342.7 Rule

School District of Prairie Farm

Remedial Reading Policy: Rule

 The District intends to address remedial reading (Standard C) in a child-centered manner, considering the specific needs of each child. The process outlined below will serve as a model for identification and service of students.

I.  Identification Requirement: Under-achieving students in reading, grades K-4 are identified and diagnosed.

Documentation:

A)    Pre-kindergarten screening (fine motor skills, speech and language development, and auditory and visual discrimination skills).

B)     District Tier II Test: STAR Reading

C)    Needs Assessment to identify Title I students.

D)    Informal reading inventories.

E)     Unit tests from the current reading curriculum.

F)     Building team and/or teacher observation, recommendation, and referral.

G)    Wisconsin Knowledge and Comprehension Examination (WKCE) test scores for grades 3 and up.

II.     Diagnosis Requirement: Have diagnosis directed by person who has earned at least six semester credits in courses dealing with the measurement of reading skills and achievement or the diagnosis of reading difficulties and who is certifiable by DPI.

Documentation:

The District Reading Specialist will be responsible for directing this standard. Duties:

A)    Identify under-achieving students in reading grades K-4.

B)     Diagnose under-achieving students in reading grades K-4.

C)    Develop a remediation plan for each under-achieving student.

D)    Maintain progress reports of students in the remedial reading program.

E)     Coordinate the remedial plan with other reading programs in the District.

F)     Direct coordination of the building team.

Building Team shall consist of:

A)    Classroom teacher

B)     Title I teacher

C)    Remedial reading coordinator

D)    Others as appropriate

III.      Instruction Requirement: Provide instruction directed toward removal of deficiencies.

           Documentation:

           A combination of any of the following may be used in planning  remediation for students:

A)    Curriculum Modification

1)      Reduced expectations

2)      More Time

3)      Alternative curriculum or basal program

B)     Skills Reinforcement Program

1)      Computer programs

2)      Learning centers

3)      Volunteer or aide tutoring

4)      Remedial reading coordinator tutoring

C)    Alternative Techniques

1)      Language experience

2)      Volume reading

3)      Individual pacing

D) Incorporate Home/Parent Involvement

IV.       Coordination Requirement: Coordinate instruction with all other reading instruction.

            Documentation:

A)    The remedial reading coordinator will work with the classroom teachers providing them with additional materials and strategies for learning.

B)     The remedial reading coordinator and the classroom teachers will communicate with the language and speech clinician and the Title I teacher to coordinate instruction.

C)    The parents will be informed of their child’s instructional need and conferences will be arranged to discuss home and school efforts to meet each child’s needs.

The intent of the standard addresses both the child and the program:

• 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.

CROSS REFERENCE:. 342.7 Remedial Reading Policy