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for two school years; or
5) All of the following apply:
a. The student is identified as a child with a disability and
with an IEP;
b.The student has taken the third grade English language
arts achievement assessment;
c. The student’s IEP or section 504 plan shows that the
student has received “intensive remediation” in reading
for two school years but still demonstrates a reading
deficiency; and
d.The student was previously retained in any of grades
kindergarten to three.
A student promoted under 4) above shall continue to receive intensive
reading instruction in fourth grade. This intensive instruction must
include an altered instructional day that includes diagnostic information
and specific research-based strategies that have been successful in
improving reading for low-performing students.
Proficiency or deficiency in reading must be assessed annually by
September 30 for students enrolled in grades K-3. The assessment
instrument can be either the English language arts diagnostic
assessment provided by the department of education or a comparable
test approved by the department.
A school district’s policy shall require that the students’ teachers “be
involved in the assessment and identification of students reading below
grade level.
For those students reading below grade level, the district must:
1) Notify the parent in writing of the following
a. The student has been identified as having a substantial
deficiency in reading;
b.Description of the current services provided to the
student; and
c.Description of the supplemental services and supports to
be provided in order to remediate the identified areas of
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:
a. Small group instruction;
b. Reduced teacher-student ratios;
c. More frequent progress monitoring;
d. Tutoring or mentoring;
e. Transition classes with both third and fourth grade
students;
f. Extended school day, week, or year; and