Preventing Special Education Through Early Intervention

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Preventing Special Education Through Early
Intervention

• Sausalito Marin City School District
• Bayside Elementary School

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Sausalito Marin City Presenters

• Dr. Debra Bradley, Superintendent
• Gerry Klor, Director of Special Education
• Cherisse Baatin, Principal, Bayside Elem.
• Kathryn Stratton, RSP, Bayside Elem.

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Bayside Demographic Profile

• K-6 Enrollment 106 students
• 98.4 Free reduced breakfast lunch
• 79 African-American
• 11.3 Hispanic
• 6 White, 3.7 Asian, Filipino, Pac. Is.
• 9.7 Language other than English
• 7 of parents report some college

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Dr. Bradleys Leadership Role

• All children can learn
• Focus upon student performance data
• Train support general education staff
• Use student data to guide instruction
• Reduce special education enrollment

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Rationale for Early Intervention

• IDEA 2004 Allows 15 for intervention
• Prevent reading failure in K-2 to reduce special
  ed. placements in 3-6
• Special ed. is costly and too late by 3-6
• Intervention is cheaper and easier
• To contain special ed. costs, help students stay
  in regular education and succeed

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Making Early Intervention Work

• Identify resident remedial expert
• Release expert to provide intervention
• RS Caseload is reduced by 50
• Assessment data identifies K-2 students for
  intervention
• Assessment data guides intervention effort
• Collaboration with K-2 teachers is vital

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The Principals View

• Cherisse Baatin outlines her views
• Why she supports early intervention
• How she sold it to the staff
• What she observes in students
• Impact of intervention effort
• Any problems or pitfalls

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Intervention Specialists View

• Assessing Grouping Students
• DIBELS Dynamic Indicators of Basic Early Lit.
  Skills
• Florida Center for Reading Research
• Levels of Intervention Intensive or Strategic
• Renaissance Learning STAR Reading Diagnostic
• CST
• Assess incoming on DIBELS AR

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DIBELS Instructional Recommendations for Grade 2
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Early Intervention Staffing

• Resource/Intervention Specialist
• Teachers in general education classes
• Teaching assistants
• VOLUNTEERS

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Teaching Matters

• Support OPEN COURT, the adopted reading program
• Teachers emphasize group board work which is
  reinforced in intervention
• Team teach and introduce common cueing signals

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Phonemic Awareness/Phonics

• Florida Center for Reading Research www.fcrr.org
• Ed Helper for BINGO, games, worksheets at
  www.edhelper.com
• Primary Phonics readers workbooks
• Road to the Code activities
• Signs for Sounds

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Fluency

• Read Naturally passages
• Six Minute Solution
• Graph daily progress

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Janies Progress Monitoring Scores
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Reading Comprehension

• Retelling subtest
• STAR Reading Diagnostic
• Guided Reading Groups/Reading to students e.g.
  Magic Tree House Series
• Accelerated Reader
• Comprehension check, leveled books, guided
  reading groups, school-wide reinforcement for AR
  points

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First Grade Performance Data
Phonemic Segmentation Fluency
Oral Reading Fluency
Nonsense Word Fluency
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79 of Grade 2 students tested Proficient or
Advanced on California State Tests in May 07
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Third Grade STAR Diagnostic Scores 1/08 Reading
Comprehension
Percentile Rank Distribution
All students below the 25 percentile were newly
enrolled students during the Fall 07 semester.
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Resources

• DIBELS http//dibels.uoregon.edu
• Accelerated Reader http//www.renlearn.com
• EdHelper http//www.edhelper.com
• Primary Phonics http//www.epsbooks.com
• Signs for Sounds http//www.sounditout.com
• Read Naturally http//www.readnaturally.com
• Road to the Code A Phonological Awareness
  Program for Young Children Blachman, B. et al