understanding ohio's new third grade reading guarantee...

Understanding+Ohio’s+New+Third+Grade+

Reading+Guarantee+Law+!42!percent!of!Columbus!City!Schools!third!graders!scored!high!enough!on!the!fall!third!grade!reading!assessment!to!be!promoted!to!fourth!grade!next!year;!students!have!up!to!

two!more!chances!to!take!the!assessment!in!the!spring!and!summer!2014!!

++ Spring+2014+

Educators often say that students in kindergarten through second grade are “learning to read,” while students in the third grade must be “reading to learn.” Ohio’s new Third Grade Reading Guarantee law requires third graders attending public district and charter schools to pass a state reading assessment before being promoted to fourth grade next year. In kindergarten, first and second grades, students take a reading diagnostic assessment at the beginning of each school year. Then, schools are required to provide students who are diagnosed as reading below grade level with individualized services, such as tutoring, tailored reading and vocabulary instruction. (See sample reading assessment selection and questions on page 11)

What%Is%Ohio’s%Third%Grade%Reading%Guarantee?%

KidsOhio.org+

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Superintendent%Dan%Good:%%Reading%at%Grade%Level%Is%Key%to%Improvement% “Helping our students read at grade level is a goal in every classroom in every subject in every school. As our students

master reading, they can make progress in other subjects.

However, as parents, teachers and researchers know, not all children learn to read in the same way. Some have limited vocabularies. Others need help in decoding the meaning of words, identifying the main points of a book or retelling the story. Since each child is unique, third graders who are struggling to improve their reading need individualized instruction from master teachers trained in reading intervention. To help classroom teachers meet this need, the district has assigned 78 reading coaches to elementary schools. In addition, we have moved 20 master teachers and administrators from a centralized district office into our most challenged schools. These reassignments are part of our overall plan to reduce the size of the central office and deploy more resources in classrooms. Columbus teachers and coaches are using the results of the October 2013 Third Grade

Reading Ohio Achievement Assessment and more recent assessments to identify the strengths and weaknesses of every student and to provide intensive, customized reading instruction.

I have been impressed by the commitment of our teachers, principals and parents to help students improve their reading comprehension and writing skills in every subject, not just reading. The district is making every effort to help more than 4,000 third graders read at grade level and avoid having to repeat third grade. Our students face many challenges. Nearly four in five are economically disadvantaged. Some are mastering English as a second language. Others have special education needs. But demographics are not destiny. We, as educators, pledge our best efforts and we expect the same from our parents and students.”

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KidsOhio.org+ Spring+2014+

Understanding%Ohio’s%New%Third%Grade%Reading%Guarantee%Law:%Executive%Summary%

Ohio's new Third Grade Reading Guarantee law requires third graders in public schools – both district and charter – to meet a specified score on the state reading test in order to advance to fourth grade next year. This year's third graders* took the test in October 2013 and have up to two more opportunities to score high enough to be promoted to fourth grade next year – this spring and summer.

This report analyzes demographic and academic information about third graders in 74 Columbus City Schools, the Ohio Urban 8 school districts, 16 Franklin County school districts, and 39 Columbus-based public charter schools.

• 42.4% (1,737 students) of Columbus City Schools third graders earned a high enough score on the third grade reading assessment in October 2013 to be promoted to fourth grade next year, but 57.6% (2,361 students) did not. More than 20% scored at the two highest of the five performance levels, Advanced or Accelerated. 49.3% scored at the lowest Limited level – students “may recognize a few words, but do not comprehend simple text.”

• In 69 of 74 Columbus schools enrolling third graders, a majority of third graders were economically disadvantaged. In 16 of these schools, a majority of third graders earned a score of 392 or higher, which is needed for promotion to fourth grade next year. In the five schools where fewer than half of students were economically disadvantaged, a majority of students met the score needed for promotion to fourth grade next year.

• Among the Ohio 8 Urban school districts, four had a lower rate than Columbus of third graders who scored at the highest Advanced level. Among these same districts, Columbus ranked third highest in the rate of third graders reading at the lowest Limited level.

• Among the 16 Franklin County school districts, Columbus had a higher rate of third graders scoring at the Advanced level than Whitehall and a lower rate than the 14 other districts.

• As a group, third graders had a slightly higher rate of economically disadvantaged students and a higher rate of students learning English than the average in most districts included in the report. The rate of third graders diagnosed with a disability was generally lower than the district average.

