1. Questions about Meeting the Needs of Struggling Students

2. As soon as data allow you to identify them Don’t wait until the SST process formally categorizes them. 1. When should I be concerned about my struggling students in the Reading First Model?

3. Don’t assume that there’s a major distinction between the two. Examine available data. Examine the IEP. 2. What do I need to know about struggling students/special education students?

4. Suggest adaptations to the core Observe instruction (with the LC) Help interpret DIBELS results Help form needs-based groups Suggest additional SBRR strategies 3. What can the S4’s do?

5. Provide instruction to struggling students Meet with teachers without the LC “Coach” the special education teachers Write IEPs 4. What can the S4’s not do?

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

7. 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 6. How do IEP’s fit into GARF?

8. IEPs therefore dovetail very well with the objectives of Reading First. The chief issues concerning IEPs involve scheduling and providing accommodations 6. How do IEP’s fit into GARF?

9. 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 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?

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

11. The 45-minute segment does not constitute an “interruption.” Interruptions include switching to subjects or activities other than reading. 9. How can a student with an IEP have 135 minutes of uninterrupted instruction if the IEP requires 45 minutes of specially designed instruction?

12. Yes. The measures we use to gauge that progress may vary, but IDEA and NCLB require demonstrable progress, even for students with cognitive deficits. 10. Is it expected that every child make measurable progress in reading?