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reading deficiency.
d. Notification that the failure to achieve the designated
score when the test is administered in the spring of the
student’s third grade year. (This notification shall also
inform the parent that the state’s assessment “is not the
sole determinant” and that other evaluations and
assessments are available.)
2) Provide intensive reading instruction immediately following
identification of a reading deficiency by using research-based
strategies specific for the student’s identified reading deficiencies.
For those students retained as a result of the third grade reading
guarantee, a district must
1) Provide “intensive interventions in reading” for at least ninety
minutes daily. These “intensive interventions in reading” may
include any of the following:
Small group instruction;
Reduced teacher-student ratios;
More frequent progress monitoring;
Tutoring or mentoring;
Transition classes with both third and fourth grade students;
Extended school day, week, or year; and
Summer reading camps.
2) Establish a policy for mid-year promotion for retained third grade
students who demonstrate reading achievement at or above grade
level.
3)For students retained in third grade provide each student with a
teacher who meets one of the following criteria:
Has at least one year of teaching experience (but may provide
service with less than one year if teacher meets all other
requirements and is assigned a mentor with at least one
year of experience and all other qualifications under the
program);
Holds a reading endorsement on a teaching license and has
attained the passing score on the assessment for that
endorsement;
Completed a master’s degree program with a major in
reading;
Rated as “most effective” for reading instruction for the most
recent two years based on assessments of student growth
measures that are developed by a vendor and that are on
the list of student assessments approved by the state
board;
Rated as “above expected value added” in reading instruction
for the most recent, consecutive two school years (as
determined by ODE);
Earned a passing score on a “rigorous test of principles of
scientifically research-based reading instruction,” as
approved by the state board;
Holds an educator license for teaching grades pre-
kindergarten through three or four through nine issued on or
after July 1, 2017.
Another alternative applies to students being retained for the first time in
grade three and for students receiving an intervention plan for the first
time and entering grade three. Until July 1, 2016, these students can be
assigned to a teacher who holds an alternative credential approved by
the department or who has successfully completed training that is based
on principles of scientifically research-based reading instruction that has