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Reframe: Episode 61

The Goal to Guarantee Great Readers in Ohio

Children who fail to read well by 3rd grade risk facing many long-term consequences. Low reading scores in elementary school have been linked to lower high school graduation rates, a higher risk of poverty, a lack of global competitiveness, and even less overall productivity as adults.

So Ohio has implemented the 3rd Grade Reading Guarantee to help all elementary-aged students get the support they need to read at grade level. And on this episode, a school psychologist explains how this policy works, as well as how parents can help their children become better readers.

Music: Tech Toys by Lee Rosevere

Read the transcript

James Loy:

This is Reframe, the podcast from the College of Education, Health and Society on the campus of Miami University in Oxford, Ohio.

All across Ohio, 3rd grade students everywhere will soon take the 3rd Grade Reading Guarantee. Which is a state mandated test to ensure that all elementary-aged students are reading at grade level. 

The goal is not only meant to highlight the importance of reading as a fundamental skill, it is also designed to help struggling readers get the support they need to become better readers.

However, it has also caused some parents to wonder just exactly what this test entails, how early they should begin preparing their children to take it, what happens if a child falls behind in their reading ability, and just how parents and teachers can help them catch up if they do.

We’ve actually had some parents reach out to us about these very concerns.

So today on the podcast, I want to welcome David Annable. He’s a School Psychologist for the Talawanda School District, a graduate of Miami University’s department of educational psychology. And he’s here to help us understand more about the 3rd Grade Reading Guarantee, how it works, and how parents, teachers, and students can successfully navigate it.

David Annable, thank you so much for being on the podcast.

David Annable:

Thank you.

James Loy:

So what can you tell us about the 3rd Grade Reading Guarantee? So, starting from like a high level: What are its primary features? What kinds of skills are being tested? Basically, what do parents really need to know?

David Annable:

Ok. So, the headline with the 3rd grade guarantee, what everyone talks about, is that if you don't pass this test in 3rd grade, you're not going to be able to go on to 4th grade. I'm gonna say that's the headline, but it sometimes takes away attention from a lot of the underlying parts, which are a lot different, and really get you there, and hopefully avoid that retention discussion. So, go back a little bit. This came from the state legislature. They were looking at the research that shows if a child is reading proficiently by 3rd grade, they're gonna have significantly greater academic success if they don't … than if they're not reading proficiently by 3rd grade.

So, they decided to set up the system saying, ok, this is an aspiration. If we could … can we guarantee that by the time they reach 3rd grade, they'll be reading proficiently? So that's where this came from. It's actually … it was a very good goal. So, this really starts in kindergarten. When kids enter kindergarten in Ohio, and in the first couple months of school, they'll take assessments. Each school district picks their own, and that will help determine are they on track? Are they not on track? And that continues from kindergarten up to 3rd grade. And if the assessments are saying they're not on track, then the school district writes plans, and figures out how can we help support the students and get them there?

So while we always talk about retention, I think the part parents need to learn about is that retention is the last step. Everything before that is how can we support them? How can we get them where they need to be so we never have to have that discussion? So, I think there's a lot of good goals under there.

The retention part is a little bit more controversial. But I think everyone agrees with the underlying parts, that we need to get early intervention in.

James Loy:

And how common of a policy is this? Are there different versions of this in other states across the country, or is Ohio fairly unique in this regard?

David Annable:

There are about 16 states that seem to have some form of this, and then there's some others that have some, like, suggestion versions of it. But there's about 16 states that require retention. In this area, Indiana has a very similar law. The details are different, but the similar concept: you have to pass this test in 3rd grade. Kentucky was considering one this past year, but they didn't pass it. So everywhere is a little different, but it's not … it's not universal, but it's not uncommon.

James Loy:

And obviously this is meant to highlight, you know, the fundamental importance of reading, which obviously it is important and, you know, in most, if not all aspects of life. But how fundamental of a skill is it to the future success of a student, as they go into later grades? That is, are there … I mean, are there like far-reaching and profound consequences for students who fail to read well in these early grades? How fundamental is it in that regard?

David Annable:

Oh, reading’s fundamental pretty much to all learning in school. Where this gets important is --what the research has shown -- is if you're not reading fluently, if you're not comprehending by 3rd grade, you are significantly less likely to graduate high school, to go to college. So, all these other markers of success that we look at, if you're not reading by the end of grade 3, that's where we're gonna see that. Difficulties from there on out.

