READING FIRST MISSION Less Than 5 Percent of Students Referred to Special Education in 2004-05 - PowerPoint PPT Presentation

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READING FIRST MISSION Less Than 5 Percent of Students Referred to Special Education in 2004-05

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Title: READING FIRST MISSION Less Than 5 Percent of Students Referred to Special Education in 2004-05


1
READING 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.

4
THE CHALLENGE FOR READING FIRST Reduce the
Number of Referrals to Special Education
5
What 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

7
What 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!

10
Be 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.

11
Definition 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.
12
Evidence 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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  • 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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State-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

23
Special Education ReferralReduction Program
Application Guidance(see Application -- Sample)
24
1. 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.

25
2. 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.

26
3. RF Site Participation
  • All participating RF school sites are included in
    this program.

27
4. Screening and Assessment
  • Our district will select approved screening and
    diagnostic assessments to identify students for
    participation in this program.

28
5. Monitoring Responsibilities
  • Our district has designated and approved the
    monitoring responsibilities of all staff involved
    in the program.

29
6. 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

30
7. 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.

31
8. 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.

32
9. Supplemental Materials
  • All supplemental materials used in our
    intervention program will be research-based and
    selected from the approved list provided by the
    State.

33
10. 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.

34
Application should be
  • Single-spaced
  • At least 11-point font size
  • One-inch margins all around

35
For Assistance
  • Check with your Reading First Regional Technical
    Assistance Center Director

36
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