Jerome Joint School District No. 261

CURRICULUM AND INSTRUCTION 2125

K-3 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.

Definition

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.

Intervention Program

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.

Parental Notification

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:

1. 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);

2. A description of the current services that are provided to the student; and

3. 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 deficiency.

Following development of the plan, the parent(s)/guardian(s) will be provided with:

1. 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

2. Strategies for parent(s)/guardian(s) to use at home in helping their student to succeed in reading.

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.

Student Records

The assessment scores and interventions recommended and implemented shall be maintained in the permanent

record of each student.

Reporting

Annually by October 1, the District shall report to the Idaho State Department of Education in their annual

continuous improvement plan the following information on the prior school year:

1. 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

2. 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 reading.

Cross Reference: 1315 District Planning

1650 New Board Member Training

Legal Reference: I.C. § 33-1805 Reading Instruction and

Intervention Reading and

I.C. § 33-1806 Intervention Reading and

I.C. § 33-1807 Literacy Assessment Program

I.C. § 33-1809 Accountability and Continuous Improvement

Other Reference: Idaho Comprehensive Literacy Plan December 2015 (available at: https://boardof

ed/resources/ last visited 10/16/2019)

Policy History:

Adopted on: 10/25/2016

Revised on: 11/16/2021