So, one of the reasons it's so important is in elementary school, in kindergarten through 3rd grade, the focus is on learning to read. All the education is assuming you probably can't read very well yet. So we're teaching you to read. And most of your other instruction is presented orally. So you're learning it from the teachers speaking it. But starting in 4th grade and older, you're not learning to read anymore. You are reading to learn. So much more of your instruction is dependent on you being able to read it.

So whereas in 1st grade social studies, you probably don't have to read a whole lot. The teacher told it to you. You did games. You did activities. But in fifth grade, now you're reading texts about U.S. history. So that's the big change. So if you're not reading fluently, and comprehending your material by 3rd grade, you're gonna fall even farther behind now in every subject starting in 4th grade. Because maybe you were good at science before. But now you have to read the science. If you can't read it, then this we're going to see more struggle.

James Loy:

So that's why reading is assessed in this very specific way, unlike math is, for example?

David Annable:

Yes.

James Loy:

And can you kind of walk us through how this process actually unfolds from grades K through 3rd grade? Are they assessed in kindergarten, and then every year after that at certain intervals? And how can parents know if their child is or is not reading at their appropriate grade level?

David Annable:

So, when a child starts kindergarten in Ohio, in the first couple months, they'll take some sort of test to figure out where their reading skills are at. Now this is not … the state mandates you do some sort of assessment, but the district can choose from a list. So different districts choose different things. Where I work in Talawanda, we use a test called STAR. Another common one is called MAP. But there are several on the state list. These are primarily computer-based tests where they sit down and take them by computer. For little kids, like in kindergarten and first grade, a lot of it is read to them. They do it as a group. The teacher gives instructions. As they get a little bit older, they do it a little more independently. And these are not long tests. It's about a half-hour kind of assessment that gives you a picture of where's your child at. And depending on where their score is at -- if it says, okay, they're right where they need to be -- everything's good. Nothing else really happens. But if the score suggests that there is a concern, so they're not where they should be, then the school district has to inform the parent.

So as a parent, you should get a letter from your school saying, okay, your child isn't where we want them to be in reading. They should also get some recommendations from the school district about things they can do to help them. But the school district also then has to write what's called a reading improvement plan, or a RIMP. And the RIMP lays out: this is what we're gonna do to help your child to do better. So that's gonna be the intervention to provide them support.

And then, most school districts will, three times a year, progress monitor and say, okay, where are they at? So you took this test in the fall. Then you usually will take it again in the winter, and then in the spring to see where they're going, what kind of progress they're making. And that continues every year. So every year they look again, okay, kindergarten’s over, now you're in first grade, we'll do this testing again, see where you’re at. You might need a RIMP for more reading intervention. Or they might say, nope, you're doing great. So that's the kind of process up through 3rd grade.

James Loy:

So it's not necessarily like sink or swim. It's: We've identified you as being not on track, and also here's all the ways we're gonna help make sure that, to the best of our ability, you are on track by the time you reach 3rd grade.

David Annable:

Right. And I think that's one of the big things the 3rd grade guarantee pushed school districts to do. I think we were doing a lot of this already, but it gave a new emphasis and urgency to: You need to provide this intervention early. Because all the research shows the earlier we can provide the intervention -- if we can get in and with a kindergartner, and get them to where they need to be -- that's a whole lot easier than doing that with a first grader, or a second grader. So the earlier we can do it, the better.

But it's really a process. So where people think of the 3rd grade guarantee is -- the 3rd grade test -- it's this step by step, the specific plans listing out how are we gonna help your child? How are we gonna get them where they need to be?

James Loy:

So if this eventuality happens, and a child is identified as being not on track -- aside from the school interventions that happen at various grade levels, what kind of information, or resources, do parents get to know how they can help their child become a better reader, and get on track?

David Annable:

Well, so you'll get some sort of list from your school district that … resources and suggestions. But I think, for most parents, the best idea would be to talk to your child's teacher. Because what … the challenge is every kid's different, their reading needs are different. So one difficulty for most school districts is to give a list out. It's hard because every kid has a little bit different needs. So I think if you get that letter saying, okay, your child’s not where they need to be. I think really calling your teacher, having a conference, sitting down, seeing where they're at, they may be able to give good suggestions. And sometimes they might say, don't worry about it too much. Because there'll be some kids that initially get identified. And a couple months later, they're where they need to be.

