Third Grade Reading Guarantee Guidance for Students with Disabilities

Students with Disabilities and the Third Grade Reading Guarantee FAQ (4-3-14)

Recent legislation strengthened the longstanding Third Grade Reading Guarantee to give a greater emphasis to reading instruction and intervention in the early grades.

Through this initiative, school districts and community schools will diagnose reading deficiencies in all students at grades kindergarten through three, including students with disabilities who have an Individual Education Program (IEP). Students not reading at grade level will now receive individualized reading improvement and monitoring plans and intensive reading interventions.

The requirements of the Third Grade Reading Guarantee relate to the Child Find provision in the Individuals with Disabilities Education Act (IDEA) as follows:

  • The Child Find provision in IDEA requires ongoing progress monitoring data to be used to determine if there is a need for referral for a suspected disability.
  • The Third Grade Reading Guarantee requires reading intervention for students with disabilities who are retained. This includes 90 minutes of reading a day and the option to use outside service providers.

• Documentation of the student’s evaluation and assessment data, including the required reading diagnostic reading results, and previous interventions should be summarized within the student’s Evaluation Team Report (ETR).

• When a student with an IEP is determined to be not on-track based on the diagnostic assessment, the school district should consider whether to convene a meeting of the IEP team to review the student’s IEP.

• Even if students with IEPs are determined to be not on-track this designation does not necessarily indicate the need to create IEP goals to address reading. The reading improvement and monitoring plan should document reading interventions to address newly identified deficits. Based on the student’s progress on reading interventions and the child’s already identified disability, the IEP team may need to reconvene and plan for a reevaluation to determine whether the child has an additional disability.

• Schools should use caution to ensure that the reading improvement and monitoring plan aligns but does not conflict with the IEP.

• The chart that follows - Relationship of a Reading Improvement and Monitoring Plan to an Individual Education Program (IEP) - may be used to review whether any of the required components of the reading improvement and monitoring plan are addressed in the IEP. For ease of documenting, reporting, and tracking, it is recommended that the reading improvement and monitoring plan be a separate document that aligns with the IEP.

  • Components one through five in the reading improvement and monitoring plan column of the table are not required or recommended to be documented within the IEP.
  • Component six, the exemption from retention, should be documented within the IEP using the options outlined in the chart on the following page.
  • Similar to the exemption from consequences for the Ohio Graduation Test, to be eligible to be excused from retention in the third grade, the student should meet one of two criteria;

1) the student is completing a curriculum that is significantly different from the curriculum completed by other students required to take Grade 3 Reading OAA or

2) the student requires accommodations that are beyond the allowable accommodations as outlined in OAC 3301-13-03(H). If the student meets one of these criteria, the IEP team then decides if the student will be excused from the Third Grade Reading Guarantee retention provision.

Relationship of a Reading Improvement and Monitoring Plan

to an Individual Education Program (IEP)

Reading Improvement and

Monitoring Plan

Third Grade Reading Guarantee

Individual Education Program (IEP)

Individuals with Disabilities Education Act (IDEA)

 

1. Identification of the student’s specific reading deficiency

Section 3: Profile (identification of specific reading deficiency)

Section 6: Measureable Annual Goals (specific to identified reading deficiency)

 

2. A description of proposed supplemental instruction services that will target the student’s identified reading deficiencies

 

Section 7: Description of specially designed services (to intervene with the identified reading deficiency)

 

3. Opportunities for the student’s parents or guardians to be involved in the instructional services

 

Section 6: Measurable Annual Goals (shared or developed with parents)

 

4. A process to monitor the implementation of the student’s instructional services

 

Section 6: Measurable Annual Goals (monitoring the implementation of the student’s instructional services)

 

5. A reading curriculum during regular school hours that assists students to read at grade level, provides for reliable assessments, and provides ongoing analysis of each student’s reading progress

 

Section 11: Least Restrictive Environment (Accessible reading curriculum during the regular school day…)

 

6. A statement that unless the student attains the appropriate level of reading competency by the end of Grade 3, the student will be retained

 

Section 12: Statewide and District wide testing

“Yes, the child is exempt from retention in the third grade because of the Third Grade Reading Guarantee.”

 

 

 

 

 

 

 

 

Last Modified: 5/7/2014 10:18:28 AM