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Special Education Reading Curriculum Aligned with Inver Grove Heights Literacy Plan

Kris Hillesheim Special Education Director Intern

Multi-Tiered Systems of Support Start with Core Instruction

Elementary Literacy Curriculum
The Inver Grove Heights Elementary Schools provides multiple opportunities for all students to achieve success in reading. The chart below provides curriculum used district wide at each grade level, to meet the individual needs of students. The district will continue to align enrichment and intervention opportunities that occur within the classroom in all the elementary buildings. The Vertical Team will spend the 2012-2013 school year creating a plan for these areas.

Data Based Decision Making Flowchart
Assessment Progress Monitoring Expected Outcome

•TIES Testing •MAP Testing •DRA Testing •CFA’s •Theme Tests

At Risk Using the DuFour’s PLC model, teams determine individual student needs

Is this student making the progress you expected?

No

Continue with intervention if progress continues and re-evaluate student for a new intervention

ON TARGET!

At Level

Teacher will continue differentiated instruction and maintenance

Yes Teacher will continue differentiated instruction

Above Level

Teacher will continue differentiated instruction and provide enrichment

TEAMS CONTINUE TO PROBLEM SOLVE READING PROGRESS MONITORING AND INTERVENTIONS 2013-14
Added Children’s Educational Services (CES)
•Progressing Monitoring through TIES uploads to Icue •Elementary Grades

KDG Continues to use DIBELS Implemented University of Minnesota PRESS
•MN Center for Reading Research •Tier 2 Reading Interventions •Identifies difficulties and interventions for small group and whole class • Fluency • Decoding • Comprehension

Tier 3 Special Education Literacy Interventions Elementary
Orton Gillingham Moby Max Lexia Ead Naturally Reading Milestones Lexia Comprehension Plus

Structured intervention time

Tier 3 Special Education Literacy Interventions Middle School
 Tier 3 – Special Education
 Unique Learning Systems  Language!  Lexia  Read 180  Moby Max  8th Grade Reading – Benjamin Bloom & Lorin Anderson

Simley Special Education Reading Continuum
Fundamental Reading (Specific Skills)
MAP score 215-230 and not proficient on MCA’s Most students are concurrently enrolled in a gen ed Communications class

Journeys Reading
Looking to add this back in for those who have completed Fusion Reading 2

Setting 3 Reading – Placement based on behavior support needed

Most students should be concurrently enrolled in a gen ed Communications class

Fusion Reading 2 (2nd year) Fusion Reading 1 (1st year) MAP score approx 200-215 and Completed Lexia
Depending on student need, some are students are concurrently enrolled in a gen ed Communications class

Reading Foundations (Lexia)
MAP score around 200 Depending on student need, some students are concurrently enrolled in a gen ed Communications class or Fundamental Writing

Students in special education courses for reading should have an IEP goal in reading. Courses are open to all grades.

Language III – Book C (continued) Language II – Book C (beginning) Language I – Book B
MAP score below 200 Depending on student need, some students are concurrently enrolled in Communications Essentials, Fundamental Writing, or are not in a gen ed English class

ULS Reading
Most students are not concurrently enrolled in a gen ed English class