Gooding Jt. School District No. 231
- Reading Intervention
The District strives to ensure that all students read at or above grade level by the end of third grade. In order to achieve this goal the District shall establish a reading intervention program, in addition to core reading instruction, that is aligned with Idaho State Board of Education’s Comprehensive Literacy Plan. The District’s reading intervention program will include research- based literacy instructional practices, student engagement, and effective interventions.
Idaho has adopted the International Literacy Association definition of literacy. Literacy is defined as the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines in any context.
The District will provide a research based reading intervention programs to all kindergarten through third grade students identified with a reading deficiency as determined by the statewide reading assessments.
The program will provide intensive development in phonemic awareness, phonics, fluency, vocabulary, text comprehension, and decoding intervention as applicable to the grade level.
The District will monitor the reading progress of each student’s reading skills throughout the school year and adjust instruction according to student needs.
The program will provide a minimum of 60 hours of supplemental instruction for students in kindergarten through grade 3 who score below basic on the reading screening assessment and
a minimum of 30 hours of supplemental instruction for students in kindergarten through grade 3 who score basic on the reading screening assessment.
Reading Improvement Plan
Any student in kindergarten through third grade who exhibits a deficiency in reading based upon the statewide assessment shall receive an individual reading improvement plan. Any student who has been identified as not proficient through a local literacy assessment may also be put on a reading improvement plan. The District shall notify parent(s) or guardian(s) as outlined below once the deficiency has been identified and request their participation in developing the plan.
The reading improvement plan shall be created by the teacher, principal, parent(s) or guardian(s), and other pertinent school personnel, including staff assigned library duties, if applicable, no later
than 30 days after the identification of the reading deficiency. The plan will describe the reading intervention services the student will receive to remedy the reading deficit.
If, after a good faith effort, the District is unable to engage the parent(s)/guardian(s) in the development of the student’s reading improvement plan within 15 days of notification, school personnel may move forward with the creation of the student’s reading improvement plan without parental participation.
Students who are on a reading improvement plan and have been identified through the statewide assessment to be at grade level may be transitioned off of the reading improvement plan. The District shall notify the parents or guardians in advance of transitioning students off of their reading improvement plan.
The parent(s) or guardian(s) of any student in kindergarten through third grade who exhibits a deficiency in reading at any time during the school year shall be notified in writing of the student’s reading deficiency.
The Board hereby directs the Superintendent or designee to assist schools with providing written notification to the parent(s) or guardian(s) of any student who has not met grade-level proficiency.
The initial notification must include the following:
- A statement that his or her student has been identified as having a deficiency in reading and a reading improvement plan will be established by the teacher, principal, other applicable school personnel and the parent(s)/guardian(s);
- A description of the current services that are provided to the student; and
- A description of the available reading intervention and supplemental instructional services and supports that could be provided to the student that are designed to address the identified areas of reading
Following development of the plan, the parent(s)/guardian(s) will be provided with:
- A description of the reading intervention and supplemental instructional services and support that will be provided to the student that are designed to address the identified areas of reading deficiency; and
- Strategies for parent(s)/guardian(s) to use at home in helping their student to succeed in
At the conclusion of each school year, or earlier if it has been determined that the student is proficient and is no longer in need of intervention, the parent or guardian will be updated on the student’s progress, including any recommendation for placement.
The assessment scores and interventions recommended and implemented shall be maintained in the permanent record of each student.
Annually by October 1, the District shall report to the Idaho State Department of Education the following information on the prior school year:
- By grade, the number and percentage of all students in grades kindergarten through third performing at the basic or below basic level on local and statewide assessments in reading; and
- By grade, the number and percentage of all students in grades kindergarten through third performing at the proficient or higher level on local and statewide assessments in
Legal Reference: I.C. § 33-1614 Reading Instruction and Intervention
I.C. § 33-1615 Reading Assessment
I.C. § 33-1616 Literacy Intervention
Other Reference: Idaho Comprehensive Literacy Plan
Policy History: Adopted on: 9/13/16 Revised on: Reviewed on: 1/19/21