Struggling Students

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Questions about Meeting the Needs of Struggling
Students
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1. When should I be concerned about my
struggling students in the Reading First Model?

• As soon as data allow you to identify them
• Dont wait until the SST process formally
  categorizes them.

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2. What do I need to know about struggling
students/special education students?

• Dont assume that theres a major distinction
  between the two.
• Examine available data.
• Examine the IEP.

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3. What can the S4s do?

• Suggest adaptations to the core
• Observe instruction (with the LC)
• Help interpret DIBELS results
• Help form needs-based groups
• Suggest additional SBRR strategies

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4. What can the S4s not do?

• Provide instruction to struggling students
• Meet with teachers without the LC
• Coach the special education teachers
• Write IEPs

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5. Why does the S4 work with the Literacy Coach?

• To provide an additional source of expertise
• To help meet federal requirements that special
  education teachers be brought into the initiative
  on a K-12 basis

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6. How do IEPs fit into GARF?

• IEPs set forth legally binding accommodations,
  services, and objectives, exactly as they did
  prior to Reading First.
• The goal of an IEP is to move the child toward a
  full general education context as soon as possible

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6. How do IEPs fit into GARF?

• IEPs therefore dovetail very well with the
  objectives of Reading First.
• The chief issues concerning IEPs involve
  scheduling and providing accommodations

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7. How can we put a student with a first grade
reading level in third grade and expect him to
get the grade-level content?

• It is important that special education students
  interact with their regular-ed peers to
  facilitate comprehension development.
• Teachers can scaffold these students by using
  proven strategies, such as
• Read-alouds
• Listening centers
• Assistive technology
• Pre-reading background building, with focus on
  vocabulary and knowledge related to text content

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8. What if the IEP says 45 minutes of specially
designed instruction? How does that fit with
the 135-minute block?

• It can occur within the block.
• The classroom teacher and special educator could
  coteach during this time.
• Small groups might include both special and
  regular education students.
• Remember that the IEP can be revised at any time.

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9. How can a student with an IEP have 135
minutes of uninterrupted instruction if the IEP
requires 45 minutes of specially designed
instruction?

• The 45-minute segment does not constitute an
  interruption.
• Interruptions include switching to subjects or
  activities other than reading.

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10. Is it expected that every child make
measurable progress in reading?

• Yes.
• The measures we use to gauge that progress may
  vary, but IDEA and NCLB require demonstrable
  progress, even for students with cognitive
  deficits.