• Of the 1,442 third graders in Columbus-based public charter schools, 18.4% (265 students) scored at the highest Advanced or Accelerated levels. In these same schools, 680 third graders, or 47.2%, scored at the lowest Limited level. *Third graders in this report refer to students who took the Third Grade Reading Ohio Achievement Assessment in October 2013. Note: Test score data, provided by the Ohio Department of Education and Columbus City Schools, are from the 2013-2014 school year. These test score data are considered “clean data” unconnected with the Auditor’s report on Columbus schools, which covered the 2010-2011 school year.

The full report and accompanying tables, “More Information

about Your School District or School,” are available at www.KidsOhio.org.

Table of Contents

Ohio’s Third Grade Reading Guarantee ………………..1 Dan Good: Reading Is Key to Improvement ……………1 Executive Summary of Report …………………………...2 How Third Graders Performed on the Fall 2013 Reading Assessment ………………….3 Third Grade Reading Scores & Demographic Information: Columbus City Schools, Ohio Urban 8 Districts, Franklin County Districts, & Columbus-based Public Charter Schools …..4 Columbus City Schools’ Reading Strategy ……………...6 Interview with Machelle Kline, Ed.D. ………………......7 Ohio’s Third Grade Reading Guarantee Law

Applies to Third Graders in Public Charter Schools ………………………….8

How a Public Charter School Is Working to Improve Reading ………………………………...9 Some Questions about the Third Grade Reading Guarantee ……………………………..10 Third Grade Reading Assessment Sample …………......11

Reading Buddies, Books on the Bus & Columbus Metropolitan Library ……………..12

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During school year 2013-2014, third graders must score 392 of 503 possible points on the Third Grade Reading Ohio Achievement Assessment in order to be promoted to fourth grade next year. There are five performance levels for Ohio Achievement Assessments: Limited, Basic, Proficient, Accelerated, and Advanced. A score of 392 falls in the middle of the Basic level: students performing at the basic level have “limited vocabulary, so they do not comprehend everything they read.”

In fall 2013, 20.5% of Columbus third graders who took the third grade reading assessment – 839 students – scored at the Advanced or Accelerated level. Students at the Advanced level thoroughly understand what they have read and can share their opinions about text. Students at the Accelerated level have in-depth, grade-level reading comprehension. Students who took the test in October will also take the spring 2014 test.

More than 49% of Columbus third graders who took the third grade reading assessment – 2,021 students – scored at the Limited level: “students may recognize a few words, but do not comprehend simple text.”

Performance Level

Score Range

Level Description

Percent of Columbus

City Schools Students

Number of

Columbus City Schools Students

Advanced 432-503

Students thoroughly understand what they have read and can evaluate and share their opinions about text.

10%

410

Accelerated 415-431

Students’ reading comprehension is at grade-level and in-depth, enabling them to compare and

contrast multiple readings.

10.5%

429

Proficient 400-414

Students’ reading comprehension is at grade-level. They can accurately restate what they have read.

13.9%

571

Basic

385-399

Students have limited vocabulary, so they do not comprehend everything they read. They require teacher

support to fully comprehend what they read. Note: Third graders scoring 392 or above will be

promoted to fourth grade. In fall 2013, 327 Columbus district students scored between 392 and 399.*

16.3%

327 (scored 392 or above)

_ _ _ _ _ _ _ _ _ _

340 (scored below 392)

Limited 260-384

Students may recognize a few words, but do not comprehend simple text.

49.3%

2,021

Students’ Third Grade Reading Comprehension per Performance Level

How%Did%Columbus%Third%Graders%Perform%on%the%Fall%2013%Third%Grade%Reading%Ohio%Achievement%Assessment?%

Source: Ohio Department of Education, 2013. *Assessment scores, promotion and report cards: Two different third grade reading assessment scores are significant – 392 and 400. One score range (392 and above) signifies that a student can be promoted to fourth grade. Another score range (400 and above) is used to determine a school’s report card grades and teacher and principal evaluation outcomes.

In school year 2013-2014, students have up to two more chances to take the third grade reading assessment.

Spring Administration: Columbus City Schools – April 23 (subject to change due to snow days; statewide testing dates: April 21-May 16)

Summer Administration: Columbus City Schools – July 8 (statewide testing dates: July 7-11; optional for districts and charter schools; parents may also request an alternative assessment, as detailed in paragraph one on page 10)

Source: http://education.ohio.gov/Topics/Testing/Testing-Materials/2013-2014-Testing-Dates++

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Third%Grade%Reading%Scores%and%Demographic%Information:%Columbus%City%Schools,%Ohio%Urban%8%Districts,%Franklin%County%Districts,%and%ColumbusTbased%Public%Charter%Schools% There are five performance levels for the third grade reading assessment (see definitions on page 3). This section compares third graders’ scores at the highest Advanced level and the lowest Limited level and provides rates of economically disadvantaged third graders, as well as the district average. Educators agree that students who are economically disadvantaged often need additional support to master reading. Tables are available online in the data supplement to this report, “More Information about Your School District or School,” at www.KidsOhio.org.

