Professional Report

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:  Small group instruction;  Reduced teacher-student ratios;  More frequent progress monitoring;  Tutoring or mentoring;  Transition classes with both third and fourth grade students;  Extended school day, week, or year; and  Summer reading camps. 2) Establish a policy for mid-year promotion for retained third grade students who demonstrate reading achievement at or above grade level. 3)For students retained in third grade provide each student with a teacher who meets one of the following criteria:  Has at least one year of teaching experience (but may provide service with less than one year if teacher meets all other requirements and is assigned a mentor with at least one year of experience and all other qualifications under the program);  Holds a reading endorsement on a teaching license and has attained the passing score on the assessment for that endorsement;  Completed a master’s degree program with a major in reading;  Rated as “most effective” for reading instruction for the most recent two years based on assessments of student growth measures that are developed by a vendor and that are on the list of student assessments approved by the state board;  Rated as “above expected value added” in reading instruction for the most recent, consecutive two school years (as determined by ODE);  Earned a passing score on a “rigorous test of principles of scientifically research-based reading instruction,” as approved by the state board;  Holds an educator license for teaching grades pre- kindergarten through three or four through nine issued on or after July 1, 2017. Another alternative applies to students being retained for the first time in grade three and for students receiving an intervention plan for the first 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