What do I need to know about my struggling readers?
At a minimum, it is important to know who the struggling readers are, what the IEP/504
Plan/SST specifies in terms of specially-designed instruction/accommodations and how
the specially-designed instruction is being delivered within the context of the Reading
First model.
What can/can’t the Struggling Student Support Specialist (S4) do?
The S4s can provide critical support to the literacy coaches. Their knowledge of the
adaptations framework (how to adapt core instruction to provide appropriate intervention
to facilitate mastery of grade level content) can be invaluable when structuring instruction
for those students who require interventions beyond the core instruction. S4s can assist
literacy coaches in observing instruction, interpreting DIBELS results, helping with
instructional grouping, and helping figure out how to provide accommodations. They can
work with the literacy coach and teachers to implement strategies to build reading
competencies for all students. What they can’t do is provide instruction to students, work
with teachers WITHOUT the literacy coach or take over the role of the literacy coach for
the special education teachers.
Why must the S4 always collaborate with the literacy coach?
The S4 is provided to help the literacy coach build his/her own capacity to provide
support to teachers in instructing the struggling students in their school. If the literacy
coach doesn’t have the opportunity to work alongside the S4 to develop the necessary
knowledge and skills, it will be difficult for the literacy coach to take over that role in the
absence of the S4.
How does SST/504 Plans/IEPs fit into all of this?
504 Plans/IEPs provide instructional guidance. Educators who write 504/IEPs determine
what specially designed instruction is needed for each student. The goal all educators
who develop 504/IEPs should be to provide the needed supports, services and
accommodations for each student to progress in the general curriculum. The goal is to
move each student as close to full time general education as possible, and to develop
skills which will facilitate this goal. Most of the concerns that arise with 504/IEPs and
Reading First involve scheduling and provision of accommodations.
Students who are a grade level or more behind in Reading should be closely monitored
by the SST. If strategies are not being successful after a few weeks, the team should seek
other strategies.
How can a student with a first grade reading level be expected to learn third grade
content?
There are many ways to provide access to general curriculum content. Adapted materials,
books on tape, and text reading software help many students access the material at a level
beyond their decoding ability. Additionally, there are many strategies that address
vocabulary development and comprehension that can be used in helping these students
access grade level content while they continue to receive intensive intervention to
develop basic reading skills. Exposure through grade level read alouds should be
provided to all students.
If the student has average, or above abilities, then the grade level content material must
be provided through Books on Tape, CDs, and/or Text Reading Software. In the absence
of these, the teacher can read the content to the student; the student can be paired with a
student who reads well, etc. In addition, the student must have access to all of the
General Education worksheets, materials, tests, etc. These must either be scanned into a
text reader so they can be read to the student or the teacher will need to read the material
to him/her. If, on the other hand, the student has below average abilities, the same access
to materials must be made available via technology and/or teacher assistance. However,
the content may need to be modified with more concrete versus abstract stories; shorter
stories; selection of the most important skills for that student; etc.
Reading First schools have access to professional texts such as Duffy and Beck.
What if the IEP says 45 minutes of specially designed instruction – how does that fit
into the 120/135 minute block?
The IEP team must determine how best to deliver instruction in reading. In many cases,
the best delivery will be in the general education classroom with the general education
teacher and the special education teacher co-teaching or collaborating for all or some of
that time. Co-teaching and collaboration are especially effective in meeting the needs of
both special education/struggling students who require needs-based groups beyond the
core instruction. Both teachers can work together to provide appropriate instruction to all
children in the class. For a few children, the IEP team may have determined that 45
minutes of the 120/135 need to be in a smaller, alternative setting. The IEP team should
also identify the areas in which the student needs specific instruction to facilitate the
return to the general classroom with appropriate supports and services, for the 120/135.
Remember, the IEP team can meet at any time to consider a change (placement, etc.) for
a student with a disability.
How is an “interruption in instruction” defined?
A break in reading instruction to do something else such as another content area, a
“specials” class or a whole-class exit from the room would constitute an interruption in
instruction.
For example:
 Having 60 minutes of reading, then 60 minutes of math, then 75 minutes of
reading IS an interruption.
 Taking all the children for a walk around the building IS an interruption.
 Sending small groups of students to complete an entire class bathroom break IS
disruptive.
 Going to the computer lab to do reading software and going back to the classroom
to teach reading again IS a time waster.
Grouping students to meet specific instructional needs does not constitute an interruption
in instruction.
For example:
 Personnel coming and going from a room is NOT an interruption.
 Children moving from reading group to reading group is NOT and interruption.
 Cross-class grouping for needs-based instruction is NOT an interruption. Please
be cognizant that frequent evaluation of student progress (every three weeks) is
required to ensure that students are placed appropriately.
If you are not sure if a strategy is appropriate, contact your regional person for another
opinion. Remember, usually those students who need more intensive instruction are the
very ones who have great difficulty with transitions. It is important to be creative in
keeping them focused by not moving them around and creating distractions that they
cannot overcome.
All students need 120 minutes or more of reading instruction per day. Each student
should be evaluated on a case by case basis to determine how best this goal can be
effectively accomplished.
As you MUST be aware, even students with the most significant cognitive disabilities are
expected to make progress in reading under IDEA and NCLB. With the instructional
resources available, it is not unreasonable to have this expectation for all of our children.