Columbus%schools%with%the%highest%and%lowest%third%grade%reading%scores%

The Columbus City schools with the highest rates of third graders scoring 392 or above on the fall 2013 assessment were Clinton, Winterset, Colerain, Indian Springs, and Indianola Informal K-8. All but one of these schools, Colerain, had rates of economically disadvantaged third graders below 50%. Schools with the lowest rates of third graders scoring 392 were East Linden, Hamilton STEM, Cassady, Arlington Park, Trevitt, and Beatty Park. All had rates of economically disadvantaged third graders above 80%.

Columbus Schools with the Five Highest Rates of Third Graders Scoring 392 or above, Fall 2013

Columbus Schools with the Five Lowest Rates of Third Graders Scoring 392 or above, Fall 2013

School Building

Percent Scoring 392 or above

2012-2013 3rd Grade

Economically Disadvantaged

Rate

School Building

Percent Scoring 392 or above

2012-2013 3rd Grade


Rate Clinton ES 98.3% 29.5% East Linden ES 22.9% 94.3%

Winterset ES 85.7% 46.3% Hamilton STEM 22.9% 91.4%

Colerain ES 80.0% 61.1% Cassady ES 19.2% 83.8%

Indian Springs ES 77.3% 36.8% Arlington Park ES 14.6% 96.7%

Indianola Informal K-8 68.9% 30.1% Trevitt ES 12.2% 96.7%

Beatty Park ES 9.5% 95.7%

Source, Scores: Columbus City Schools, December 2013. Source, Economically Disadvantaged Rates: Ohio Department of Education, 2013. Calculations by KidsOhio.org. Table 1, “Columbus City Schools: Third Grade Reading Ohio Achievement Assessment Results, Fall 2013,” provides information about 74 Columbus schools serving third graders and the percentage of third graders scoring at each of the five performance levels, along with the rates of economically disadvantaged third graders at each school. Columbus%City%Schools%compared%to%Ohio%Urban%8%school%districts%%Among the Ohio Urban 8 school districts, Columbus had a higher rate of third graders scoring at the Advanced level than Dayton, Canton, Cleveland, and Youngstown and a lower rate than Cincinnati, Akron and Toledo.

Among these same districts, Columbus had a lower rate of third graders scoring at the Limited level than Cleveland and Youngstown and a higher rate than Cincinnati, Akron, Toledo, Canton, and Dayton. Each of the eight districts had rates of economically disadvantaged third graders of higher than 70%.

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Ohio Urban 8 School Districts, Percent Third Graders Scoring Advanced, by Ranking, Fall 2013

(highest score is best)

Ohio Urban 8 School Districts, Percent Third Graders Scoring Limited, by Ranking, Fall 2013

(lowest score is best)

Rank

City

Percent Scoring

Advanced

2012-2013 3rd Grade


Rate

Rank

City

Percent Scoring Limited

2012-2013 3rd Grade


Rate 1 Cincinnati 19.4% 74.3% 1 Cincinnati 31.3% 74.3% 2 Akron 12.1% 100.0% 2 Akron 41.4% 100.0% 3 Toledo 10.1% 81.1% 3 Toledo 42.3% 81.1% 4 Columbus 10.0% 80.4% 4 Canton 44.1% 84.9% 5 Dayton 9.8% 99.9% 5 Dayton 47.7% 99.9% 6 Canton 9.4% 84.9% 6 Columbus 49.3% 80.4% 7 Cleveland 4.8% 100.0% 7 Cleveland 57.8% 100.0% 8 Youngstown 3.5% 98.6% 8 Youngstown 59.8% 98.6%

Source: Ohio Department of Education, 2013. Calculations by KidsOhio.org.

