1. 1 Intensive Early Literacy Focus: Provision of Services to Students with Disabilities

2. 2 Timelines Fall 02 – NJ receives Reading First grant and NJDOE establishes Office of Reading First, Abbott Division establishes Office of Urban Literacy Fall 02 – NJ receives Reading First grant and NJDOE establishes Office of Reading First, Abbott Division establishes Office of Urban Literacy Fall 02 – 03 Reading Initiatives achieve synergy (one message) Fall 02 – 03 Reading Initiatives achieve synergy (one message) Fall 03 – Abbott Division publishes revised rules and regulations with Intensive Early Literacy requirements Fall 03 – Abbott Division publishes revised rules and regulations with Intensive Early Literacy requirements Fall 03 - First literacy coaches arrive in schools Fall 03 - First literacy coaches arrive in schools

3. 3 Timelines Fall 03 – Literacy Assessment Teams begin to visit schools and to provide direct assistance Fall 03 – Literacy Assessment Teams begin to visit schools and to provide direct assistance Spring 04 – Middle Grades Task Force reports out Spring 04 – Middle Grades Task Force reports out Fall 04 – Full compliance with IEL for all Abbott Schools Fall 04 – Full compliance with IEL for all Abbott Schools Fall 04 – Literacy regulations expand through grade 8 Fall 04 – Literacy regulations expand through grade 8

4. 4 Impact NJ Reading First: 62 schools and 18,400 students NJ Reading First: 62 schools and 18,400 students Intensive Early Literacy (Abbott Districts): 292 schools and 100,000 students Intensive Early Literacy (Abbott Districts): 292 schools and 100,000 students

5. 5 Abbott and SPED Of the 313,164 students enrolled in Abbott schools, Of the 313,164 students enrolled in Abbott schools, 46,313 are classified as students with disabilities46,313 are classified as students with disabilities 36,818 are categorized as limited English proficient (LEP)36,818 are categorized as limited English proficient (LEP) Prek through 12 th grade Prek through 12 th grade Source: NJDOE October 15, 2003 enrollment Source: NJDOE October 15, 2003 enrollment

6. 6 Bilingual SPED The USDOE, Office of Special Education estimated (school year 2000-2001) that 9% of all children with disabilities are also LEP 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). Actual number is 2,364. In NJ Abbott districts that would mean that 4,168 classified students are also LEP (Fall 2003). Actual number is 2,364. Source: Learning Disabilities in ELL: Identifying the Issues,2005. Source: Learning Disabilities in ELL: Identifying the Issues,2005.

7. 7 Philosophy/Principles SBRR (Scientifically Based Reading Research) and the five essentials of reading as per NRP and USDOE (NJ has 6) SBRR (Scientifically Based Reading Research) and the five essentials of reading as per NRP and USDOE (NJ has 6) Early Literacy Task Force Report Early Literacy Task Force Report Preventing Reading Difficulties in Young Children, Snow, Catherine et al. Preventing Reading Difficulties in Young Children, Snow, Catherine et al.

8. 8 SBRR Scientifically Based Reading Research has strict requirements including: Scientifically Based Reading Research has strict requirements including: Random Trials – control and experimental groups based on quantitative analysisRandom Trials – control and experimental groups based on quantitative analysis Successful application in similar location/situation/populationSuccessful application in similar location/situation/population

9. 9 IEL and SPED 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: 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:

10. 10 Critical Elements Motivation and Background Knowledge Motivation and Background Knowledge Phonemic Awareness Phonemic Awareness Phonics Phonics Vocabulary Vocabulary Comprehension Comprehension Fluency Fluency Writing Writing

11. 11 Structure 90 minute, uninterrupted block of time. 90 minute, uninterrupted block of time. Requires specific time to small group instruction during reading block. No Pull-outs. 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. First tier of interventions must take place in the general education classroom.

12. 12 Exceptions to Structure Must include a minimum of 90 minutes of uninterrupted literacy instruction unless specified in their IEPs 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) May include additional instructional time in order to increase progress in reading proficiency (should be stated in IEP)

13. 13 Classroom Libraries Must contain a minimum of 300 titles Must contain a minimum of 300 titles Must contain reading material of varying Must contain reading material of varying GenresGenres LevelsLevels Instructional (for emergent readers, books that are: predictable, contain controlled vocabulary, and are decodable) 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) 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) Independent (self selection, FVR, DEAR)

14. 14 Curriculum 6 Key areas that must be aligned 6 Key areas that must be aligned NJCCCSNJCCCS Thematic organizationThematic organization CRP (Comprehensive Reading Program) and other materials and supplies (e.g., classroom library) must be mappedCRP (Comprehensive Reading Program) and other materials and supplies (e.g., classroom library) must be mapped Strategies and TechniquesStrategies and Techniques Assessment (benchmarks)Assessment (benchmarks) Compensatory and Supplemental programsCompensatory and Supplemental programs

