Intensive Early Literacy Focus: Provision of Services to Students with Disabilities

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Intensive Early LiteracyIntensive Early LiteracyFocus: Provision of Services to Focus: Provision of Services to

Students with DisabilitiesStudents with Disabilities

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TimelinesTimelines Fall 02 – NJ receives Reading First grant Fall 02 – NJ receives Reading First grant

and NJDOE establishes Office of Reading and NJDOE establishes Office of Reading First, Abbott Division establishes Office of First, Abbott Division establishes Office of Urban LiteracyUrban Literacy

Fall 02 – 03 Reading Initiatives achieve Fall 02 – 03 Reading Initiatives achieve synergy (one message)synergy (one message)

Fall 03 – Abbott Division publishes revised Fall 03 – Abbott Division publishes revised rules and regulations with Intensive Early rules and regulations with Intensive Early Literacy requirementsLiteracy requirements

Fall 03 - First literacy coaches arrive in Fall 03 - First literacy coaches arrive in schoolsschools

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TimelinesTimelines

Fall 03 – Literacy Assessment Teams begin Fall 03 – Literacy Assessment Teams begin to visit schools and to provide direct to visit schools and to provide direct assistanceassistance

Spring 04 – Middle Grades Task Force Spring 04 – Middle Grades Task Force reports outreports out

Fall 04 – Full compliance with IEL for all Fall 04 – Full compliance with IEL for all Abbott SchoolsAbbott Schools

Fall 04 – Literacy regulations expand Fall 04 – Literacy regulations expand through grade 8through grade 8

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ImpactImpact NJ Reading First: 62 schools and NJ Reading First: 62 schools and

18,400 students 18,400 students

Intensive Early Literacy (Abbott Intensive Early Literacy (Abbott Districts): 292 schools and 100,000 Districts): 292 schools and 100,000 students students

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Abbott and SPEDAbbott and SPED Of the 313,164 students enrolled in Of the 313,164 students enrolled in

Abbott schools, Abbott schools, • 46,313 are classified as students with 46,313 are classified as students with

disabilitiesdisabilities• 36,818 are categorized as limited 36,818 are categorized as limited

English proficient (LEP)English proficient (LEP)

Prek through 12Prek through 12thth grade grade Source: NJDOE October 15, 2003 enrollmentSource: NJDOE October 15, 2003 enrollment

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Bilingual SPEDBilingual SPED The USDOE, Office of Special Education The USDOE, Office of Special Education

estimated (school year 2000-2001) that estimated (school year 2000-2001) that 9% of all children with disabilities are also 9% of all children with disabilities are also LEPLEP

In NJ Abbott districts that would mean that In NJ Abbott districts that would mean that 4,168 classified students are also LEP (Fall 4,168 classified students are also LEP (Fall 2003). Actual number is 2,364.2003). Actual number is 2,364.

Source: Learning Disabilities in ELL: Identifying the Issues,2005.Source: Learning Disabilities in ELL: Identifying the Issues,2005.

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Philosophy/PrinciplesPhilosophy/Principles SBRR (Scientifically Based Reading SBRR (Scientifically Based Reading

Research) and the five essentials of Research) and the five essentials of reading as per NRP and USDOE (NJ has 6)reading as per NRP and USDOE (NJ has 6)

Early Literacy Task Force ReportEarly Literacy Task Force Report Preventing Reading Difficulties in Young Preventing Reading Difficulties in Young

Children, Children, Snow, Catherine et al.Snow, Catherine et al.

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SBRRSBRR Scientifically Based Reading Research has Scientifically Based Reading Research has

strict requirements including:strict requirements including:

• Random Trials – control and experimental Random Trials – control and experimental groups based on quantitative analysisgroups based on quantitative analysis

• Successful application in similar Successful application in similar location/situation/populationlocation/situation/population

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IEL and SPEDIEL and SPED Consistent with the expectations of Consistent with the expectations of

Reading First and Intensive Early Reading First and Intensive Early Literacy, all programs for students Literacy, all programs for students with disabilities, (inclusion, resource with disabilities, (inclusion, resource center, self-contained program) for center, self-contained program) for LAL instruction must be organized LAL instruction must be organized and inclusive of the following basic and inclusive of the following basic principles: principles:

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Critical ElementsCritical Elements Motivation and Background Motivation and Background

KnowledgeKnowledge Phonemic AwarenessPhonemic Awareness PhonicsPhonics VocabularyVocabulary ComprehensionComprehension FluencyFluency Writing Writing

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StructureStructure

90 minute, uninterrupted block of 90 minute, uninterrupted block of time.time.

Requires specific time to small Requires specific time to small group instruction during reading group instruction during reading block. No Pull-outs.block. No Pull-outs.

First tier of interventions must take First tier of interventions must take place in the general education place in the general education classroom.classroom.

