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Reading is the foundation for all learning. That is why it is critical to find and address reading issues for a student as early as possible. The K-3 Literacy Improvement measure reports how well schools are helping improve the reading ability of young students who are reading below grade level. 

The measure and component relate to Ohio’s Third Grade Reading Guarantee (3GRG), which aims to ensure that all students are reading at grade level by the end of third-grade. The guarantee drives attention to students from Kindergarten to third grade who are struggling readers and makes sure they get the help they need to succeed in reading. Through this initiative, schools diagnose reading issues, create individualized Reading Improvement and Monitoring Plans (RIMPs) and provide intensive reading interventions.

In the Fall, all students Kindergarten - 3rd grade, are required to take a reading diagnostic assessment to determine if they are on track or not on track to read on grade level by the end of 3rd grade.

Kindergarten students are given the KRA-R assessment. It is comprised of 4 domains: Language and Literacy, Mathematics, Social Foundations and Physical Well-Being & Motor Skills. The Language and Literacy Domain is used to determine if they are on track.  All domains need to be completed and data entered into the KReady system by November 1st.

• Kindergarten students are also administered the i-Ready Diagnostic to establish their learning path way for the year. This assessment must be completed by September 30th.

• New students received after Nov. 1st will use i-Ready as their ODE Reading Diagnostic Assessment. This must be administered within 30 days of their enrollment.

• Retained Kindergarten students and 1st-3rd grade students are given the i-Ready to determine if they are on track. This assessment should be completed by September 30th.

3rd Grade Mid Year RIMP Creation

• Third grade students that did not meet the scaled score of 700 on the ELA Ohio’s State Test are also required to have a RIMP.

For each student who is not on track, schools must:

• Administer any necessary informal or formal diagnostic assessment to determine the needs of the student

• Immediately provide reading instruction and intervention using research based reading strategies that have been shown to be successful in improving reading among low-performing readers and are targeted at the student’s identified reading deficiency

• Create a Reading Improvement and Monitoring Plan (RIMP), within 60 calendar days of when the student was designated not on track.  

A plan must include:

• Identification of the student’s specific reading deficiency

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

• Opportunities for the student’s parents or guardians to be involved in creating the plan and in the instructional supports provided

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

• During the 2020-2021 school year only, 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.

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

• Students in grade K-3 are required to be given a reading diagnostic test by September 30^th or within 30 days of their enrollment if they transfer from another district. 

•  Note*If the student has completed the reading diagnostic at the transfer district, the receiving school may use that diagnostic “on track”/”not on-track” result.

• Students found to be “Not on Track” should be placed on a Reading Improvement and Monitoring Plan (RIMP) within 60 days.

• Students found to be “On Track” can also be placed on a RIMP.

• Students not administered the diagnostic test within the specified time frames will be reported as “Required, not Assessed” even if they have been tested later in the school year

• Our District will get credit for…

  • Students “Not on Track” on their KG diagnostic, but improved to “On Track” on the 1st grade diagnostic.

  • Students “Not on Track” on the 1st grade diagnostic, but improved to “On Track” on the 2nd grade diagnostic.

  • Students “Not on Track” on the 2nd grade diagnostic, but improved to “On Track” on the 3rd grade diagnostic.

  • 3rd grade students “Not on Track” on the fall diagnostic, but proficient (700) or better on the 3rd grade AIR on either the fall or spring administration.

• K-3 Literacy Measure identifies students who were never on, or were removed from, a RIMP but do not achieve proficiency (700) on the AIR by the spring of 3rd grade. This will cause a demotion in the improvement percentage. It is required at CCS for all third grade students who do not achieve proficiency score of 700 on the fall AIR that they be placed on a RIMP even if on their reading diagnostic they were found to be “On Track.”