What is Public Act 306?
On October 6, 2016, Michigan became the 37th state to adopt third grade reading legislation when Governor Rick Snyder signed Public Act 306 into law. Public Act 306 of 2016 (now referred to as MCL 380.1280f) requires all 3rd Grade students not scoring proficient on the 3rd Grade state summative assessment be retained. This legislation took effect immediately and 2016-17 kindergarteners will be the first cohort of students impacted by the retention aspects of the law in 2019-20.
Reading at Home:
Here are some things you should know, to help your young reader grow! You are your child's first and most important teacher! Studies show that it's vitally important for children to have a good start in reading. What you do at home is what will help your child become a successful, confident reader!
The Reading Rockets website is a helpful tool for parents to use. On that website you will find:
- Reading tips in English - Infant - 3rd Grade
- Reading tips in 10 other languages - Infant - 3rd Grade
- Reading tips for parents of children with disabilities
The 5 Essential Components of Reading are:
- Phonemic Awareness
Below you will find activities by components that you can do at home with your child:
Phonemic awareness is the ability to hear and distinguish sounds. This includes:
- Recognizing sounds, alone in words
- Adding sounds to words
- Taking apart words and breaking them into their different sounds
- Moving sounds
Activities to do with your child at home:
Phonics is the ability to understand the relationship between letters and the sounds they represent. This includes:
- Recognizing print patterns that represent sounds
- Syllable patterns
- Word parts (prefixes, suffixes, and root words)
Common Consonant Digraphs and Blends:
bl, br, ch, ck, cl, cr, dr, fl, fr, gh, gl, gr, ng, ph, pl, pr, qu, sc, sh, sk, sl, sm, sn, sp, st, sw, th, tr, tw, wh, wr
Common Consonant Trigraphs:
nth, sch, scr, shr, spl, spr, squ, str, thr
Common Vowel Digraphs:
ai, au, aw, ay, ea, ee, ei, eu, ew, ey, ie, oi, oo, ou, ow, oy
Fluency is the ability to read with sufficient speed to support understanding. This includes:
- Automatic word recognition
- Accurate word recognition
- Use of expression
Activities to do with your child at home:
Vocabulary is the student's knowledge of and memory for word meanings. This includes:
- Receptive Vocabulary
- Words we understand when read or spoken to us
- Expressive vocabulary
- Words we know well enough to use in speaking and writing
Activities to do with your child at home:
Comprehension is the ability to understand and draw meaning from text. This includes:
- Paying attention to important information
- Interpreting specific meanings in text
- Identifying the main idea
- Verbal responses to questions
- Application of new information gained through reading
Activities to do with your child at home:
Resources for Parents:
Build the Habit of Good Attendance Early - English
Build the Habit of Good Attendance Early - Spanish
PTA Parent Guide for Student Success - https://www.pta.org/parentsguides
Dibels Assessment - https://dibels.uoregon.edu/docs/dibelsparentguide.pdf
Sight Word Lists & Games:
Information on Phonics:
Kindergarten Online Games:
First Grade Online Games:
Second Grade Online Games:
Additional K-3 Literacy Resources:
Third Grade Retention and Promotion Process
Beginning in 2019-2020, MDE will provide CEPI (Center for Educational Performance and Information) state assessment data within fourteen days of finalized scores. CEPI will then notify parents and school districts of students who are subject to retention because they did not achieve a score of at least proficient in ELA on the third grade state assessment. Parents will be informed that their child may enroll in fourth grade if the child demonstrates third grade reading proficiency within a student portfolio or on an alternative standardized reading assessment.
Additionally, parents of students at risk of retention may request a Good Cause Exemption within thirty days of CEPI's notification. Good Cause Exemptions may be granted for a variety of reasons, including: the student has an IEP or 504 plan, the student is an English Learner who has had less than three years of instruction in an EL program, the student was previously retained and has been receiving intense reading intervention for two or more years, the student has been enrolled in his/her current school for less than two years and did not receive an appropriate individual reading improvement plan at the previous school, and/or the parent requested a Good Cause Exemption within thirty days of the CEPI notification.
Avoid Retention By:
- Demonstrate proficiency on State Assessment
- Demonstrate proficiency on Alternative Assessment
- Demonstrate proficiency through Portfolio
- Qualifying for a Good Cause Exemption
Allowable Reasons for Good Cause Exemptions:
- The student has an individualized education program or Section 504 plan (based on federal law), whose team decides to exempt the student from specified retention requirements
- The student is a limited English proficient student who has had less than three years of instruction in an English language learner program
- The student has received intensive reading intervention for two or more years but still demonstrates a deficiency in reading and was previously retained in Kindergarten, Grade One, Grade Two, or Grade Three.
- The student has been continuously enrolled in the current school district for less than two years and there is evidence that the student was not provided with an appropriate Individual Reading Improvement Plan (iRIP) by the previous school.
- The student's parent or guardian has requested a Good Cause Exception within the required time period and the superintendent, chief administrator, or designee determines that the exemption is in the best interest of the student.
- Student is proficient in all subjects except reading.
- Satisfactory portfolio completion by student.
- The teacher requests with supporting documentation.
Did you know?
- Children from professional families have heard 30 million more words by the time they are three years old than those from families in poverty.