For information on the fall 2013 assessment results of the Ohio Urban 8 school districts, see Table 2, “Third Grade Reading Ohio Achievement Assessment Results, Fall 2013,” and for information on the demographics of third graders, see Table 3, “Who Are the Third Graders in Ohio’s Eight Large Urban School Districts?” %Franklin%County%school%districts%performing%at%the%Advanced%and%Limited%levels%

The Franklin County school districts with the highest percentages of third graders scoring at the highest Advanced level on the fall 2013 assessment were Upper Arlington, Grandview Heights, Dublin, Worthington, and Bexley. All of these districts had economically disadvantaged rates for third graders below 25%. Districts with the highest percentage of third graders scoring at the lowest Limited level were Columbus, Whitehall, Groveport Madison, South-Western, and Hamilton. All of these districts had economically disadvantaged rates for third graders above 60%. +

Franklin County School Districts with the Five Highest Rates of Third Graders Scoring

at the Advanced Level, Fall 2013 (highest score is best)

Franklin County School Districts with the Five Highest Rates of Third Graders Scoring

at the Limited Level, Fall 2013 (lowest score is best)

School Building Percent Scoring

Advanced

2012-2013 3rd Grade


Rate

School Building Percent Scoring Limited

2012-2013 3rd Grade


Rate Upper Arlington 48.5% 4.6% Columbus 49.3% 80.4%

Grandview Heights 47.6% 16.2% Whitehall 44.4% 60.6%

Dublin 41.5% 17.6% Groveport Madison 37.8% 64.8% Worthington 34.2% 24.7% South-Western 36.2% 62.6%

Bexley 33.5% 6.6% Hamilton 31.0% 67.5%

Source: Ohio Department of Education, 2013. Calculations by KidsOhio.org.

For information on the fall 2013 assessment results of the 16 Franklin County school districts, see Table 2, “Third Grade Reading Ohio Achievement Assessment Results, Fall 2013,” and for information on the demographics of third graders, see Table 4, “Who Are the Third Graders in Franklin County’s 16 School Districts?”

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ColumbusTbased%public%charter%schools%performing%at%the%Advanced%and%Limited%levels%

The Columbus-based public charter schools with the highest percentages of third graders who scored at the highest Advanced level on the fall 2013 assessment were Columbus Preparatory Academy, Cornerstone Academy, Performance Academy Eastland, Berwyn East Academy, and Columbus Humanities Arts and Technology Academy. Three of these five schools had economically disadvantaged rates for third graders above 50% (Columbus Preparatory Academy had a rate of 49.1% and Berwyn East did not have a rate, as it was a new school). Charter schools with the highest percentage of third graders scoring at the lowest Limited level were Educational Academy for Boys and Girls, New Citizens Academy, Summit Academy Columbus, Imagine Columbus Primary Academy,+Renaissance Academy, and Imagine Integrity Academy. Renaissance Academy had an economically disadvantaged rate for third graders above 90%. The other schools were either too new or had too few third graders to be able to report a rate. For more detail, see Table 5, "Columbus-based Brick and Mortar Public Charter Schools: Third Grade Reading Ohio Achievement Assessment Results, Fall 2013.”++

Columbus-based Public Charter Schools with the Five Highest Rates of Third Graders Scoring

at the Advanced Level, Fall 2013 (highest score is best)

Columbus-based Public Charter Schools with the Four Highest Rates of Third Graders Scoring

at the Limited Level, Fall 2013 (lowest score is best)

School Building Percent Scoring

Advanced

2012-2013 3rd Grade


Rate

School Building Percent Scoring Limited

2012-2013 3rd Grade


Rate Columbus Preparatory

Academy 55.9% 49.1%

Educational Academy for Boys and Girls

76.9% N/A

Cornerstone Academy 33.3% 58.3% New Citizens Academy 75.0% New School

Performance Academy Eastland

20.7% 88.9% Summit Academy

Columbus 75.0% N/A

Berwyn East Academy 17.7% New School Imagine Columbus Primary

Academy 72.7% New School

Columbus Humanities Arts & Technology Academy

13.0% 93.1% Renaissance Academy 70.0% 92.3%

Imagine Integrity Academy 70.0% N/A

Source: Ohio Department of Education, 2013. Calculations by KidsOhio.org. %

Columbus%City%Schools’%Reading%Strategy:%Engage%Parents%and%Use%Data%to%Support%Learning%

Sandee Donald, a teacher since 1996, is Columbus City Schools’ Director of Reading, Language Arts and Social Studies. Donald says parents want to be engaged, but many want guidance in helping their children become successful readers.

Donald says, “One of the most important skills young readers need is vocabulary acquisition. Teachers and principals encourage parents to read aloud with their children – to develop vocabulary and reading skills. The district encourages parents to spend time each day reading, letting the book become a child’s favorite.” She adds, “For this reason, Columbus City Schools will host a Family Literacy Academy and

follow-up family activities at individual buildings on Saturdays. There, parents will receive practical, family-friendly strategies from literacy coaches and teachers on how to improve students’ reading skills.”