Or they might say, okay, we do have a lot to work on. But talking to your child's teacher will be very helpful because they can give you that picture, and really give you individualized suggestions. Because there are also some kids where … getting that intervention for half of the day at school, or plus, you know, the reading instruction. So they're getting quite a bit. That's what they need, and they need to go home. And there'll be some kids where they can do study and practice more at home. And there are ones where they need to run around outside. So you don't also want to go overboard and spend all your time practicing reading. Because that can be counterproductive too.

James Loy:

Sure. So I know you mentioned the STAR and the MAP assessments. But what can you tell us about the actual 3rd Grade Reading Guarantee test itself? What does that actual test look like when they do take it in 3rd grade? Is it taken digitally? What kind of questions are asked? How long does it take the complete? What are the actual logistics of that real test ?

David Annable:

Ok. So the 3rd grade test is part of Ohio's kind of state assessments, and we do state assessments in Ohio 3rd grade through eighth grade. Kind of in general. And then, in high school, they are subject area specific. So it's part of that system. And 3rd grade’s a little bit different because they take it in the fall. All 3rd graders take the reading test in the fall, and then usually in October, November. That area. And then they will take it again in the spring.

So they'll take it twice. If they happen to pass it just the first time, that's great. If they don't, that's okay because it's an end-of-the-year test they're taking in the fall. And then, they'll take again in the spring.

The test itself. In most school districts in Ohio, it's electronic. You take it on computer. There are a few districts where the state has allowed them to keep doing it by paper. Every year the state debates whether or not they’re still going to let them do that. So, and then, there are some kids with disabilities, who might take it in an alternative form. But usually it's on a computer. And the test itself is made up of a combination of comprehension questions that are multiple-choice. Some are filling in tables. And then, there are some short answer ones. If you are on a computer, you'll type out the answer to.

So usually you'll be given like a reading passage. Ideally, the child would read through the passage, answer the questions, and then look back at the passage to help answer them. And then within that they'll be questions - they'll be like comprehension - they'll be really kind of, like, just did you read it? So you’ll be like, tell me the main idea? Or, maybe it’s a story. Like, where did Sally go? Like, did she go to the store? Did she go home? You know, really basic kind of questions. There'll be some questions that require inferences. So the child reads the passage and then they have to interpret the meaning, and kind of try to explain what was the point behind the story? What was going on? And then there will be some … they're more like vocabulary kind of questions. So it might give you a sentence, or a passage underlining … and then give you multiple choice, and say, what does this word most likely mean in this passage? Or, determine the meaning of this word from the sentence?

So it's those kind of questions. It's mostly multiple-choice, but there are definitely some short answer, you have to type out responses. Or, if you're still doing the written one, handwrite them. It takes about 90 minutes to actually take the test, depending on how some kids are very fast. Some are slow. You'll see a range on there. And when I was talking to some 3rd grade teachers, they said it's probably a two-hour process from logging in to being completely done.

James Loy:

So I imagine there must still be parents who may wonder still, like, what if my child fails? What if they fail that second time? Or, what if there was no sign of them even struggling in reading and they still failed because, maybe, they have test anxiety? Or, just didn't do well that day for some reason? Or maybe they were struggling, they were identified as being not on track, did get extra help, but it just ultimately wasn't enough? And they still don't pass. What happens in those situations?

David Annable:

Okay. So after they first take it in the fall, so we get those results usually near Christmas time. At that point, if they were a child who was in the … they fail it. In the past, they were a child who had never been … we never noticed before. And that actually does happen on occasion. That puts up big red flags. So then we're trying to figure out why did they fail it? But we're immediately then required to give them a reading Improvement Plan, the RIMP, that I talked about before, and look at what kind of interventions we need to provide. So that's when we will start strategizing for them.

For most of the kids who maybe failed, but who …. we knew they were struggling, that's when we continue that plan. We look at how did they do on the test. Because now we saw. So we can see whether there are some areas of weakness. We get some information from the state. So I was going to say there are some areas of weakness we might be able to pinpoint, but we'll get a better idea of what they were doing. We don't get a full picture of how they took the test, but we get some idea. So we can pinpoint a little bit more. And then, why …. They'll take the test again in the spring, they actually could take another test. So the state allows school districts to pick an alternative test from a list the state has approved, and they can take that test again. So if they passed that test, this alternative test, that counts for passing the main state tests for the purposes of not being retained. So they will usually …. Different districts will do that different times. We will frequently do that in January again, to see where they're at, and then sometimes we can do that again in May after the second time they take the test.