- Students who are not proficient readers by 3rd grade are four times more likely to drop out of high school.
- In 2015-16, less than 1/4 of MI 3rd Graders scored at or above proficiency on the 3rd Grade state ELA assessment.
- For 85-90% of poor readers, intervention and support programs implemented before 3rd grade can increase reading skills to average grade levels.
- Children spend 15% of their lives from age 5 to age 16 in school and 85% with families, parents and communities.
Assessment Tools: An Ongoing Process to Inform Instruction
At the classroom level, teachers make use of assessment tools to gather evidence regarding the effectiveness of Tier 1 instruction and to inform decisions regarding additional supports for students. Within the MTSS framework, teachers use three main assessment tools: universal screeners, meant as the first step in identifying the students who are at risk for learning difficulties, diagnostic assessments, highly-targeted at a particular concept and meant to inform individual learning needs, and progress monitoring, formative assessment used to track individual student progress over time.
Initial Assessments (Universal Screeners) - Currently, many universal screeners are available which explore general grade level reading skills. The first step in choosing a screener is to articulate beliefs about teaching reading and valued aspects of the curriculum. A screening tool should reflect the literacy performances that are most valued.
Extensive Assessments (Diagnostic Tools) - These individual assessments provide an opportunity to gain knowledge about how a student processes reading and thinking about a text. Analyzing and interpreting the data from diagnostic assessments will help to guide instructional decisions and ensure that appropriate interventions are selected to meet
Progress Monitoring - Collecting data that reveals high-quality information for instructional purposes is the priority of monitoring progress and growth. Assessments rooted in real reading events leads to improved instruction. (Howard, 2009).
Process to Inform Instruction:
- All students must be evaluated using an approved Screening Assessment three times per year, in grades K- 3.
- Use Diagnostic Testing to determine specific areas of need for those students identified as reading below grade level.
- Ongoing Progress Monitoring should occur to ensure identified students receive the instruction they need to become proficient learners.
Reading Assessment Options
Michigan's Third Grade Reading Law (MCL 380.1 280f) requires the Michigan Department of Education (MOE) to provide an annual list of assessment tools that meet the requirements of "lnitial Assessments" and "Extensive Assessments'; as identified in law. The current lists of approved initial and extensive assessment tools are available at the links below. However, it should be noted that as of June, 2017, these lists are currently under review and are scheduled to be revised soon.
Initial Assessment tools are applied universally as screeners or benchmark assessments. The intent of the initial assessment is to be delivered to all students and act as a primary indicator
that a student may be at risk of falling behind or illustrate an area of concern for which additional instruction/support in English Language Arts may be needed.
Extensive Assessment tools are used to provide diagnostic or formative information to support
the needs of individual students that are deficient in some manner as identified through initial
assessments. The extensive assessment may be delivered only to those students for which
an area of concern has been identified. The extensive assessment will assist educators with
better identifying the areas in which to focus intervention. (It is important to note that not all extensive assessments may be appropriate for any particular area of concern. Districts will
have to determine which extensive assessment is appropriate for which area of concern.)
Designing a District Assessment System:
Districts will select one assessment from the MOE approved list of initial assessments, and at least one from the list of extensive assessments to use for the 2017-2018 school year. It is understood that student needs may warrant a rationale for using multiple extensive assessments, including assessments not on the list, and districts are encouraged to design an assessment system that provides staff with meaningful data to support all students' mastery of content.
To assist districts in designing their own assessment system, the Michigan Department of Education has outlined best practices for districts to consider when selecting and using assessments for Early Literacy Initiatives. To access this information, go to the MOE Third Grade Reading Law assessment link and then click on District Inventory: Tips for Designing a District Assessment System.
Additional information and resources to support districts in this work can be found at the following link: District Assessment Inventory and Resources.
Dibels Assessment Information- https://dibels.uoregon.edu/docs/dibelsparentguide.pdf
Individual Reading Improvement Plan (iRIP)
What is an Individual Reading Improvement Plan (iRIP)?
An Individual Reading Improvement Plan (iRIP) is a specific blueprint for improving a child's ability to read that is based on data from a variety of assessments. The iRIP must correlate with the school's Multi-Tiered System of Support (MTSS) that outlines Tier 1 Core Instruction, Tier 2 Targeted Intervention, and Tier 3 Intensive Targeted Intervention that will be implemented with fidelity to correct the reading deficiencies. The resources provided in this document may be used when meeting with the Teacher Support Team for each student that did not respond to Tier II Interventions; Fourth Grade students requiring intensive intervention after Good Cause Exemption promotion; or, for intensive reading interventions for Special Education students (K-4) and English Learners (Els). (Ohio Department of Education, 2016).
The following steps should be followed when implementing and monitoring the success of an iRIP.
- Identify the student's specific diagnosed reading deficiencies.
- Determine goals and benchmarks for growth.
- Develop specific supplemental instruction services that target the student's identified
- Align Tier 1 core instruction to the Tier 2 targeted interventions and/or Tier 3 intensive
- Provide multiple opportunities for the student's family to be involved in the process.
- Monitor student progress to continue, change, or adjust instruction.
- Actively monitor the implementation of instructional services for the child.
- In addition to interventions and support, ensure that the child maintains access to grade-level reading curriculum.