Using%data%to%help%students%improve%their%reading%skills%

Sandee Donald‘s job is to support classroom teachers by providing coaching, professional development and materials. Donald's team includes 78 reading coaches and 20 master teachers who are assigned to specific

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schools. KidsOhio.org interviewed Donald and five reading coaches, all of whom are experienced classroom teachers. Donald says, “Teachers and principals feel the sense of urgency.”

Kelly Goldsby, Literacy Coach at Avalon Elementary, points out that coaches provide support to teachers by helping them to use data and research-based instructional strategies to improve instruction.

Emma Corbin, a Literacy Coach at Clinton Elementary and Colerain, says, “One, the classroom teachers and I look at data together, analyzing where every child is. Two, we push ourselves to guarantee opportunities for enrichment – constantly aware of where every child is. Three, when I share a vocabulary acquisition practice with teachers, I follow up with modeling a lesson.”

LeeAnn Rutherford, a Literacy Coach at Maize Road Elementary, says, “The collaboration this year is fabulous. Teachers are having real conversations about how to improve classroom instruction.”

Interview)with)Machelle)Kline,)Ed.D.%Executive)Director)of)Accountability+

Machelle+Kline+says,+“Altogether,+there%are%currently%over%2,000%Columbus%third%graders%who%aren’t%reading%on%grade%level.%This%number%seems%daunting,%until%you%drill%the%data%down%to%the%classroom%level.%+Individual+classrooms+vary+greatly+in+the+

number+of+students+who+are+behind.+By+providing+individualized+

support+for+students+and+professional+development+for+teachers,+

we+can+turn+this+around.++We+really+can+do+this!”++

Kline+adds,+“To+me,+this+is+a+giant+puzzle.+When+we+get+all+of+the+

pieces+together+with+cement,+we+can+make+CCS+the+highest+

performing+urban+district+in+the+state.”+Here+are+some+of+the+

pieces+of+the+puzzle+that,+together,+Kline+believes+will+improve+

reading+among+elementary+school+students:++

1) Ensure+highZquality+classroom+instruction+in+reading+for+

all+students+in+every+classroom.+

2) Prioritize+reading+as+the+number+one+goal+of+each+school.+

3) Diversify+instruction+in+the+classroom,+offering+

enrichment+for+advanced+readers+and+foundational+

skill+building+for+students+who+need+it.+

4) Bring+professional+development,+curriculum+and+

instruction+experts+together+to+use+data,+which+can+guide+

and+improve+teaching+and+learning.+

5) Focus+all+Columbus+City+Schools+faculty+and+staff,+from+

the+cafeteria+worker+to+the+Superintendent,+on+literacy+

skills.+For+example,+in+some+schools+everything+from+the+

sinks+to+the+water+fountain,+wastebasket,+door,+and+coat+

rack+is+labeled.++

“By+providing+intentional+reading+instruction+and+lots+of+reading+

practice,+we+can+dramatically+improve+the+reading+and+

comprehension+levels+of+all+students.++By+expanding+the+

classroom+to+include+parents/guardians,+caregivers+and+

community+members,+we+can+promote+a+mutual+understanding+

of+literacy+and+what+it+takes+to+become+a+successful+reader+and+

writer+throughout+our+community.a

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@Our!children!come!to!us!with!widely!varying!experiences.!Some!children!were!enrolled!in!quality!preschool!programs!where!they!gained!the!skills!needed!to!succeed!in!kindergarten!and!first!grade!—!skills!like!recognizing!the!first!letter!of!a!word,!rhyming!and!recognizing!words!by!sight.!!Yet!many!of!our!children!have!not!had!quality!early!literacy!or!preschool!experiences.!That!is!why!our!elementary!schools!provide!more!time!for!small!group!reading!instruction!and!intervention.!Our!job!is!to!understand!each!childJs!circumstances!and!then!help!them!build!on!the!skills!they!have.!!!

Poverty!is!not!an!excuse.!It!is!a!fact!that!our!teachers!embrace!and!understand!as!they!challenge!each!child!to!improve.@!!

~ Sandee Donald

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Christina Kemp, a Literacy Coach at Berwick K-8, says, “Parents want to know what they can do to help now. We are focused on the third graders who did not pass the reading assessment in the fall. For an hour, three days a week, we analyze student data, determine the area of most need and provide intervention. The data is reviewed every three weeks and adjustments are made according to what the new data reveals. In addition, enrichment is provided for students at grade level because the goal is to move all students.”

Helping%first%graders%read%at%grade%level++

Terri Lyons, Literacy Coach at Weinland Park Elementary, says she has seen kids advance one-and-a-half school years due to a 12-to-20-week Reading Recovery Program that includes 30 minutes daily, one-to-one with first grade students. Students practice reading to move beyond the sounding out of words and into reading with greater ease for comprehension. She adds, “Reading has to be automatic. People who need help reading should actually read more.”

