STANDARD C

Laura Adams, Literacy Consultant, CCSSI Team

Reading Interventions and Wisconsin Law

• Overview of Standard (c)• Intent of the standard– Identify students with weaknesses in language

and background experiences that may result in reading failure.

– Prevent and remedy reading failures by providing instruction appropriate to the developmental stage of the child.

– Provide instruction in grades K-4 that builds upon the child's oral language, reading, and writing.

The Law 121.02 (c)

• Provide interventions or remedial reading services for a pupil in grades kindergarten to 4 if any ONE of the following occurs:

1. The student fails to meet district grade level objectives in reading as identified in required curriculum plans;

The Law 121.02 (c)

• OR2. The student scores minimal on the WKCE

ANDEITHER the district and parent/guardian agree that the student’s test performance accurately reflects her/his reading ability OR a teacher in the district determines, based on other objective evidence of the pupil’s reading comprehension, that her/his test performance accurately reflects her/his reading ability;

The Law 121.02 (c)

• OR• 3. The student’s kindergarten reading

screener (PALS) scores indicates that she/he is at risk of reading difficulty.

The Law 121.02 (c)

• These interventions must:– Be scientifically based s. 121.02 (1)(c)

– Address all areas of need s. 121.02 (1)(c)

– Be consistent with state standards for reading and Language Arts s. 121.02 (1)(c)

– Be coordinated with all other reading instruction PI 8.01 (2)(c)3.

The Administrative Rule 121(c)

• If 20% or more of district/school students score below proficient on the state assessment, the district shall develop a written plan which includes the following:

The Administrative Rule 121(c)

– A description of how the district will provide remedial reading services.

– A description of how the district intends to evaluate the effectiveness of efforts to remove reading deficiencies.

– An assessment of the school district or individual school's reading program.

Questions

• What should this documentation look like?

• How should districts record this? • How does this change in light of RtI? • Would documentation of RtI

interventions suffice?

Some Answers

Interventions not leading towards SLD identification:

• Evidence-based• Documented baseline data• Progress monitoring• Evidence of effectiveness

Some Answers

Interventions leading towards SLD identification:

• Scientifically-based• Documented baseline data• Documented progress monitoring• Documented evidence of effectiveness• Two such interventions are required

Resources

• Three-part webinar series on Standard (c) http://www.readwisconsin.net/content/reading-specialist-corner

• SLD criteria http://sped.dpi.wi.gov/files/sped/pdf/sld-criteria-implementation-overview-2011.pdf

• SLD FAQ’s http://sped.dpi.wi.gov/files/sped/pdf/sld-faq.pdf

• Link to RtI Center brief on SLD/RTI: http://www.wisconsinrticenter.org/assets/files/SLD%20rule%20Brief%205-11-11.pdf

• Laura Adams laura.adams@dpi.wi.gov