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3rd Grade Reading Law

Page history last edited by Karlie Parker 5 years, 9 months ago

Developing Leaders Notes

Date: October 10, 2018

Session Title: 3rd Grade Reading Law & Students with IEPs

Focus Area:Skilled Staff

MAASE Focus Areas:

We will align and organize the strategic priorities and work of MAASE to focus on the following elements:

High Quality Student Evaluations

Specially Designed  Instruction

Skilled Staff

Program Evaluation

Through the platforms of:

Association Partnerships

Legislative Action and Advocacy

Professional Learning

Membership Services


EdCamp is an open format where group members share thoughts to help one another in implementation of "real life" practice. These notes reflect the thinking of someone in the group but do not represent an official position on behalf of MAASE. Anyone using this as a resource is encouraged to use their best judgement in interpreting the suggestions.


MAASE EdCamp Format:


Clarify the Problem of Practice to Solve

Collaborate around the Problem of Practice by offering suggestions and resources

Give feedback to the committee on how to improve next time





Clarification of Problem: 3rd grade reading law and students with IEPs

How are center based programs focusing this need in the IEP?





Center Based Programs:

  • Put together an assessment plan to gather data for students - decided that the ISD form would be the same - using two levels of Brigance to write IRIP - IEP goals on IRIP form

  • Helpful tool - parents seeing it, teachers deepening their level of teaching reading

  • Wayne (parts taken from Mississippi) and Reading AtoZ assessment parts - created new - but wanted relevance to staff (currently feeling like it is “one more thing”)

    To meet with Literacy staff as a next step

  • Materials and examples on the SLIP site for some examples

  • Will likely need an IRIP every year - law says until they are at grade level

Other programs:

  • MiCi program - uses district IRIP form - what came to light is that they were not using district assessments (NWEA, DIBELS) which prompted conversations, clarified expectations (yes, they need to complete IRIPs for students with cognitive impairments

  • Resource collaborating with gen ed - working well

  • For programs sharing between local/county, when the district has approved assessments, do we do what the local provides, or the ISD?

    Guidance from MDE for which assessments to use, option to create your own (with given components)

  • What processes are used in collaboration with literacy staff to ensure assessments align with district?

    Collaboration needed between curriculum and special ed staff

  • What has been pushed back? Some components are for Fall 2019 -retention

  • Parents - not much pushback - are they informed? Using letter home (Wayne’s template)

    • Uptick in parent request for evaluation

    • Some work around how to deliver communication to parent

    • Is Reading Law a gateway to special ed requests? Fear of retention

    • Child Find - can be a good data source for schools

    • How to support parents in managing their role with reading

  • Teacher effectiveness and confidentiality with ratings

  • Pro - examining literacy programs, refreshing instruction, connecting literacy staff with center based students/staff, breaking down silos so all kids have opportunities (CTE, literacy, etc)


  • Brigance - ready to revisit, additional conversation with staff

  • AEPS - Assessment Evaluation and Program System for Infants and Children (second edition - new edition in 2019) ages 0-6 - a whole child approach - could use for SXI - good tool for the team - writing great goals -Kristie Pretti-Frontczak-developer of this tool, could be a resource

  • When using different assessments, where should we be focused on for progress monitoring, IRIPs? Chart to align and correlate scores - Reading AtoZ website LINK “correlation chart”




  • What made this time worth your while?

  • What specifically can we do to make this better?