Ohio’s%Third%Grade%Reading%Guarantee%Law%Applies%to%Third%Graders%in%Public%Charter%Schools%% Overall, 1,442 third graders in 39 Columbus-based brick and mortar public charter schools* took the fall 2013 state reading assessment. For details, see Table 5, “Columbus-based Brick and Mortar Public Charter Schools: Third Grade Reading Ohio Achievement Assessment Results, Fall 2013.”

• Overall, 8.8% of these third graders scored at the Advanced level, 9.6% at the Accelerated level, 15.1% at the Proficient level, 19.3% at the Basic level, and 47.2% at the Limited level (see chart on page 3 for definitions of the five performance levels).

• A majority of third graders in 19 of these 39 schools scored at the Limited level. • In 27 schools, 81% or more of the student body was economically disadvantaged.

In January 2014, 16,342 Columbus students (24.6%) attended a public charter school. This included 2,423 students who attended online charter schools.

Source: http://education.ohio.gov/Topics/Finance-and-Funding/State-Funding-For-Schools/Traditional-Public-School-Funding An analysis by Community Research Partners in 2012 documented that significant numbers of Central Ohio students transfer among Columbus City Schools and charter schools each year. Every public school serving third graders receives a report card grade for third grade reading and every student's grade is counted whether they have been enrolled continuously since kindergarten or transferred from another school. Thus, all schools have an interest in ensuring that all children can read at grade level. For the full Community Research Partners report, see http://communityresearchpartners.org/14651.cfm?action=detail&id=172. *This report presents information about all students attending Columbus-based brick and mortar public charter schools. Some of these schools enroll students from several school districts. KidsOhio.org has requested information about the performance of Columbus students attending brick and mortar and virtual public charter schools.

!

!@Columbus!schools!serve!a!broad!range!of!students.!Some!children!have!had!books!read!to!them!from!infancy.!Their!families!are!active!users!of!the!public!library.!They!have!parents!and!family!who!talk!with!them!and!help!expand!their!vocabularies.!!!

Other!children!have!few!books!in!their!homes.!Their!parents!or!parent!may!be!working!two!jobs.!The!children!didnJt!attend!preschool.!!!

Teachers!must!devise!different!strategies!for!each!of!these!children.!We!donJt!waste!time!bemoaning!what!children!donJt!have.!We!help!each!child!use!the!skills!they!do!have!to!improve.”!+

~ Machelle Kline

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How%a%Public%Charter%School%Is%Working%to%Improve%Reading% Graham Primary School is one of four Columbus-based public charter schools serving 960 students in the 14-year-old Graham Family of Schools. The Graham Family of Schools also operates Graham Expeditionary Middle School and two high schools (The Graham School and The Charles School @ Ohio Dominican University). KidsOhio.org spoke with James Kutnow, Dean and Director of the elementary and middle schools, and Julia Handelman, Dean of Instruction for Graham Primary School. Handelman says, “Each school is based on the Expeditionary Learning model where students do original research and create high-quality products for audiences beyond the classroom.” Handelman is a Columbus City Schools alumna (Northland High School) and had 10 years of teaching experience in New York City before returning to Columbus. Who%are%the%third%graders%at%Graham%Primary?% James: “The school opened in school year 2012-2013 with grades K-2. This school year, 2013-2014, is the first year the school is serving third graders. The majority of this year’s third graders came to the school as second graders.” What%is%the%reading%level%or%reading%experience%of%your%students%when%they%come%to%school?%% James: “Our third graders performed in the 340-466 range on the fall third grade reading assessment. Currently, 15 of 21 third graders are below the 392 cut-off score.” Julia: “As in many schools, Graham Primary School faces the challenge of meeting a broad range of abilities in a single class. We also face time and resource constraints. We strive to come up with innovative solutions to meet these constraints. If a student comes to GPS with little exposure to reading, we do everything we can to meet the student where he or she is. This means providing them with a book they can successfully read independently, as well as exposing them to challenging texts and helping them grapple to understand them.” %How%do%you%teach%reading?%% James: “As an Expeditionary Learning school, GPS teachers model their love of reading every day. They teach phonemic awareness (the understanding that spoken words are made up of individual sounds – so that children are able to isolate sounds, manipulate sounds, and blend and segment the sounds into spoken and written words), fluency and vocabulary development. In Expeditionary Learning schools, comprehension strategies and critical thinking skills are taught to help students make sense of content.” Julia: “Students have one-and-a-half hours of literacy instruction daily. We teach students comprehension skills by asking them, ‘What are you thinking (while you are reading)?’ This helps students understand what their brain is doing to make sense of the book. We also have a monthly program, Breakfast with Books, where we invite family members to read with students in the classroom while sharing breakfast together. The state reading test is in late April. The next few months are critical to supporting students to make the most growth possible.”

