Ohio Third Grade Reading Guarantee: 7 Things Every Parent Needs to Know

Ohio Third Grade Reading Guarantee:  7 Things Every Parent Needs to Know

In 2012, Ohio state legislators passed legislation that aimed to improve literacy rates among Ohio elementary students.  The goal of the Third Grade Reading Guarantee is to place greater emphasis on reading instruction and reading intervention for students in grades K-3.  Third grade students must score at least a 390 (a score of 400 is considered passing) on either the fall or spring administration of the Grade 3 Reading Ohio Achievement Assessment. Any third grade student who does not reach the cut score by the end of the third grade will not advance to the fourth grade.  Here are seven things every parents needs to know about the Reading Guarantee

1.       All public school students in grades K-3 must be screened.

The Third Grade guarantee requires that schools screen all students in grades K-3 by September 30 ^th  of  each school year.  Each district must adopt an assessment tool to diagnose reading skills for students in grades K-3.  The Ohio Department of Education provides a diagnostic assessment that school districts may use to screen students.  The ODE also provides a list of approved assessments that districts may adopt.   Students who are enrolled in nonpublic schools are exempt from the Third Grade Reading Guarantee.

2.       .Students who are identified as reading below grade level must have an intervention plan put in place.

The new law requires that an intervention plan be put in place for struggling readers within 60 days of the diagnostic test. The plan must identify the student’s specific reading deficiency as well as give a description of the intervention services that will target the student’s identified reading deficiencies. The interventions must be “research-based” reading interventions. Research based interventions are strategies that have proven through research to be successful in improving reading among low-performing readers.

The plan must describe the process that the school will use to monitor the implementation of the student’s instructional services.  The plan must also describe the reading curriculum and interventions that will be used to help improve the child’s reading skills.  The curriculum must provide for reliable assessments, and provide ongoing analysis of each student’s reading progress.  The law requires that the plan include a statement that informs parents that unless the student attains the appropriate level of reading competency by the end of Grade 3, the student will be retained.

3.       Parents must be given the opportunity to be involved in the creation and implementation of the intervention services.  

Districts must send notices informing parents about the Third Grade Reading Guarantee and the potential for retention if students fail to demonstrate reading proficiency on 3^rd grade testing.  Parents must be notified in writing if the child is reading below grade level.  Parents must be made aware of the current strategies being used to improve the child’s reading level, which research based interventions will be used to help improve the child’s reading level and what supplemental services and supports will be given to the child to assist in reading improvement. 

4.       Students must receive intervention from a credentialed reading teacher or specialist.

The Third Grade Guarantee requires that struggling readers be assigned to teachers who hold a reading endorsement on their teacher’s license and a passing score on the corresponding assessment for that endorsement.  Students may also be assigned to teachers who hold a master’s degree with a major in reading or a teacher who has received evaluation ratings of “above value-added” for the last two school years. Teachers who have received a passing score on a rigorous test of principles of scientifically research-based reading instruction may also be the teacher of record for the identified student. Districts that do not have enough staff that meets the credentialed teacher qualifications must submit a plan to the Ohio Department of Education outlining how they will meet the teacher requirements for the plan.  The department of education must approve all plans submitted by the school districts.  Districts may include in the plan the option to contract with another school district or private provider that has been approved by ODE to provide intervention services. If the plan submitted is rejected by ODE, then the district must use a private provider than has been approved by ODE to provide intervention services

5.        Districts can use alternatives other than retention for students who do not meet the third grade reading requirements.

Districts may retain third grade students who score less than a 390 on the Ohio Achievement test.  If the principal and teachers of the student believe that other evaluations of the student have demonstrated that the student is academically prepared, then the school may promote the child to fourth grade.  Schools have the option of promoting students who are not reading at grade level to the fourth grade if they plan to provide that student with intensive reading intervention during their fourth grade year.  

6.       Students who have been retained under the third grade-reading guarantee must receive 90 minutes per day of intensive reading instruction and research based interventions.

Students who are retained under the requirement must receive 90 minutes of intensive reading intervention from a credentialed reading teacher.  Students should receive interventions such as:

·          Small group instruction;

·          Reduced teacher-student ratios;

·          More frequent progress monitoring;

·         Tutoring or mentoring;

·         Transition classes containing third and fourth grade students;

·         Extended school day, week, or year;

·         Summer reading camps.

Districts must establish a policy for the mid-year promotion of a student retained under division who demonstrates that the student is reading at or above grade level.  Districts must also give parents the option of working with outside service providers.

7.        Some students are exempt from retention

     Some students regardless of performance on third grade testing are exempt from retention.  Students who are limited English proficient students who have been enrolled in U.S schools for two years and have had instruction in English for less than two years are exempt from retention.  Students who are identified as having a learning disability and are receiving services under an individual disabilities plan or a 504 plan that exempts them from retention will not face the possibility of being retained.  Students who receive services under a 504 or IEP plan who have received two years of reading intervention but still demonstrate a reading deficiency are also exempt from retention. Students who have been previously retained are also exempt from retention.  Any student who is promoted despite their reading deficiencies must have intense reading intervention during their fourth grade year.     

Please forward any questions or comments to:

Brandi Steagall

Nia Educational

bsteagall@niaeducational.com