Friday, January 11, 2013

Ohio's Third Grade Reading Guarantee- HELP

video
If you teach in Ohio, you are already familiar with the Third Grade Reading Guarantee! It's great in theory, but is it realistic? 

HELP: 
If you are not an Ohioan-would you please leave me a comment explaining what your STATE has done to guarantee that your students are "ON LEVEL" before moving to grade 4? 

Do you have a Guarantee? 
If so, how does it work?
Do any of your teachers have a "Reading Endorsement?"
Do you retain students for NOT passing State Tests? 
If so, how many years can they remain in the same grade?

Please leave me a comment!

6 comments:

  1. WV does not have a guarantee. Students can only be retained once in elementary school.

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    1. Thank you for info! I wonder how many states have guarantees! I only know of FLORIDA! Wish some FLORIDA teachers would respond! Like DR. Phil would say, "And how's that working for you!"

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  2. I teach in California. We have the NCLB here. We have sanctions against us when we don't meet the scores they expect us to be at. Our school hasn't met them for about 6 years and we are under "program improvement". Which means that we have to have walk throughs all the time and other things we are required to do. Teachers have to be "Highly Qualified" to teach (following some criteria). We never retain students for NOT passing the tests. I teach at a school with about 80 percent 2nd language students and getting one of those students retained takes a force of nature. We only retain probably 3-5 students out of 800 a year. It doesn't happen often. And if a student does get retained, that's it. Can't do it more than once. (The NCLB, the Highly Qualified teacher certification, and sanctions for schools are all state things, the rest is just our district)

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    1. Thank you for the info! We have to be a "Highly Qualified" teacher also. I was excited to recently received my Ohio Master Teacher Designation but not "good enough" :) According to the video, I now need to be a "High Performing Reading Teacher" ! Wow- 80 percent 2nd language! Thanks again for info!

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  3. I teach in New Zealand. We don't have the testing that I see many USA colleagues write about but we have recently introduced the Standards. We use moderation as a form of monitoring each other. e.g. a writing sample by each student in the school will need to be written each term specifically for moderation. Teachers grade these against exemplars and leveled criteria rubrics. All teachers then gather in the staff room with a bottom, middle and top example (and any they are not sure of) and we all help each other to ensure that we assess with consistency. Teaching is very open and collaborative here at the moment. With regards to keeping students back. This is only done if a student is lagging in maturity as well and would benefit socially from a change in peer group. Otherwise students progress through with their age peers and teachers cater for a range of abilities through group teaching. I noticed that this is becoming more widely practice in the US as well. The whole Daily 5 concept has been around in NZ for decades now, both in reading and maths, and many teachers group for writing too.

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    1. Thank you for sharing! I am so excited to hear from a teacher from New Zealand! How fascinating! Sounds like I need to move there :) No testing- you lucky duck. Since I started teaching (17 years ago) testing has become consuming. It guides instruction & I am constantly searching for new ways to teach test taking skills. We are also searching for other schools/districts who are doing well on tests and trying to model the things that they are doing in their classrooms to be successful. Many daily decisions are made for "THE TEST". It's totally against my philosophy of education to teach to a "test" but it's hard not to do. That's why I am so lucky to integrate technology to escape from ALL that and help students "think" and "problem solve" which are really important in daily life. I love what I do, but it has to be one of the hardest jobs around! I just gave a math quarterly assessment and became very frustrated after I graded it. We have been working and practicing in small groups for many months on certain skills and I thought they were doing great, but they did not do well on the assessment! I just don't understand. I question if the kids didn't do well because they did not understand or if they are SICK of taking tests and just guessed to get it over with! What kind of grading system do you use? As, Bs, Cs, Ds, Fs?

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