Dr. Connie Hebert helps kids, parents, and teachers by helping them become experts at catching "the teachable minute" anytime, anywhere! My Teachable Minute Blog offers quick tips on how to engage with younger and older kids. Comments, questions, and reflections are always welcome . . . let's catch a million teachable minutes together!

What do you want to know?

Got a question about a struggling reader, writer, or thinker?

Tell me what the child can do and what the child is struggling with…along with your question.

I will do my best to answer your question so we can help the child you have in mind!

How can I help?

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Comments on: "What do you want to know?" (2)

  1. Patrice Bucci said:

    Just wondering what your thoughts are on struggling readers receiving reading support by both a title I program and special education. There has been a trend recently where special education directors are suggesting it is illegal for special education students to be discontinued from title I reading support once a learning disability has been identified. It ,seems they have limited resources, so they recommend less time with special education teachers ( who primarily teach a code based program) and leave the comprehension instruction ( meaning based support) to Title I. Isn’t this at the very least curriculum fragmentation and worse, leaves the student with less classroom time?
    Would love your views on this.
    Thanks
    Patrice B

    • Hello Patrice…thank you for your great question. I’m sure others are wondering the same thing. You bring up a very important issue, one that should be consistently addressed by school administrators, Special Ed and Title I teachers, classroom teachers, and building reading specialists, collectively.
      Yes, the child’s program will be fragmented whenever support services cut the reading process into pieces. As a former Director of Reading, building reading specialist, and Reading Recovery teacher, I am an advocate of BRIDGING students between special/remedial services and the classroom. “True North” is having ALL kids reading ON or ABOVE grade level, independently. If Special Ed teachers and Title I teachers are going to mutually offer instructional support, then they must be aligned in philosophy, delivery of services, assessments, and on-going communication. They must focus on providing numerous opportunities for the struggling reader to read increasingly difficult texts with guidance, interactive writing with instruction, sight word automaticity, phonics instruction with tactile/kinesthetic techniques, and DAILY opportunities to read LOTS of easy, independent level texts TO someone….ALL of this should happen in Special Ed sessions, in Title I sessions, and in small-group classroom instruction.
      If kids who are identified as Special Needs students also receive Title I services, all the better, AS LONG AS BOTH PROGRAMS DELIVER WHAT IS DESCRIBED ABOVE AS OFTEN AS POSSIBLE AND AS LONG AS THEY COMMUNICATE PROGRESS AND ON-GOING ASSESSMENT DATA WITH EACH OTHER AND THE CLASSROOM TEACHER.
      Supplemental services were designed to be a BRIDGE to the classroom, not to supplant classroom instruction. MANY children have failed to advance to independence because the system failed to align the classroom with remedial/special ed services with home support. In many cases, kids are actually MORE confused about how to read as a result of fragmentation…..not good.
      I hope my response is helpful to you, and to the falling readers you serve. My books may be helpful to both Special Ed and Title I staff in providing consistency of instruction for all struggling readers. Please visit: http://www.conniehebert.com
      Let me know if I can serve your district with training seminars or model lessons so you can ‘catch them ALL’…happy to!
      Thanks again and happy new year!

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