By Kitty Davis
Principal of Greenville Elementary
GREENVILLE – Grade 3 Reading Guarantee (GRTG) is a method of identifying K-3 students who are behind in reading.
Grade 3 students at Greenville Elementary School first took the Ohio Grade 3 English Language Arts two-part test on October 27-28, 2021. This test was designed to measure whether students are meeting or no to the TGRG requirements for promotion to fourth year. For 2021-2022, Ohio’s TGRG score expectations remained unchanged from the previous two school years. Currently, the mandate says that third-year students achieve a minimum passing mark of 46 (or a graduated mark of 683) on the state reading assessment. This cutoff score has been predetermined by the Ohio Department of Education, and it should be noted that it is one point higher than the required score in the 2018-2019 school year. A second administration of the Ohio Grade 3 English Language Arts assessment will take place at the end of March 2022.
In order to prepare for the next statewide online assessment, third-graders were given forty minutes per week of technology and keyboard instruction, in addition to their daily language arts instruction. . Additionally, in classrooms, students use their iPads to read skill-level books, correct vocabulary, and practice spelling. It also helps students practice the technology and keyboard input, which are used during tests.
Before the state tests, third-graders already had an opportunity to achieve the TGRG promotion score by taking the reading portion of the Measures of Academic Progress (MAP) in September. The MAP questions are designed to mimic the types of questions students were presented with about the Ohio Grade 3 ELA administration. A minimum score of 194, again determined by the Ohio Department of Education, is required for the reading portion of the MAP assessment in order to be promoted to fourth grade. It should be noted that this is also a one point increase from expectations for the 2018-2019 school year.
The September MAP results were recently shared with parents at parent-teacher conferences. A reading improvement and follow-up plan (RIMP) has been developed for any third-grade student who was “not on track” at the start of the year, as indicated by the MAP measure. This plan described to parents the interventions used to ensure their child’s success in reading. Students who participate in a RIMP spend at least 30 minutes a day in a small group, working at their instructional reading level.
Parents are encouraged to contact their third-grade child’s language arts instructor with any questions regarding TGRG requirements, RIMPs, or ways to help their child read.