By Susan Bromley

Staff Writer

Brandon Twp.

– Very few students in the district repeat a grade, and almost none beyond second grade.

That number should remain unchanged despite PA 306 of 2016, recently signed by Gov. Rick Snyder, and under which beginning in the 2018-19 school year, third grade students that do not test proficient in reading would be held back.

“I am expecting our retention rate will be unchanged,” said Kristy Spann, executive director of curriculum. “Typically, we are not retaining kids beyond second grade, we know it doesn’t work. We are looking at maybe three retentions per year across the district. We retain very few students, not because we cross our fingers and hope for the best, but because they have been receiving regular interventions, initial reading intervention and small group intervention. This is something we have really taken to heart for years.”

Those best practices, Spann reassured the school board at their November meeting, are why there should be little concern with the passing of P.A. 306, which began as H.B. 4822, and attempts to ensure that more students will achieve a score of at least proficient on the third grade ELA portion of the MSTEP, the state assessment test. Michigan is only of only five states that have shown negative improvement for early reading since 2003.

In a presentation at the Nov. 21 meeting, Spann explained points of the law that requires implementation of many elements to ensure early intervention for at-risk students, including many the district already employs and that although the law mandates retention of third graders who are not proficient in reading according to a single assessment by the end of the year, there are many avenues for exemptions.

District interventions already in place or planned in order to improve reading outcomes include more assessments throughout the year, the first within 30 days; individual reading plans for students who are deficient in reading; a letter to inform parents in writing of reading deficiencies; use of literacy coaches provided by the intermediate school district and additional coaches; and establishment of reading intervention programs.

Those reading intervention programs, again, already in place or being planned, include periodic screening and monitoring and using intensive development in the five major reading components— phonemic awareness, phonics, fluency, vocabulary, and comprehension. Read-at-home plans will also be established and school staff will document their efforts to engage parents.

“We have been working on improving reading instruction for years,” said Spann. “Not everyone puts the same emphasis on it, but having kids come to school ready to learn is so important. When kids come to Kindergarten, it is important for them to already know we read from the top of the page to the bottom, from left to right, and you turn the page and keep on reading. This is a skill kids learn when they are read aloud to. We have concepts about print and when they come to school without those concepts, it puts them at a disadvantage.”

Carrie Losey, a reading and writing coach in the district who works primarily with elementary students at Oakwood and Harvey Swanson, offered tips for parents to help their children become good readers and starting early, she says, is crucial.

Even before her own children could talk, Losey talked to them constantly as well as sang songs to them. As they grew, she would make books with pictures of family and common items with words written underneath to familiarize them with the things and people in their world.

She recommends parents find things their children are passionate about early on and read to them to learn about things together.

“It’s easier to read and write about something they like,” she said. “Later on, when they write about something they don’t like, at least they will have experience. Snuggle up and read together and take turns to take the pain of it away and make it fun.”

Losey notes that what is difficult about teaching reading is knowing what a child’s capabilities are so that when they are prompted to read, it is known to what extent they are able and if they are not at a certain level, it can be demonstrated so they know how. Doing this, she adds, puts the adult in the child’s learning zone and not expecting what they can’t do.

“Before third grade, get books in their hands and make books together and look at what makes up that text,” said Losey. “Third grade is when you start reading to learn, before that, it is learning to read.”

If your child is not testing proficient on the MSTEP test by the end of third grade, however, they can still advance with a good cause exemption under the new law taking effect in 2018-19. Exemptions will be accepted if the superintendent or a chief administrator determines promotion is in the best interest of the pupil; or, if a student has an IEP or 504 plan; or, a student has limited English proficiency with less than three years in English Language Learners program; or, is a student who has already received two or more years of intense reading instruction and was already retained; or if the student has not received the appropriate individual reading plan.

A student who is not reading proficient can also receive a “smart promotion” if that student is proficient in all subject areas assessed other than the ELA, and if the pupil is proficient in science and social studies as shown through a pupil portfolio.

Students who are promoted through a good cause exemption or smart promotion will continue to receive reading intervention.

Losey also encourages parents to continue reading with their children even after they are independently reading.

“Don’t stop reading with your child just because they are older, and in middle school,” she said. “Find something interesting to you that you want their opinion on. It’s not rocket science, kids who read a lot with their parents tend to be good readers.”