So they took the first test, they failed it. They took the alternative tests, they failed it. So, then they'll take the state test again. One of the challenges at that point, we may not get those results very quickly. So usually we'll get that in very end of May. Typically what will then happen is we will offer them a chance to do summer school, and then yet another chance to take the test.

Hopefully at that point, with the summer school, the additional support, then they'll pass the test in the summer, and then they move on to 4th grade. Now, say they don't do the summer school, and they don't pass it, then at that point, according to the law, they're supposed to be retained in 3rd grade. Now, in practice, sometimes that means being completely retained in 3rd grade. You don't move on to 4th grade. Sometimes that means you go into 4th grade for all your subjects except fort English. We continue doing the English language arts instruction, and we provide extra intervention in the hope that you then pass the 3rd grade test again in the fall of you what would have been your 4th grade year. And, if at that point you pass, then you just continue on in 4th grade.

So, that's kind of a district level decision about how they want to handle that. Sometimes they'll say, okay, now you're completely redoing 3rd grade. Sometimes they'll try this again, but kind of one last time, just seeing: can we get you passed at the beginning of 4th grade? It's hard because there's not a short clear answer because there's a lot of different paths. So there's a lot of different options. So retention is truly the last resort.

James Loy:

So it sounds like there are a lot of checkpoints along the way. I think a parent just reads that headline: if they failed this test, they fail 3rd grade. That sounds scary, but it sounds like there's a lot of things that have to happen before that is the ultimate recourse.

David Annable:

Right. I think the headline is very scary because it makes it look like it's just one test, one shot. But really there's a lot of options. So while there are certainly some kids who do get retained over this, there are a lot of opportunities for support beforehand to hopefully avoid that. So it's more than just this one day, one test.

James Loy:

Okay. That is that is good to know. And it is a state-mandated test, so parents probably can't opt out? Or can they opt out? And are there other considerations? What if a student has certain learning disabilities, for example, what are some other things that can happen?

David Annable:

Yes. So, opt out always becomes an interesting question because you can opt out of other state tests in Ohio. The state won't force us to give a test to a kid if the parent says they don't want to take it. The problem is with the 3rd grade one - I'll address that first -  is if you don't ever take it, you never have gotten the score you need to go on to 4th grade. So, you would kind of end up having to be retained. Because with no score, we can't move you on to 4th grade by state law. So opting out for the 3rd grade reading test is problematic.

But we do have some …. There are provisions in the law for children with special needs and some other special circumstances. So if a child has a disability, and they've been identified, and they're receiving services on an individualized education plan, an IEP, they'll receive the testing accommodations that’s part of their plan. So they might receive extended time. They might have parts of the test read to them. Potentially, the rules on how … The specific rules on accommodations vary year to year. The state keeps changing their mind on how they want them to work, but there are usually provisions for getting test accommodations. Extended time. Maybe taking it in a quiet setting. Plus, if they're on an IEP, they're probably receiving additional academic supports.

The other component for children on an IEP is: The IEP team may say even if this child fails the test, they may still go on to 4th grade. So there's extra provision in the special education law to waive the retention aspect. Because that's … The team may look and say, this child's particular needs, they are learning quite a bit. They're progressing. Retention in 3rd grade just doesn't make sense for them. So the team can choose for some children with special needs to say, nope, you're still gonna go on to 4th grade. The district still needs to make sure their providing additional academic supports and all that, but they can do that.

There are similar provisions for English language learners in their first, I think, two years in Ohio. Might be three. Where they're not held to that. So, if it’s their first year in Ohio – in Talwanada we have a lot of international students from all over the world. If it's their first year in the United States, they're still learning English. The state's not going to hold that against them for the purpose of going on to 4th grade. So that's another group.

The other exceptions who the retention rule will be: If a child's already been retained before. So let's say a child did kindergarten the year one, they had a lot of difficulties, and for some reason they repeated kindergarten, the state doesn't require you to retain them again. So if you've been retained any time prior to 3rd grade, you won't have to repeat their grade. Ohio only allows one retention.