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Exceptions to Exceptions to StructureStructure

Must include a Must include a minimum of 90 minutesminimum of 90 minutes of uninterrupted literacy instruction unless of uninterrupted literacy instruction unless specified in their IEPsspecified in their IEPs

May include May include additional instructional additional instructional timetime in order to increase progress in in order to increase progress in reading proficiency (should be stated in reading proficiency (should be stated in IEP)IEP)

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Classroom LibrariesClassroom Libraries Must contain a minimum of 300 titlesMust contain a minimum of 300 titles Must contain reading material of varyingMust contain reading material of varying

• GenresGenres• LevelsLevels

Instructional (for emergent readers, books that are: Instructional (for emergent readers, books that are: predictable, contain controlled vocabulary, and are predictable, contain controlled vocabulary, and are decodable)decodable)

Core expectations (may be used by teacher for read Core expectations (may be used by teacher for read alouds and/or available on tape for student’s alouds and/or available on tape for student’s independent use)independent use)

Independent (self selection, FVR, DEAR)Independent (self selection, FVR, DEAR)

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CurriculumCurriculum 6 Key areas that must be aligned6 Key areas that must be aligned

• NJCCCSNJCCCS• Thematic organizationThematic organization• CRP (Comprehensive Reading Program) CRP (Comprehensive Reading Program)

and other materials and supplies (e.g., and other materials and supplies (e.g., classroom library) must be mapped classroom library) must be mapped

• Strategies and TechniquesStrategies and Techniques• Assessment (benchmarks)Assessment (benchmarks)• Compensatory and Supplemental Compensatory and Supplemental

programsprograms

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CurriculumCurriculumspecific to SPEDspecific to SPED

Must have access to the district-Must have access to the district-selected general education:selected general education:

Comprehensive reading programComprehensive reading program Materials and assessments Materials and assessments Specialized supplementary materials Specialized supplementary materials

and suppliesand supplies

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CurriculumCurriculum Requires Requires differentiateddifferentiated materials, materials,

strategies and techniques, and multiple strategies and techniques, and multiple entry points for special populations and entry points for special populations and requires native language and ESL reading requires native language and ESL reading as per state bilingual lawas per state bilingual law

Requires use of appropriate softwareRequires use of appropriate software

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Assessment and Assessment and TestingTesting

•Assessment of Home Language and

•English Language Proficiency Test

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Levels of AssessmentLevels of Assessment ScreeningScreening NJCCCS BenchmarksNJCCCS Benchmarks DiagnosticDiagnostic Annual testing Annual testing

(Nationally recognized normed or (Nationally recognized normed or criterion referenced test)criterion referenced test)

State mandated assessments (NJASK3)State mandated assessments (NJASK3)

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Assessment LevelAssessment Level ToolTool GradeGradeLevels(s)Levels(s)

GivenGiven Area of Reading AssessedArea of Reading Assessed

PhonemicPhonemicAwarenessAwareness

PhonicsPhonics FluencyFluency VocabularyVocabulary ComprehensionComprehension

Screening:Screening: An assessment An assessment that is valid, reliable and that is valid, reliable and based on scientifically based on scientifically based reading research. based reading research. It is a brief procedure It is a brief procedure designed as a first step in designed as a first step in identifying children who identifying children who may be a high risk for may be a high risk for delayed development or delayed development or academic failure and in academic failure and in need of further diagnosis need of further diagnosis of their need for special of their need for special services or additional services or additional reading instruction.reading instruction.

DIBELSDIBELS K-3K-3 F W SF W S

DRADRA K-3K-3 F SF S

2020

Assessment LevelAssessment Level ToolTool Grade Grade Level(s)Level(s)


Phonemic Phonemic AwarenessAwareness


Ongoing:Ongoing: An assessment An assessment that evaluates that evaluates children’s learning children’s learning based on systematic based on systematic observations by observations by teachers of children teachers of children performing academic performing academic tasks that are part of tasks that are part of their daily classroom their daily classroom experience and is used experience and is used to improve instruction to improve instruction in reading, including in reading, including classroom instruction. classroom instruction. This assessment is This assessment is aligned to the aligned to the curriculum (which is curriculum (which is aligned to the aligned to the NJCCCS).NJCCCS).

ELASELAS PreK-KPreK-K F W SF W SEvaluationEvaluation

Locally Locally DevisedDevised

K-3K-3 QuarterlyQuarterlyEvaluationEvaluation

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Diagnostic:Diagnostic: An assessment An assessment that is valid, reliable and that is valid, reliable and based on scientifically based based on scientifically based reading research. It is used reading research. It is used for students below reading for students below reading level as identified by the level as identified by the district-approved reading district-approved reading program and/or the school program and/or the school level WSR model and serves level WSR model and serves the following purposes:the following purposes:1.1.identifying a child’s specific areas identifying a child’s specific areas of strengths and weaknesses so that of strengths and weaknesses so that the child has learned to read by the the child has learned to read by the end of grade 3end of grade 32.2.determining any difficulties that a determining any difficulties that a child may have in learning to read child may have in learning to read and the potential cause of such and the potential cause of such difficultiesdifficulties3.3.helping to determine the possible helping to determine the possible reading intervention strategies and reading intervention strategies and related special needsrelated special needs

see Oregon L

ist at:see O

regon List at:

http://ww

w.nj.gov/njded/grants/docs/A

ppendixD.pdf

http://ww

w.nj.gov/njded/grants/docs/A

ppendixD.pdf

K-3K-3 as neededas needed

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Summative:Summative: An outcome An outcome assessment that is State-assessment that is State-approved, norm-approved, norm-referenced and/or referenced and/or criterion-referenced and criterion-referenced and is independent of the is independent of the Comprehensive Reading Comprehensive Reading Program.Program.

