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Reading First, Special Education and Struggling Readers

“Fighting to Make a Difference”

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Today’s ObjectivesTake stock of the instruction currently being

provided for your struggling readers.Gain a clearer understanding of the role of

the S4’s.Explore ways to support special education

teachers and other educators who teach struggling readers in your school setting.

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Considerations• What specific steps are your regular

classroom teachers taking to ensure that exceptional students are receiving quality reading instruction?

• What specific steps are your special education teachers taking to ensure that the students they serve are receiving quality reading instruction?

• Is the necessary professional development and support available for teachers who work with the exceptional students in your setting?

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Taking Stock“Checklist for Struggling Readers”

This checklist guided you in answering key questions:

Are placements working? What barriers prevent students from being served? Is the IEP process effective? Are teachers prepared to co-teach? Do teachers have a common planning time? Can someone administer modified DIBELS? Is someone trained in assistive technology? Do students receive extra instruction as needed?

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What is an S-4?• Struggling • Student • Support • Specialist • (S4)

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The Role of the S4

Consultant

- Consults with the Literacy Coach concerning tailoring instruction for the struggling reader following Reading First guidelines

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The Role of the S4

Facilitator

- Facilitates the implementation of effective strategies for teaching the struggling reader in the five dimensions of reading

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The Role of the S4

Resource

- Serves as a resource in assistive technology, alternate assessments, co-teaching, effective IEPs, and the adaptation framework

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Where the Role of the S4Stops

•The S4 offers assistance only when requested (for example, offering advice about a struggling child).•The S4 has no administrative authority to mandate action on the part of the school, the district, the LC, or teachers.•Visits by an S4 are at the convenience of the school.•The extent of a school’s interaction with an S4 is up to the school.

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CASE STUDYCase #1 – Cassius

Grade 3

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Case Study #1Gender: M Economically

Disadvantaged: Yes

Ethnicity: African American

English Proficiency: Native

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Case Study #1Special Education services:

SLD self-contained

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The Story of ChampionsOn the Job Scenario—GARF S4

Georgia

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Round 1• S4 arrives and LC expresses a concern

about Cassius’ lack of progress and requests advice.

• S4 and the LC visit Cassius’ classroom.

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Round 1 What additional information about

Cassius would the S4 need in order to assist the Literacy Coach?

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Round 1• LC has documented specific information about

Cassius: – Where he is during the 135-minute block– DIBELS scores – Identified areas in need of improvement

• S4 meets with LC to map out the course of action for the visit

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Round 2 S4 and Literacy Coach collaborate:

• What are his IEP goals?• How much time does he spend in his regular class?• To what degree is he participating during that time?• What options are provided within the adaptation framework?• Is assistive technology in use?• Is the Special Education teacher trained in co-teaching

strategies?

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Round 3: Months later• At the request of the LC, the S4 observes

Cassius during the reading block in his third-grade classroom

• Special Education teacher is co-teaching during 135-minute block

• Third-grade teacher and Special Education teacher are collaborating to ensure that the SLD resource time is spent providing him with review and preview

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Round 4• Each school determines which of the trainings we

are making available will be needed • LC goes to www.mikogroup.com and registers for

trainings • LC shares information from training with the

teachers and staff. This could occur individually, in grade groups, or in another manner.

• Teachers implement the new strategies they have learned, as appropriate to meet the needs of their struggling readers

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TKO!Cassius’ use of new strategies

is beginning to accelerate his learning!!

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Adaptations Framework:Effective Instruction for

Struggling Readers

Based on Research-Based Practices Developed By Special Education Reading Project (SERP)

Presenters:Dr. Cassandra L. Allen, Director

Northwest Georgia Learning Resources System (GLRS)Phone: com706-295-6189, ext. 17, Email: callen@nwgaresa

&

Dr. Terrie Young, DirectorEast Central Georgia Learning Resources System (GLRS)

Phone: 478-275-3666, Email: terrie@hgresa.org

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“Inclusion & Models Of CO-Teaching: A Great Environment for Teaching Reading”

Cassandra L. Allen, PhD.Director, Northwest GLRSOffice: 706-295-6189, ext. 17Email: callen@nwgaresa.com

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Assessment Options for Exceptional Students

(and Other Students who Struggle)

Making the Best Use of DIBELS and other Assessments

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Supporting Reading Success Through Assistive Technology

Georgia Project for Assistive Technology528 Forest Parkway, Suite C

Forest Park, GA 30297404-362-2024

www.gpat.org

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Training Adaptation Framework

CoTeaching/Inclusion

Assistive Technology

Assessments IEP’s S4 conference calls

Dates 10/7; 11/17; 2/16

TBA 11/2;11/15;11/16Macon State, VSU, Kennesaw State

Paper/Pencil DIBELS-GLRS Specific dates TBA

TBA 10/14;12/15; 3/2;4/27 9:00 a.m.

For Whom

LC, S4, LEA, Principals, SPED Director

LC, S4, LEA, Principals, SPED Director

LC, S4, LEA, Principals, SPED Director

LC, S4, LEA, Principals, SPED Director

LC, S4, LEA, Principals, SPED Director

S4, DOE, Mike McKenna

Register Mikogroup.com Mikogroup.com Mikogroup.com Mikogroup.com Mikogroup.com Not necessary

Training Schedule

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Documentation:LC Struggling Reader Survey

• Submit to UGA via EMAIL

• 1/31/06• 3/31/06

How do we measure progress?

http://www.zoomerang.com/survey.zgi?p=U23WX5UXSX6A

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LC Special Ed Survey for RF

Questions marked with an asterisk (*) are mandatory.

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*Your school name?

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How many students have IEPs or 504 Plans with reading goals?

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How many students with IEPs or 504 Plans receive reading instruction full time in the 135 minute block?

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How many students with IEPs or 504 Plans receive reading instruction part ti me in the 135 minute block?

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How many students with IEPs or 504 Plans receive reading instruction for no time in the regular reading class?

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How many special education teachers are there in your school?

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How many paraprofessiona ls work with specia l educa tion students/teachers in your school?

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How many specia l educa tion teachers a re in the regula r classroom during the reading block?

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Have the specia l educa tion teachers been formally tra ined in these reading curricula?

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Do the specia l educa tion teachers have the adopted reading mate ria ls in the ir rooms?

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Have specia l education teachers pa rticipa ted in the tra ining for the adopted reading curriculum?

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Have the specia l educa tion teachers requested specific tra ining in e ithe r the adopted curriculum or another re ading program?

What kind of tra ining have they requested?

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Do co -teachers have common planning time?

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What reading curricula are the resource and self contained teachers using?

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How many of your special education teachers have participated in the struggling re aders class?

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How many of your parapros who work with special education have participated in the struggling readers class?

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How does your school administrat ion assist struggling readers in making progress during reading instruction?

18 How does the literacy coach assist struggling readers in making progress during reading instruction?

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How does the literacy coach as s is t s truggling readers in making progres s during reading ins truction?

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How does your S 4 as s is t s truggling readers ?

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What would help s truggling readers in your s chool?

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The torch has been lit for Georgia’s Struggling Readers

• Federal Funds• Special Education

component included in Georgia’s Reading First proposal

• Availability of training• Struggling Reader

Academy• S4s

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It is up to us to keep it burning!