Transcript READ FIRST, NEW JERSEY

Intensive Early Literacy
Focus: Provision of Services to
Students with Disabilities
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Impact
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NJ Reading First: 82 schools and
22,400 students
Intensive Early Literacy (Abbott
Districts): 305 schools and 150,000
students
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Abbott and SPED
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Of the 313,164 students enrolled in
Abbott schools,
• 46,313 are classified as students with
disabilities
• 36,818 are categorized as limited
English proficient (LEP)
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Prek through 12th grade
Source: NJDOE October 15, 2003 enrollment
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Bilingual SPED
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The USDOE, Office of Special
Education estimated (school year
2000-2001) that 9% of all children
with disabilities are also LEP
In NJ Abbott districts that would
mean that 4,168 classified students
are also LEP (Fall 2003).
Source: Learning Disabilities in ELL: Identifying the
Issues,2005.
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Philosophy/Principles
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SBRR (Scientifically Based Reading
Research) and the five essentials of
reading as per NRP and USDOE (NJ has
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Early Literacy Task Force Report
Preventing Reading Difficulties in Young
Children, Snow, Catherine et al.
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SBRR
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Scientifically Based Reading Research has
strict requirements including:
• Random Trials – control and experimental
groups based on quantitative analysis
• Successful application in similar
location/situation/population
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IEL and SPED
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Consistent with the expectations of
Reading First and Intensive Early
Literacy, all programs for students
with disabilities, (inclusion, resource
center, self-contained program) for
LAL instruction must be organized
and inclusive of the following basic
principles:
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Critical Elements
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Motivation and Background
Knowledge
Phonemic Awareness
Phonics
Vocabulary
Comprehension
Fluency
Writing
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Structure
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90 minute, uninterrupted block of
time.120 minutes for Bilingual/ESL
students.
Requires specific time to small
group instruction during reading
block. No Pull-outs.
First tier of interventions must take
place in the general education
classroom.
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Exceptions to
Structure
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Must include a minimum of 90 minutes
of uninterrupted literacy instruction unless
specified in their IEPs
May include additional instructional
time in order to increase progress in
reading proficiency (should be stated in
IEP)
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Classroom Libraries
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Must contain a minimum of 300 titles
Must contain reading material of varying
• Genres
• Levels
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Instructional (for emergent readers, books that are:
predictable, contain controlled vocabulary, and are
decodable)
Core expectations (may be used by teacher for read
alouds and/or available on tape for student’s
independent use)
Independent (self selection, FVR, DEAR)
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Curriculum
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6 Key areas that must be aligned
• NJCCCS
• Thematic organization
• CRP (Comprehensive Reading Program)
and other materials and supplies (e.g.,
classroom library) must be mapped
• Strategies and Techniques
• Assessment (benchmarks)
• Compensatory and Supplemental
programs
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Curriculum
specific to SPED
Must have access to the districtselected general education:
 Comprehensive reading program
 Materials and assessments
 Specialized supplementary materials
and supplies
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Curriculum
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Requires differentiated materials,
strategies and techniques, and multiple
entry points for special populations and
requires native language and ESL reading
as per state bilingual law
Requires use of appropriate software
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Assessment and
Testing
• Assessment of
Home Language
and
• English Language
Proficiency Test
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Levels of Assessment
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Screening
NJCCCS Benchmarks
Diagnostic
Annual testing
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(Nationally recognized normed or
criterion referenced test)
State mandated assessments (NJASK3)
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Assessment Level
Screening: An assessment
that is valid, reliable and
based on scientifically
based reading research.
It is a brief procedure
designed as a first step in
identifying children who
may be a high risk for
delayed development or
academic failure and in
need of further diagnosis
of their need for special
services or additional
reading instruction.
Tool
Grade
Levels(s)
Given
Area of Reading Assessed
Phonemic
Awareness
Phonics
Fluency
DIBELS
K-3
F W S
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DRA2
K-3
F
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S
Vocabulary
Comprehension
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Assessment Level
Ongoing: An assessment
that evaluates
children’s learning
based on systematic
observations by
teachers of children
performing academic
tasks that are part of
their daily classroom
experience and is used
to improve instruction
in reading, including
classroom instruction.
This assessment is
aligned to the
curriculum (which is
aligned to the
NJCCCS).
Tool
Grade
Level(s)
Given
Area of Reading Assessed
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
ELAS
K-1
F W S
Evaluation
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Locally
Devised
K-3
Quarterly
Evaluation
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Assessment Level
identifying a child’s specific areas
of strengths and weaknesses so
that the child has learned to read
by the end of grade 3
2.determining any difficulties that a
child may have in learning to read
and the potential cause of such
difficulties
3.helping to determine the possible
reading intervention strategies and
related special needs
1.
Grade
Level(s)
K-3
see Oregon List at:
http://www.nj.gov/njded/grants/docs/AppendixD.pdf
Diagnostic: An assessment
that is valid, reliable and
based on scientifically based
reading research. It is used
for students below reading
level as identified by the
district-approved reading
program and/or the school
level WSR model and serves
the following purposes:
Tool
Given
as needed
Area of Reading Assessed
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
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Assessment Level
Tool
Grade
Level(s)
Given
Area of Reading Assessed
Phonemic
Awareness
Summative: An outcome
assessment that is Stateapproved, normreferenced and/or
criterion-referenced and
is independent of the
Comprehensive Reading
Program.
Phonics
Fluency
Vocabulary
Comprehension
NJASK3
3
S
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NJASK4
4
S
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Terra Nova
2nd ed.
K-2
S
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SPED Considerations
Assessor(s) should:
 Be knowledgeable of the students’
disabilities and testing
accommodations based on IEPs
 Consider student’s disability when
selecting tool(s) used and
administration schedule
• For example, a student with auditory
processing problems may have difficulty
on tasks that require segmenting,
blending, and manipulating sounds
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SPED Considerations
Assessor(s) should:
 Adjust the frequency of
assessment to determine the
responsiveness of students with
disabilities to instruction and to
make needed changes in
instructional practice
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Compensatory and
Supplemental Services
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Interventions must be SBRR
Provision of supplemental services for
children reading below grade level in
accordance with NCLB and IEP
•In-class co-teaching
•Reading Recovery
•After school
•Summer, etc.
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Interventions
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Must occur before a student is
classified
After classification, must be
delineated in the IEP
• i.e., “In-class” support instruction for
reading/literacy assumes that the inclass support teacher will be present 90
minutes. If this is not needed, the IEP
must specify the appropriate amount of
time.
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Professional Development
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Must include the areas of:
• SBRR and six components of
Reading
• Curriculum mapping
• Approved strategies and
techniques
• Assessment
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Professional Development
Special Education Teachers:
 Must be included in district training
on Reading First and IEL
 Must be given access to higher
education training/classes provided
to district staff
 Must be involved in support activities
provided by Literacy/Reading
Coordinator and Literacy/Reading
Coaches
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Populations Served
Impacts all populations including:
General Education, English
Language Learners and Special
Education students
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Additional Personnel
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Reading First - Reading
Coordinator and Literacy Coaches
are required
Abbott – Literacy Coach at the
school level is recommended and
an allowable Abbott position and
expense
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Special Education Literacy
Initiatives Contacts:
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Fred Carrigg
Special Assistant to the Commissioner for
Literacy
(609) 633 – 1726
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Peggy Thorpe O’Reilly
Acting Manager, Program Development,
Office of Special Education
(609) 633 – 6430
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Linda Dold-Collins
State Coordinator for Intensive Early
Literacy
(609) 633 – 0370
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