NJASK3NJASK3 33 SS

NJASK4NJASK4 44 SS

Terra Nova Terra Nova 22ndnd ed. ed.

K-2K-2 SS

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SPED ConsiderationsSPED ConsiderationsAssessor(s) should:Assessor(s) should: Be knowledgeable of the students’ Be knowledgeable of the students’

disabilities and testing accommodations disabilities and testing accommodations based on IEPsbased on IEPs

Consider student’s disability when Consider student’s disability when selecting tool(s) used and selecting tool(s) used and administration scheduleadministration schedule• For example, a student with auditory For example, a student with auditory

processing problems may have difficulty on processing problems may have difficulty on tasks that require segmenting, blending, tasks that require segmenting, blending, and manipulating soundsand manipulating sounds

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SPED ConsiderationsSPED ConsiderationsAssessor(s) should:Assessor(s) should: Adjust the frequency of Adjust the frequency of

assessment to determine the assessment to determine the responsiveness of students with responsiveness of students with disabilities to instruction and to disabilities to instruction and to make needed changes in make needed changes in instructional practiceinstructional practice

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Compensatory and Compensatory and Supplemental ServicesSupplemental Services

Interventions must be SBRRInterventions must be SBRR Provision of supplemental services for Provision of supplemental services for

children reading below grade level in children reading below grade level in accordance with NCLB and IEPaccordance with NCLB and IEP

•In-class co-teachingIn-class co-teaching•Reading RecoveryReading Recovery•After schoolAfter school•Summer, etc.Summer, etc.

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InterventionsInterventions Must occur before a student is Must occur before a student is

classifiedclassified After classification, must be After classification, must be

delineated in the IEPdelineated in the IEP• i.e., “In-class” support instruction i.e., “In-class” support instruction

for reading/literacy for reading/literacy assumesassumes that that the in-class support teacher will the in-class support teacher will be present 90 minutes. If this is be present 90 minutes. If this is not needed, the IEP must specify not needed, the IEP must specify the appropriate amount of time.the appropriate amount of time.

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Core: Tier 1

Guided ReadingTier 2

Co-teaching with SpEd teacher

Flexible Groups based on goal-specific, targeted instruction

Tier 3

Provision of Services before referral

Provision of Services to included students

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Guided Reading Co-teacher ModelGuided Reading Co-teacher ModelGrades 1-3 Learning CentersGrades 1-3 Learning Centers

((Students rotate every 20-25 min.)Students rotate every 20-25 min.)

Whole Class AreaCo-teacher

Guided Reading

Student Group A

Writing Center

Student Group B

Reading Center

Co-teacher

Guided Reading

Student Group C

Technology Center

Student Group D

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Professional DevelopmentProfessional Development

Must include the areas of:Must include the areas of:• SBRR and six components of SBRR and six components of

ReadingReading• Curriculum mappingCurriculum mapping• Approved strategies and techniquesApproved strategies and techniques• Assessment Assessment

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Professional DevelopmentProfessional DevelopmentSpecial Education Teachers:Special Education Teachers: Must be included in district training on Must be included in district training on

Reading First and IELReading First and IEL Must be given access to higher education Must be given access to higher education

training/classes provided to district stafftraining/classes provided to district staff Must be involved in support activities Must be involved in support activities

provided by Literacy/Reading provided by Literacy/Reading Coordinator and Literacy/Reading Coordinator and Literacy/Reading CoachesCoaches

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Populations ServedPopulations Served

Impacts all populations including: Impacts all populations including:

General Education, English General Education, English Language Learners and Special Language Learners and Special Education studentsEducation students

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Additional PersonnelAdditional Personnel Reading First - Reading Reading First - Reading

Coordinator and Literacy Coaches Coordinator and Literacy Coaches are required are required

Abbott – Literacy Coach at the Abbott – Literacy Coach at the school level is recommended and school level is recommended and an allowable Abbott position and an allowable Abbott position and expenseexpense

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New Jersey Reading New Jersey Reading Initiatives Contacts:Initiatives Contacts:

Fred CarriggFred CarriggSpecial Assistant to the Commissioner for Special Assistant to the Commissioner for Urban LiteracyUrban Literacy(609) 633 – 1726(609) 633 – 1726

[email protected]@doe.state.nj.us

Mary Jane KurabinskiMary Jane KurabinskiState Coordinator – Office of Urban LiteracyState Coordinator – Office of Urban Literacy(609) 633 – 0352(609) 633 – 0352

[email protected]@doe.state.nj.us

Intensive Early Literacy Focus: Provision of Services to Students with Disabilities

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