James Loy:

Now, how about outside of school? Are there other resources available for parents who want their children just to do really well on this test? I mean, are there practice tests available, for example, or maybe just some other ways that all parents can help their children, regardless of what reading level they're at, just become better readers in general?

David Annable:

The Ohio Department of Education actually has a fairly good website with a lot of parent resources. And there are practice tests. I wouldn't recommend to a parent to sit home, making your child take practice 3rd grade tests. Now, as a parent if you want to go through and kind of take the test, and look at the questions just to get an idea what they're doing, I think there's some value in that. They will practice at school …. Even if they don't practice the tests, per say, they'll practice taking the test and how it looks. Leave that to the school. I wouldn't, as a parent, spend my time doing that.

I think probably the most important thing a parent can do to kind of help support their child's reading is just read at home. Especially by … Really from birth on up, just reading. Taking the time when they're younger, reading to them, as they get older having them read to you, trading back and forth. All the opportunities they can get to read. The other thing: research shows just being in a home where reading is important. Just seeing your parents read. Having books in the house. That can make a huge difference.

So I would tell parents just do that kind of basic stuff, over worrying about the specifics. But if they're particularly concerned about the specifics, talk to your child's teacher and get an idea of what are they working on, and find out how, maybe, your teacher thinks you can help support them at home. But I wouldn't say go out and get by every flashcard on earth, and do all that. Just practice reading. Some of the most effective interventions to improve reading are all interventions that just require practice, just repeated readings. Reading over and over. So the more you read, that will be the best benefit to you.

For little kids, even before they’re reading, just when you're out in public, you know, pointing at things saying, oh, what's that letter? Just that kind of simple communication, and using the literacy language that's around you, I think, is probably the best thing parents can do. Rather than worry about teaching my child this one individual skill.

James Loy:

Wonderful. Well, last question I have: Any final thoughts for parents? Since we've talked about a lot of the different aspects of the 3rd Grade Reading Guarantee, what are some final things that you just want parents to keep in mind?

David Annable:

I think for parents who have elementary school kids in Ohio, or in other states that do this process, rather than focusing on the retention aspect, or this test, really look at the process, and say, okay, how's my child doing? And don't depend on this test as the one source of information.

So, while, you know, going into kindergarten, you’re going to get this reading score, and they'll tell you if they're behind. When you get that just don't look at this score. Talk to teacher to find out where they're at. The teachers are with them, you know, 6 hours a day. They know them well. Find out where they're going. Talk to them and have that communication, and watch that early intervention part of it. See what we're getting. Rather than worrying about this end result, this one test, I would more focus on the process, the time going through learning … while they're learning to read.

Because this endpoint retention is … it sounds really scary. But it doesn't happen very often. I mean, personally I wish it wouldn't happen all. I'm not sure it's the best approach. But all these early intervention parts are a very good aspect. We are helping them get there. So, that's what I would focus on. Worry about … Instead of worrying about them passing the state test. Instead, look at how can we help improve their reading where are they are at, and celebrate successes there, regardless of any of those other difficulties.

So, look for their success, and try to celebrate that. And also try to find ways you can support the reading early on. Rather than just spending your time worrying about retention.

James Loy:

That, I think is some really great insight, and some advice, and some helpful information about how parents and students should approach and consider the 3rd Grade Reading Guarantee. So thank you so much for being on the podcast, and sharing your expertise today.

David Annable:

Thank you for having me. I appreciate it.

James Loy:

David Annable is a school psychologist for the Talawanda school district, and he's also a graduate of Miami University's Department of Educational Psychology.

This is the Reframe podcast. If you've enjoyed this episode, please share it with your students, with your colleagues, with your family and friends. There are many more episodes available for free right now on Apple Podcasts, on Stitcher, on Spotify, or wherever you get your podcasts.

Ohio’s Goal to Guarantee Great Readers  |  Ep.61

Children who fail to read well by 3rd grade risk facing many long-term consequences. Low reading scores in elementary school have been linked to lower high school graduation rates, a higher risk of poverty, a lack of global competitiveness, and even less overall productivity as adults.

So Ohio has implemented the 3rd Grade Reading Guarantee to help all elementary-aged students get the support they need to read at grade level. And on this episode, a school psychologist explains how this policy works, as well as how parents can help their children become better readers.

Music: Tech Toys by Lee Rosevere