How%do%you%use%data%to%inform%your%strategy%for%improving%reading%skills?%% Julia: “We consistently analyze student work to be data-informed. We have bi-monthly data team meetings where teachers meet together from different grade levels and subject areas to review their data and instructional decisions. Teachers are able to share ideas and get help from colleagues. Our report card is also aligned with Common Core State Standards and is used to inform parents about their student’s progress.“

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What%Are%Some%Questions%about%the%Third%Grade%Reading%Guarantee?%+

Does%a%third%grade%student%have%only%one%chance%to%score%high%enough%on%the%state%reading%test%to%be%promoted%to%fourth%grade%next%year?%+

No. In 2013-2014, third grade students have up to three chances to score at least 392 out of 503 total points on the third grade state reading assessment – once in fall and spring and potentially in summer, depending on individual district and charter school policies and parent requests. Columbus City Schools plans to administer the summer test on July 8. In addition, parents can request that their student take a comparable alternative reading assessment from a list approved by the Ohio Department of Education. If students score high enough on this test, they can be promoted to fourth grade next year.

Are%some%third%grade%students%exempt%from%being%retained?%%Yes. Some third grade students could be exempt from being retained, despite not scoring 392 or above on the Third Grade Reading Ohio Achievement Assessment if:

1) The student has an Individualized Education Plan (IEP) due to a diagnosed need, such as a cognitive delay, that exempts them from being retained: 2.8%, or 119 students, of Columbus City Schools third graders met this criteria in school year 2013-2014.

2) The student has limited English proficiency, has been enrolled in school in the United States for fewer than three school years and has had fewer than three years of English as a Second Language (ESL) instruction: 2.8%, or 119 students, of Columbus City Schools third graders met this criteria in school year 2013-2014. Three students met both exemption criteria for a total of 235 students.

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If%a%child%is%retained%in%third%grade,%can%a%district%or%charter%school%promote%them%to%fourth%grade%during%the%school%year?%%

Yes. If a third grader does not score high enough on the test during the school year or during the summer after third grade, he or she must be retained in the third grade. However, that retained third grader can be promoted to fourth grade anytime during the next school year if they meet the district’s mid-year promotion criteria. Students who repeat third grade are not required to be held back a second time, if they don’t score high enough on the reading assessment during their second year in third grade. +

Are%third%grade%students%who%do%not%meet%the%third%grade%reading%requirement%able%to%be%promoted%to%fourth%grade%next%year%in%other%subjects?%%No. Ohio law prohibits students from being enrolled in two grades at the same time. However, if retained third graders in Columbus City Schools are on grade level in other subjects, the district is exploring how to provide fourth grade level instruction in other subjects, while these students are still receiving third grade reading instruction. Columbus City Schools will not place second-time third graders in fourth grade classrooms.

If%a%third%grade%student%does%not%earn%a%high%enough%score%on%the%Third%Grade%Reading%Ohio%Achievement%Assessment,%can%parents%override%the%school’s%decision%to%retain%their%child%in%third%grade?%+

No. The Third Grade Reading Guarantee law does not enable parents to override the school’s decision to retain.

What%is%the%testing%experience%for%third%grade%students?%+

Each third grade student typically takes a 2.5-hour test in one day. Breaks are set by each public school district or charter school. Some students with special needs are given extended time for testing according to their IEP. Source: http://education.ohio.gov/Topics/Early-Learning/Third-Grade-Reading-Guarantee

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The native inhabitants of New Zealand are the Maori (may-OR-ee) people. The Maori people have a tradition of wearing tattoos on their faces, which are called Moko. Only men are permitted to have tattoos all over their bodies; women’s tattoos are restricted to their chins, upper lips, and nostrils.

The Maori culture is passed down orally from generation to generation. One of the favorite Maori’s traditions is a war dance, called the Haka. This dance was performed when the Maori people went to war. Originally, New Zealand was a British colony. The people of the island, however, fought for their independence and won it in 1907.

Hangi is the name for the way the Maori people cook. A fire is built inside a dug out pit and stones are placed in the fire. Cabbage leaves are then used to cover the hot stones. Next, foods like pork, chicken, potatoes, and sweet potatoes (called Kumera) are put into a pot. The pot is then lowered into the pit for over 3 hours. The cabbage leaves protect the food from being burned while it is cooking. Tourists who have tasted the traditional cooking of the Maori say that it has the flavorful taste of outdoor cooking.

