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Literacy-Based Promotion Act



New 2013 legislation mandates that third graders must score at an acceptable level on a state assessment in order to be promoted to the fourth grade. The Literacy-Based Promotion Act places an emphasis on grade-level reading skills for students, particularly as they progress through grades K-3.

Beginning in the 2014- 2015 school year, a student scoring at the lowest achievement level in reading on the established state assessment for 3rd grade will not be promoted to 4th grade unless the st11dent meets the good cause exemptions for promotion. GSD is currently implementing teaching strategies that will assist in preparing third graders to be adequately prepared for this assessment. The Legislature intends that each student's progression from one grade to another be determined, in part, upon proficiency in reading. The Act also defines that district school board policies facilitate reading instruction and intervention services to address student reading needs and that each student and his or her parent be informed of that student's reading progress.

The ultimate goal is that every student read at or above grade level by grade 3. GSD will offer accelerated reading intervention to each K-3 student who exhibits a reading deficiency to prevent the necessity of grade 3 student retention. The accelerated reading intervention program will be provided to all K-3 students identified with a reading deficiency by state approved local or statewide assessments and will screen and monitor the reading progress of each student's foundational reading skills each year.

The reading intervention program will assist students exhibiting a reading deficiency in developing the ability to read at grade level, provide intensive development in phonemic awareness, phonics, fluency, vocabulary, and comprehension, provide scientifically based reliable and valid assessments, and provide initial and ongoing analysis of each student's reading progress. These interventions will be implemented during regular school hours in addition to the regular reading instruction. The reading improvement plan will be created by the teacher, principal, other pertinent school personnel and the parent(s), and shall describe the reading intervention services the student will receive to remedy the reading deficit. Each student receiving reading intervention will be screened, progress monitored, and provided with intensive reading intervention until the student no longer has a reading deficiency.

If the student's reading deficiency is not remedied by the end of grade 3, as demonstrated by scoring below grade level on the grade 3 statewide reading assessment, the student must be retained according to state law. Students retained will be provided intensive reading intervention to remedy the student's specific reading deficiency, as identified by a valid and reliable diagnostic assessment. The reading intervention services will include effective instructional strategies necessary to assist those students in becoming successful readers, and ready for promotion to the next grade.

GSD will conduct a review of student reading improvement plans for all students who scored below grade level on the reading portion of the statewide assessment and who did not meet the criteria for one of the good cause exemptions. The review shall address additional supports and services needed to correct the identified area(s) of reading deficiency.
photo of Superintendent Dr. David Daigneault