From: "Suzanne Heath" <sueheath@charter.net>
To: "Michele Harris-Padron" <mhpadron@sbceo.org>
Subject: Re: RESOURCE FOR TEACHER
Date: Wednesday, August 03, 2005 6:55 PM

This is a description of tests used to look for components of learning disabilities. They will expose any weaknesses and strengths http://nhida.org/docs/testing.pdf. 
There is also more information on this page http://nhida.org/evaluations.htm

Sue
  ----- Original Message ----- 
  From: Michele Harris-Padron 
  To: Suzanne Heath 
  Sent: Wednesday, August 03, 2005 6:06 PM
  Subject: Re: RESOURCE FOR TEACHER


  Thank you for your response.  I am in the process of collecting resources for the development of this program.  One of the things I am looking for which was did not appear to be in your response is in the area of what I might call how to "tease out" potentially hidden "language processing difficulties" that might manifest themselves in second language learners who are below grade level in their English reading and any thoughts regarding strategies that might be useful.  If you might be able to steer me toward some specific diagnostic reading assessments, that also might be helpful.

  Michele Harris-Padron
  (805) 967-8918 cell 455-3330


    ----- Original Message ----- 
    From: Suzanne Heath 
    To: mhpadron@sbceo.org 
    Sent: Wednesday, August 03, 2005 10:53 AM
    Subject: Re: RESOURCE FOR TEACHER


    Dear Michele,

    The standard for an effective reading program has been outlined by the US Department of Education in No Child left Behind. It calls for a series of 3 assessments to be done on any child who experiences reading difficulty, which meaning falling behind his peers.

    The three assessments are described here. They are part of a general education reading program. The diagnostic reading assessments that you do as part of your general education reading instruction will provide the necessary for any special education identification. 

    A screening reading assessment is a "brief procedure designed as a first step" to identify children "at high risk for delayed development or academic failure and in need of further diagnosis . . ." 

     
    A diagnostic reading assessment ( the further diagnosis) is based on research and is used for the purposes of "identifying a child's specific areas of strengths and weaknesses so that the child has learned to read by the end of grade 3; determining any difficulties that a child may have in learning to read and the potential cause of such difficulties; and helping to determine possible reading intervention strategies and related special needs." 

     
    A classroom based instructional reading assessment consists of classroom-based observations of the child performing academic tasks. (20 U. S. C. § 6368(7))

     
    If a school district receives Title I funds, the district is required to submit a plan to the state that describes assessments that will be used "to effectively identify students who may be at risk for reading failures or are having difficulty reading." The district's plan must describe how the district "will provide additional educational assistance to individual students assessed as needing help" to meet state academic standards. (20 U. S. C. § 6312(b)) 


    These are other legal definitions that apply to your classroom reading instruction.


    The term 'reading' means a complex system of deriving meaning from print that requires all of the following:

    (A) The skills and knowledge to understand how phonemes, or speech sounds, are connected to print.

    (B) The ability to decode unfamiliar words.

    (C) The ability to read fluently.

    (D) Sufficient background information and vocabulary to foster reading comprehension.

    (E) The development of appropriate active strategies to construct meaning from print.

    (F) The development and maintenance of a motivation to read. (20 U.S.C.§ 6368 (5))

     
    The term 'essential components of reading instruction' means explicit and systematic instruction in-

    (A) phonemic awareness;

    (B) phonics;

    (C) vocabulary development;

    (D) reading fluency, including oral reading skills; and

    (E) reading comprehension strategies. (20 U.S.C.§ 6368 (3))


    If you provide a reading program that meets the current federal standards, you will have everything in hand that you need to get these children additional help if they need it.

     
     Sue Heath

      ----- Original Message ----- 
      From: Pam Wright 
      To: Michele Harris-Padron 
      Cc: Suzanne Heath 
      Sent: Sunday, July 24, 2005 11:26 PM
      Subject: Re: RESOURCE FOR TEACHER


      I am forwarding your question to Sue Heath, our research editor and reading specialist. She may be able to help.
        ----- Original Message ----- 
        From: Michele Harris-Padron 
        To: newsletter@wrightslaw.com 
        Sent: Sunday, July 24, 2005 11:03 PM
        Subject: RESOURCE FOR TEACHER


        I will be soon teaching 7th grade students who have had difficulty in English language acquisition with any eye toward the possible late identification of language processing difficulties.  I am NOT  special ed teacher but more of a generalist/reading specialist with some knowledge in Mel Levine's ideas.

        Can you point me to any resources or chats or bulletin boards where I might get ideas of how to "pre" diagnose these things so that I might get the "powers that be" to get these kids evaluated.

        thank you

        Michele Harris-Padron
        (805) 967-8918 cell 455-3330

 