(PB) 2013 Management Guide_Guide Only_No Appendices_8770cd55

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. 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 reading below grade level, the district must: 1) Notify the parent in writing of the following

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