15. 15 Curriculum specific to SPED Must have access to the district- selected general education: Comprehensive reading program Comprehensive reading program Materials and assessments Materials and assessments Specialized supplementary materials and supplies Specialized supplementary materials and supplies

16. 16 Curriculum 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 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 Requires use of appropriate software

17. 17 Assessment and Testing Assessment of Home Language and English Language Proficiency Test

18. 18 Levels of Assessment Screening Screening NJCCCS Benchmarks NJCCCS Benchmarks Diagnostic Diagnostic Annual testing Annual testing (Nationally recognized normed or criterion referenced test) (Nationally recognized normed or criterion referenced test) State mandated assessments (NJASK3) State mandated assessments (NJASK3)

19. 19 Assessment Level ToolGradeLevels(s)Given Area of Reading Assessed PhonemicAwarenessPhonicsFluencyVocabularyComprehension 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. DIBELSK-3 F W S  DRAK-3 F S 

20. 20 Assessment Level ToolGrade Level(s) Level(s)Given Area of Reading Assessed PhonemicAwarenessPhonicsFluencyVocabularyComprehension 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). ELASPreK-K F W S Evaluation LocallyDevisedK-3QuarterlyEvaluation

21. 21 Assessment Level Tool Grade Level(s) Given Area of Reading Assessed Phonemic Awareness PhonicsFluencyVocabularyComprehension 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: 1. 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 see Oregon List at: http://www.nj.gov/njded/grants/docs/AppendixD.pdf K-3 as needed 

22. 22 Assessment Level Tool Grade Level(s) Given Area of Reading Assessed Phonemic Awareness PhonicsFluencyVocabularyComprehension Summative: An outcome assessment that is State- approved, norm- referenced and/or criterion-referenced and is independent of the Comprehensive Reading Program. NJASK33S NJASK44S Terra Nova 2 nd ed. K-2S

23. 23 SPED Considerations Assessor(s) should: Be knowledgeable of the students’ disabilities and testing accommodations based on IEPs Be knowledgeable of the students’ disabilities and testing accommodations based on IEPs Consider student’s disability when selecting tool(s) used and administration schedule 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 soundsFor example, a student with auditory processing problems may have difficulty on tasks that require segmenting, blending, and manipulating sounds

24. 24 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 Adjust the frequency of assessment to determine the responsiveness of students with disabilities to instruction and to make needed changes in instructional practice

25. 25 Compensatory and Supplemental Services Interventions must be SBRR Interventions must be SBRR Provision of supplemental services for children reading below grade level in accordance with NCLB and IEP Provision of supplemental services for children reading below grade level in accordance with NCLB and IEP In-class co-teachingIn-class co-teaching Reading RecoveryReading Recovery After schoolAfter school Summer, etc.Summer, etc.

26. 26 Interventions Must occur before a student is classified Must occur before a student is classified After classification, must be delineated in the IEP After classification, must be delineated in the IEP i.e., “In-class” support instruction for reading/literacy assumes that the in-class support teacher will be present 90 minutes. If this is not needed, the IEP must specify the appropriate amount of time.i.e., “In-class” support instruction for reading/literacy assumes that the in-class support teacher will be present 90 minutes. If this is not needed, the IEP must specify the appropriate amount of time.

27. 27 Core: Tier 1 Guided Reading Tier 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

28. 28 Guided Reading Co-teacher Model Grades 1-3 Learning Centers ( Students rotate every 20-25 min.) Whole Class Area Co-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

29. 29 Professional Development Must include the areas of: Must include the areas of: SBRR and six components of ReadingSBRR and six components of Reading Curriculum mappingCurriculum mapping Approved strategies and techniquesApproved strategies and techniques AssessmentAssessment

30. 30 Professional Development Special Education Teachers: Must be included in district training on Reading First and IEL 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 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 Must be involved in support activities provided by Literacy/Reading Coordinator and Literacy/Reading Coaches

31. 31 Populations Served Impacts all populations including: General Education, English Language Learners and Special Education students

32. 32 Additional Personnel Reading First - Reading Coordinator and Literacy Coaches are required 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 Abbott – Literacy Coach at the school level is recommended and an allowable Abbott position and expense

33. 33 New Jersey Reading Initiatives Contacts: Fred Carrigg Fred Carrigg Special Assistant to the Commissioner for Urban Literacy (609) 633 – 1726 fred.carrigg@doe.state.nj.us fred.carrigg@doe.state.nj.usfred.carrigg@doe.state.nj.us Mary Jane Kurabinski Mary Jane Kurabinski State Coordinator – Office of Urban Literacy (609) 633 – 0352 mary-jane.kurabinski@doe.state.nj.us mary-jane.kurabinski@doe.state.nj.us