• IGBE: Remedial Instruction


    The District designs and operates a core instructional program aligned to Ohio’s Learning Standards and developmentally appropriate to avoid the necessity for remedial education. However, in those cases in which students have not demonstrated satisfactory progress towards attaining the academic standards for their grade level, efforts are made to remedy the condition and achieve the learning results sought through targeted and intensive interventions within a multi-tiered system of support. Schools will provide tiered evidence-based interventions to meet the needs of students who are not attaining grade-level standards.

    The District offers intervention services to students who score below the proficient level on a fourth, fifth, sixth, seventh, or eighth-grade achievement test and are not demonstrating academic performance at their grade level based on a diagnostic assessment.

    Any student who scores at or below the proficiency cut score on an End of Course Exam shall receive intervention services.

    Specified students offered intervention services either after-hours or in summer classes are truant if they do not attend the intervention programs.

    The District involves the student’s parent or guardian and classroom teacher in developing the evidence-based intervention strategy. In addition, the District offers the parent or guardian the opportunity to be involved in the intervention.

    The District maintains a variety of targeted and intensive intervention programs which assist all students in meeting and maintaining student proficiency of grade-level standards in literacy and mathematics. These programs include evaluating student achievement related to the program objectives and standards. In addition, the District coordinates ongoing communication between teaching staff members and parents of students participating in intervention programs. The Chief Executive Officer evaluates the intervention programs and reports to the Board of Education each school year on their effectiveness.

    Third Grade Reading Guarantee

    The Board of Education believes in the importance of developing English language skills. As a result, the Board promotes the importance of reading skills through English diagnostic assessments and reading intervention services to provide a meaningful tool to identify and assist students in achieving proficiency in English language arts.

    The District annually evaluates the English reading skills of each K-3 student by September 30 and identifies students who are reading below their grade level. The District uses a diagnostic assessment to measure English proficiency appropriate for the grade level and is adopted under State law or is a comparable tool approved by the Ohio Department of Education. In addition, the student’s classroom teachers are involved in assessing and identifying students reading below grade level.

    The District provides written notification to the parents or guardians of students reading below their grade level. The District offers intensive reading instruction to students immediately following the identification of a reading deficiency. In addition, the District develops a reading improvement and monitoring plan within 60 days of receiving the student’s diagnostic results.

    For students retained at the end of third grade, the District provides intense remediation services that include intensive interventions that address the student’s specific areas of deficiency. Further, the District provides each retained student with a high-performing teacher and the option for such students to receive applicable services from one or more providers other than the District.

    The District provides students who have been retained and have demonstrated proficiency in a specific academic field as defined by State law with instruction commensurate to their achievement level.

    Students who have been retained and have subsequently demonstrated reading skills at or above grade level shall be eligible for mid-year promotion to the next grade.


    • Adopted: October 4, 2001
    • Amended: September 25, 2012; March 29, 2022

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