Minimum Third-Grade ELA Performance Level

The minimum ELA performance level for third grade promotion is defined as:
A score of Level 2 or higher on the Grade 3 ATLAS Summative English Language Arts (ELA) assessment. For promotion purposes, the ELA performance level is what determines a student’s eligibility.

• ELA is a measure of how well a student is developing as a reader and writer.
• The score is based on a combination of skills: reading foundations, vocabulary, language, and writing. Even in the writing task, students use reading skills by responding to passages and supporting their answers with evidence from the text.
• The ELA summative score initiates the decision making process to the district to review the student's literacy progress and determine if the student qualifies for a good cause exemption or additional supports. 

Note: In rare cases, a student’s overall ELA score may not align with their reading performance. For example, some students score a Level 2 in ELA but Level 1 in Reading, or Level 1 in ELA but Level 2 in Reading.

In either scenario, these students are most likely right at the cut score between Level 1 and Level 2 and have not met mastery of grade level ELA standards. These rare cases represent approximately 3% of the student population.

For students in these rare cases:

• If needed, administer further diagnostic testing.
• Develop an Individualized Reading Plan (IRP) with targeted support.
• The school team, within a Multi-Tiered System of Support (MTSS), will work collaboratively with parents and guardians to determine whether:
• The student is ready for promotion with additional supports or
• The student would benefit from additional time and support before moving to fourth grade.

Note: District and school leaders should begin working with parents and educators immediately after the initial screening at the start of the school year, to develop an Individualized Reading Plan (IRP) and design appropriate interventions for all students.

The summative score at the end of the year should not be the first indicator of a student’s needs; early screening and ongoing progress checks must guide intervention and support.

Students with the most significant cognitive disabilities

Students with the most significant cognitive disabilities who are eligible for the Dynamic Learning Map (DLM) assessment

Students with disabilities (Non-DLM)

Students with a disability who have a current IEP or 504 Plan and have more than 2 years of well-documented Science of Reading aligned interventions delivered with fidelity

English Learner

Students who have had fewer than 3 years of formal English Learner instruction.

• For students who attended 3 to 4 years of instruction, the LPAC Committee will need to convene and look at all data points to determine if EL students have received meaningful access to core (Tier 1 with appropriate linguistic accommodations) to make an individual decision concerning promotion.
• For newcomers with fewer than 3 years of instruction, the LPAC team will need to convene and look at all data points to make individual student decisions.)

Students Previously retained

Students who have already been retained

Students receiving intensive support

Students who were previously evaluated for special education services and did not qualify, who have had intensive and evidence-based intervention for 2 or more years, and continue to demonstrate a reading need

Assessment portfolio

Students who have consistently performed at grade level in current and prior school years but score a Level 1 on the Grade 3 ATLAS assessment may demonstrate proficiency if the school provides substantial evidence through a student portfolio showing that the results do not accurately reflect the student’s reading ability. This may include students who scored a Level 2 in Reading on ATLAS.

Other students with necessary, justifiable good-cause exemptions

Students who experienced an isolated traumatic event that directly impacted performance on the assessment