIRST GRADE Are at very significant risk for long term academic difficulty. 88% probability of being a poor reader in fourth grade if a poor reader in the first grade. 87% probability of remaining an average reader in fourth grade, if an average reader in the first grade. (Juel, 1988)
4 HOW CAN WE CHANGE READING OUTCOMES? A ct with a sense of urgency Focus instruction on the Five Essential Components for all students Balanced Literacy Target interventions on specific instructional needs
5 WHY LINK ASSESSMENT DATA TO INTERVENTIONS? The Purpose of Intervention is to Change Life Trajectories for Children. ~Roland Good
6 RTI Response to Intervention
7 INTERVENTION CYCLE Identify Students Using Data Modify Support Organize Groups Evaluate Student Progress Plan Instructional Support Implement Instructional Support
8 ESSENTIAL COMPONENTS OF RTI High quality, scientifically based classroom instruction. Universal Screening and progress monitoring to provide information about a student s learning rate. A multi-tiered teaching approach used to effectively differentiate instruction. Parent involvement throughout the process. Students graph their own progress for progress monitoring and goal setting.
9 Reading Intervention Intervention MUST take place in addition to the 90 minute balanced literacy block. If more than 20% of a class is off-track according to benchmark assessments (Fall, Winter, Spring), the core curriculum is not strong enough to meet the needs of the students and should be adjusted. At least 80% of students should demonstrate adequate progress if balanced literacy instruction is implemented with fidelity in the classrooms. Differentiated small group (Guided Reading) instruction must take place in the literacy block every day.
10 READING IMPROVEMENT AND MONITORING PLANS (RIMPS) Developed by the teacher Addresses each student s unique reading deficits Plans are updated throughout the year with data and instructional changes as needed Parents are strongly encouraged to be involved the process Parents are encouraged to attend parent conferences throughout the school year to ensure that they fully understand the Third Grade Reading Guarantee Online through Schoolnet for the school year.
11 READING INSTRUCTIONAL SUPPORT Students who remain in the third grade will be receiving intensive reading instruction in addition to the 90 minutes of reading instruction that takes place each school day. Parents can contact their child s teacher for resources and information to help their child to learn to read and develop other skills to succeed.
12 PROGRESS MONITORING AIMSWeb Progress Monitoring tool will be used in grades K-4. Note: Benchmark is not an average. It is the lowest score that a student can achieve and still have the odds in their favor that they will become proficient readers.
13 Making Graphs Trendline Baseline & Aim line Progress Monitoring
14 Trendline Below Aimline Consider Change Trendline above Aimline Increase Goals
15 STUDENT ADVANCEMENT In order to advance to the fourth grade, the Ohio Reading Guarantee requires that students must meet a minimum score on the state reading rest to move on to the fourth grade.
16 Summer Reading Academy Intervention Any student who does not meet the Third Grade Reading Guarantee Requirements, were required to participate in a research based reading intervention program (CMSD Summer Reading Academy. Significant gains were demonstrated during the 2014 ESRA, specifically in grade 3. A child can only be retained once in K-3.
17 Alternative Assessment Option NWEA is the alternative assessment option (approved by ODE) to be used to determine the promotion of 3 rd graders who did not meet the minimum score on the state assessment.
18 RETENTION POLICY Limited English proficient students who have been enrolled in U.S. schools for less than three full school years and have had less than three years of instruction in an English as a Second Language program; Special education students whose IEPs specifically exempt them from retention under the Third Grade Reading Guarantee; Any student who has received intensive remediation for two years and was previously retained in kindergarten through the third grade; and Students who demonstrate reading competency on a Reading OAA Alternative approved by the Ohio Department of Education.
19 PARENT ROADMAP ly-learning/third-grade-reading- Guarantee/Third-Grade-Reading-Guarantee- Family- Resources/TGRG_Parent_Roadmap.pdf.aspx
20 FINAL THOUGHTS A goal without a plan is a wish. ~Larry Elder
21
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