1. What stops the Maori food from burning: A. the pot B. cabbage leaves C. stones placed in the fire

2. These sentences are from the selection: “This dance was performed when the Maori people went to war. Originally, New Zealand was a British colony. The people of the island, however, fought for their independence and won it in 1907.” Which question do these sentences answer?

A. How many people live in New Zealand? B. What are the dance movements of the Haka? C. Whom did the Maori fight in order to gain their freedom?

3. When the Maori people cook, they build a fire inside a dug out pit. Describe the next four steps of the cooking process, using details from the selection. Make sure your answers are written in the order in which they happen in the selection.

STEP 1 STEP 2 STEP 3 Build a fire in a dug out pit. __________________________ __________________________

STEP 4 STEP 5

___________________________ __________________________ 4. This sentence is from the selection: “Tourists who have tasted the traditional cooking of the Maori say that it has the flavorful taste of outdoor cooking.”

The suffix –ful changes the meaning of the root word flavor. What does flavorful mean? A. having many flavors B. having a lot of flavor C. having less flavor than before

Source: http://education.ohio.gov/Topics/Testing/Testing-Materials Third grade sample reading passages from Partnership for Assessment of Readiness for College and Careers (PARCC) can be found at http://www.parcconline.org/samples/english-language-artsliteracy/grade-3-elaliteracy and http://www.parcconline.org/sites/parcc/files/Doc.pdf

Third%Grade%Reading%Assessment%Sample%

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ANSWERS: 1-B; 2-C; 3-Step 1-Build a fire in a dug out pit, Step 2-Place stones in the fire, Step 3-Cover the hot stones with cabbage leaves, Step 4-Put foods like pork, chicken, potatoes, and sweet potatoes into a pot, Step 5-Lower the pot into the pit for over 3 hours to cook the food; 4-B.

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KidsOhio.org 22 East Gay Street, Suite 600 l Columbus, OH 43215 l 614.228.6400

Established in 2002, KidsOhio.org provides nonpartisan information about key education trends in Columbus and statewide. A nonpartisan, nonprofit organization, KidsOhio.org is funded by the private sector and does not accept

government or school district monies or contracts.

KidsOhio.org Board Abigail Wexner, CEO, Whitebarn Associates

Dale Heydlauff, President, American Electric Power Foundation Chad Jester, President, Nationwide Insurance Foundation

Linda Kass, Trustee, The Ohio State University Jeffrey Lyttle, Sr. Vice President, Local Media & Community Engagement,

JPMorgan Chase & Company Frederick L. Ransier, Esq., Partner, Vorys, Sater, Seymour & Pease

Ilana Horowitz Ratner, Education Consultant Elizabeth Ruppert, M.D., Professor Emeritus, University of Toledo College of Medicine

Barbara Trueman, Community Leader & Former Teacher

Leadership and Staff Mark Real, President & CEO

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Please send your suggestions to [email protected].

This report is available at www.KidsOhio.org

Reading%Buddies,%Books%on%the%Bus%&%Columbus%Metropolitan%Library%

This+year,+Columbus+City+Schools+introduced+“Reading+Buddies,”+a+reading+program+to+link+adult+

volunteers+with+first+through+third+grade+students.+There+are+currently+476+volunteers;+teachers+can+also+

use+their+lunch+hour+to+be+a+reading+buddy.+++

“Books+on+the+Bus”+is+a+program+to+place+books+on+all+324+elementary+school+routes.+Book+drives+are+

underway+by+the+Columbus+Education+Association+(CEA)+and+Ohio+Association+of+Public+School+

Employees+(OAPSE)+unions.+Bus+drivers+are+also+receiving+professional+development+to+help+make+the+

program+a+success.++

For+more+information+on+donating+books+to+Books+on+the+Bus+or+volunteering+for+Reading+Buddies,+please+

contact+Sandee+Donald+at+(614)[email protected].++

The+Columbus+Metropolitan+Library+has+a+new+“Kid’s+Card”+that+allows+children+to+check+out+three+print+

materials+without+having+to+worry+about+overdue+fines,+as+well+as+a+Reading+Buddies+program+and+third+

grade+reading+resources+on+its+web+site.++For+a+list+of+recommended+nonfiction+and+fiction+books+and+

Reading+Buddies+days+and+times,+see+http://www.columbuslibrary.org/services/third_grade_reading.+The+

library+and+the+district+are+working+together+on+a+book+drive+for+the+Books+on+the+Bus+program.+

understanding ohio's new third grade reading guarantee...

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