Reading Support Overview

In 2016, the Michigan Legislature passed a law that will impact 3rd grade students not reading at grade level, beginning with the 2019-2020 school year. The law states that third graders may be retained if they are more than one grade level behind. In response to the legislation, we identify K-3 students that need further assistance in literacy using our assessment system. We notify and meet with families of students to develop an Individual Reading Improvement Plan (IRIP). The meeting will address the identified area(s) of need. The plan will describe what additional measures will take place at school to help the students. There will also be a read at home plan that extends learning beyond the school day. Many of these meetings will be taking place in conjunction with conferences this year.

Listed below are some frequently asked questions that may help you understand this process.

What is An Individual Reading Improvement Plan (IRIP)?

The Individual Reading Improvement Plan shall be created by the pupil’s teacher, school principal, and parent or legal guardian and/or other pertinent school personnel, and shall describe the reading intervention services the pupil will receive.

When do schools start creating IRIPs for students with reading concerns?

The district begins creating IRIPs during the 2017-2018 school year for students in grades K-3 within 30 days of the student showing need.

What if within the 30 days a student goes from deficient to proficient? Does there still need to be an official IRIP?

The need for an IRIP should be based on the full assessment system, including classroom assessments and formative practices and be provided to students as needed to support learning and literacy proficiency. The student may no longer need intervention, but monitoring will continue throughout the year.

What is the focus of the IRIP?

We focus on the following components of literacy; however, an IRIP may include additional areas of need:

• Phonemic Awareness: Ability to hear and distinguish sounds.
• Phonics: Ability to understand relationship between letters & sounds they represent.
• Fluency: Ability to read with sufficient speed to support understanding.
• Vocabulary/Oral Language: Knowledge of, and memory for, word meanings.
• Comprehension: Ability to understand and draw meaning from text.
• Writing: Ability to use mechanics in writing OR ability to compose quality writing
• Other

What is a take home plan?

During the IRIP meeting, our school in collaboration with parents, will determine a plan for out of school time. Resources for the plan will be provided to the parents or an out of school time provider.

What is Intervention?

Intervention takes place when a student is not grasping a concept. Intervention is first provided by the classroom teacher. On some occasions students will receive an intensive research-based intervention for a period of time by additional intervention staff.

Please feel free to contact your building principal, Intervention Specialist or the Director of Student Achievement, if you would like more information about this law, the IRIP process or any other question regarding reading support.