Third Grade Reading Guarantee Teacher Resources
2020-2021 Promotion Update
Under newly enacted legislation for the 2020-2021 school year (Section 18 of House Bill 164 of the 133rd General Assembly), no district, community school, STEM school or chartered nonpublic school shall retain a student in the third grade who does not meet the promotion score of 683 on the Ohio’s State Test for grade 3 English language arts if the student's principal and reading teacher agree that other evaluations of the student's skills in reading demonstrate the student is academically prepared to be promoted to the fourth grade. This provision applies to students who are in third grade for the 2020-2021 school year and would be enrolling in the fourth grade for the 2021-2022 school year, unless retained.
The promotion score of 683 established as the basis for promotion for third grade students completing the 2019-2020 school year and who will be in fourth grade (unless retained) at the beginning of the 2020-2021 school year will remain the same for third grade students completing the 2020-2021 school year and who will be in fourth grade (unless retained) at the beginning the 2021-2022 school year.
In addition, the Ohio Department of Education has set the reading subscore alternative promotion score for Ohio's State Test for grade 3 English language arts at 46 for the 2020-2021 school year. Any student who scores 46 or higher on the reading subscore will be eligible for promotion at the end of the year, even if the student scores below 683 on Ohio's State Test for English language arts.
Teachers in Split Classrooms
Properly licensed teachers for students retained in third grade and placed in Grades 3-4 split classrooms - This guidance explains the various types of credentials that qualify an educator under the law to teach these split classes.
Formative Instructional Practices (FIP) Resources
Formative instructional practices (FIP) are the formal and informal ways that teachers and students gather and respond to evidence of learning. There are four core components of FIP: clear learning targets, collecting and documenting evidence, student ownership, and effective feedback. Research shows that integrating these components into daily practice can increase student learning and teacher effectiveness.
Last Modified: 12/15/2020 3:54:26 PM