Title: READING FIRST MISSION Less Than 5 Percent of Students Referred to Special Education in 2004-05
1READING FIRST MISSION Less Than 5 Percent of
Students Referred toSpecial Education in 2004-05
- Alice Furry
- Marvi Hagopian
2- In the United States, 44 percent of fourth grade
students are at below basic levels only 2 to 5
percent of total number of students should
legitimately be classified as having severe,
intrinsically-based learning disorders.
3- Sixty to 80 percent of students in special
education are likely to be suffering from
consequences of inappropriate teaching, low
standards, and/or disadvantageous environmental
consequences.
4THE CHALLENGE FOR READING FIRST Reduce the
Number of Referrals to Special Education
5What Research Tells Us
- Reading disabilities affect at least 10
million children in the US - Most reading disabilities reflect a persistent
deficit rather than a developmental lag - Approximately 74 percent of the children who are
reading disabled in the third grade will remain
disabled in the ninth grade
6- Distinguishing between disabled readers with and
without an IQ achievement discrepancy is an
invalid measurement - Children with and without reading discrepancies
show similar information processing, genetic, and
neurophysiologic profiles
7What Research Says About Students with Reading
Delays
- 80 percent of students who fall behind in reading
by the end of first grade are still significantly
behind in fourth grade, despite current
conventional intervention practices - Of the students with reading delays, 80
percent have primary weakness in
phonological/phonemic awareness, phonics and work
study, and oral fluency
Based on research published in multiple sources
and conducted by the National Institute for Child
Health and Human Development (NICHD), the US
Department of Education, and the US Department of
Special Education.
8- The primary message of the No Child Left Behind
is URGENCY - Leave No Child Behind! - Teachers must determine at the earliest possible
moment when a student is beginning to fall
behind, and at the same time, know how to
intervene to prevent that student from falling
further behind.
9- It is now known that students do not outgrow
reading problems!
10Be it Resolved
- Assessment and systematic, explicit, accelerated,
and focused intervention efforts early in the
school career of a child/student can make a huge
difference.
11Definition of a Student At-Risk of Falling Behind
- A student who the classroom teacher identifies as
behind his or her peers as indicated by
observations and progress monitoring assessments - A student who has problems with
- Spoken language
- Separating phonemes
- Matching sounds to letters and spellings
- Spelling
- Decoding
- Word substitution when reading, etc.
See Overcoming Dyslexia by Sally Shaywitz, M.D.
12Evidence Gathering and Confirming a Student
At-Risk
- Initial Evidence
- Kindergarten Monitoring Log and Assessments
- Grades 1-3, 6-8 Week Skills Assessments in the
range of 0-3 scores in repeated succession
especially for oral fluency and comprehension
subtests - Confirmed Evidence
- Results from State Approved Screening/Diagnostic
Assessments
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14- Screening Assessments have predictive validity
and are used to determine which students are
likely to experience reading difficulty and need
additional prevention/intervention instruction.
15- Diagnostic Assessments offer reliable, stable,
and consistent evidence as to which beginning
reading technical skills are mastered or not
mastered and how much instructional
prevention/intervention is most likely needed.
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20State-approved Supplemental Intervention
Materials and Comprehensive Stand-alone
Intervention Programs State Board approved list
release dates
- November 10, 2004
- January 13, 2005
- March 10, 2005
- May 12, 2005
21- The State Board list will be based upon
recommendations of the Department of Education
and the Reading First, California Technical
Assistance Center. Criteria will include ratings
on
- if it is research-based
- if it is aligned to adopted reading/language arts
program - if it is aligned to California English/Language
Arts Content Standards
22- List of eligible intervention materials and
programs must have been previously evaluated by
either the Western or Eastern Reading First
Technical Assistance Centers. See web sites
- WRFTAC
- http//reading.uoregon.edu/curricula/or_rfc_review
_si.php - ERFTAC
- http//www.fcrr.org/FCRRReports/contents.htm
23Special Education ReferralReduction Program
Application Guidance(see Application -- Sample)
241. Program Goals and Intents
- Our district is committed to the Special
Education Referral Reduction goal of the Reading
First (RF) program and intends to implement a
plan of early identification and accelerated and
focused prevention/intervention instruction.
252. Program Assignments and Responsibilities
- The plan allocates the necessary time and staff
to oversee the implementation of this program at
each of our RF schools.
263. RF Site Participation
- All participating RF school sites are included in
this program.
274. Screening and Assessment
- Our district will select approved screening and
diagnostic assessments to identify students for
participation in this program.
285. Monitoring Responsibilities
- Our district has designated and approved the
monitoring responsibilities of all staff involved
in the program.
296. Reporting
- At the end of the year our district will submit
required reports to the California Department of
Education (CDE)
- 2004-05 the number of special education
referrals by grade level - 2004-05 the number of referrals placed in
special education
307. Full Core Program Implementation
- Our district will fully implement the state and
district adopted reading/language arts
instructional program as designed and analyze its
effectiveness for each student prior to placement
in a multi-tiered program that includes a
supplemental prevention/intervention program.
318. Research-Based Supplemental Programs
- Our district will only use research-based
supplemental prevention/intervention programs
after all efforts of full implementation of the
adopted program have been exhausted.
329. Supplemental Materials
- All supplemental materials used in our
intervention program will be research-based and
selected from the approved list provided by the
State.
3310. Budget Difference between grant rate of
6,500 and 8,000 per RF teacher
- The LEA will be asked to submit a revised program
budget no later than three months after receiving
the grant award amendment for this program.
34Application should be
- Single-spaced
- At least 11-point font size
- One-inch margins all around
35For Assistance
- Check with your Reading First Regional Technical
Assistance Center Director
36Questions