Section 511IAC6.2-3.1-3. Reading plan; components

   (a) A reading plan includes the following:

(1) Membership of the reading leadership team.

(2) Measurable student achievement goals for each grade level.

(3) Reading instruction in accordance with section 4 of this rule.

(4) Details of the manner in which the school plans to use formative and summative assessments for the following:

(A) Students in kindergarten through grade 2 that measure the following:

(i) Phonemic awareness.

(ii) Phonics.

(iii) Fluency.

(iv) Vocabulary.

(v) Comprehension.

(B) Students in grade 3 and higher that measure vocabulary and comprehension in relation to content knowledge.

(5) Intervention in accordance with section 5 of this rule.

(6) A requirement that all students taking ISTEP and IMAST assessments take the IREAD-3 assessment.

(7) Beginning with the 2012-2013 school year, retention of a student in grade 3 if the student does not achieve a passing score on the IREAD-3 assessment during the previous school year or during a subsequent attempt at passing IREAD-3. The student shall not be retained if one (1) of the following applies to the student:

(A) The student has been retained two (2) times prior to promotion to grade 4.

(B) The student has a disability and a case conference committee has determined that promotion is appropriate.

(C) The student is an English learner and a committee consisting of:

(i) the student's parent;

(ii) a building level administrator or designee;

(iii) a classroom teacher of service;

(iv) an English learner teacher, if one exists; and

(v) an English learner district administrator, if one exists;

determines that promotion is appropriate based on the implementation of researched-based instructional practices outlined in the student's individual learning plan.

(8) Promotion of students retained under subdivision (6) when the student achieves grade-level reading proficiency as demonstrated by passing IREAD-3.

(9) Professional development for teachers that includes the following:

(A) Utilizing assessment data to target the measurable student achievement goals for each grade level.

(B) Development differentiated for teachers based on classroom data.

(C) Development of model classrooms within the school.

(D) When possible, job-embedded time for professional development and collaboration.

(10) A monitoring plan that evaluates the implementation of the reading plan.

  (b) A reading plan for a charter school will be collected by a charter school's sponsor, and must include the general information required in this section, but does not need to meet the form prescribed by the department. (Indiana State Board of Education; 511 IAC 6.2-3.1-3; filed Mar 25, 2011, 10:26 a.m.: 20110420-IR-511100635FRA; filed Mar 21, 2012, 11:28 a.m.: 20120418-IR-511110561FRA)