Professional Report

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 been approved by ODE. Such students could also be assigned to a licensed speech-language pathologist. A teacher other than the “teacher of record” may also provide the reading services so long as that teacher meets the qualifications and the teacher of record and principal agree to this assignment. The district shall also offer to parents the option to receive appropriate services from a provider other than the school district (apparently at district expense). These providers can be screened and approved by either the department of education or the school district. Students utilizing such services and demonstrating reading proficiency prior to the start of fourth grade shall be promoted. The district shall also provide instruction in other subjects “commensurate with student achievement levels” in those specific academic fields. If a district cannot provide sufficient teachers meeting the qualifications for working with students, it must develop and submit to ODE a staffing plan that will indicate how students will be assigned to teachers and how the district plans to meet the requirements for qualified teachers. If a district has submitted a staffing plan to ODE because it cannot meet the requirements for the qualifications of teachers, the plan can be extended each year through the 2015-2016 school year by ODE so long as the district requests the extension and has submitted a “detailed report” on its progress in meeting the teacher qualifications requirement. For English language learners and for students on an IEP, reading instruction can be provided by a teacher who holds an alternative credential approved by ODE or has successfully completed training that is based on principles of scientifically research-based reading instruction that has been approved by the department. For those students who will receive intervention services, the district must develop within sixty days of receiving results from the assessment the reading improvement and monitoring plan. This plan (the development of which has involved the student’s parents and classroom teacher) must include all of the following: (1) Identification of the student’s specific reading deficiencies; (2) A description of the additional instructional services and support that will be provided to the student to remediate the identified reading deficiencies; (3) Opportunities for the student’s parent or guardian to be involved in the instructional services and support; (4) A process for monitoring the extent to which the student receives the instructional services and support; (5) A reading curriculum during regular school hours that does all of the following: a.Assists students to read at grade level; b.Provides scientifically based and reliable assessment; c.Provides initial and ongoing analysis of each student’s reading progress. (6) A statement that if the student fails to achieve the required score on the required assessment by the end of third grade,