Secondary Literacy Guide

Literacy Service Delivery Guidelines for Secondary SPED Students CSD values the assets our students with disabilities bring to our communities and is committed to building on these assets by designing services that (1) prioritize access to quality educators and quality instruction, (2) provide equitable opportunities, and (3) meet federal and state requirements. Using these 3 pillars, this document provides guidelines for secondary administrators and counselors to consider when designing services for students with disabilities. Literacy intervention for Special Education is supplemental to the ELA curriculum and courses, not a direct replacement for ELA courses. PILLAR #1: Prioritizing Access to Quality Educators and Instruction for Intervention 1.​ Quality Educators who have demonstrated the ability to create an inclusive classroom where students feel valued, connected, and safe to engage in learning even if they make mistakes 2.​ Quality Instruction that increases students’ opportunities to practice speaking, listening, reading, and writing. PILLAR #2: Equitable Opportunities

KEY ACTIONS THAT INCREASE EQUITABLE OPPORTUNITIES

KEY ACTIONS THAT DECREASE EQUITABLE OPPORTUNITIES

●​ Collaborating with all stakeholders to make decisions ●​ Anchoring in Pillar #1 ●​ Review and utilize all data available to select courses (Lexile, past transcripts, IEPs, and Eligibilities) ●​ Place students in courses based on individual needs, interests, and goals ●​ Place students in the least restrictive environments ●​ Evaluate services and change schedule as frequently as needed ●​ Prioritize the student’s needs over convenience

●​ Making decisions in isolation ●​ Not providing follow-up on coaching or professional learning for teachers regarding scaffolds and supports for students ●​ Making assumptions about what the student can and cannot do ●​ Using only special education status to select courses ●​ Placing all students in a predetermined set of courses (tracking) ●​ Keeping students in specific classes regardless of progress

PILLAR #3: Federal and State Requirements

Federal/State Requirements

Literacy Implementation Considerations

●​ Students receive instruction from Special Education certified teachers only in the areas in which they qualify. ●​ Documentation of interventions provided for students, including collaboration between SPED and non-SPED teachers. ●​ Student services are individualized based on their individualized educational plan (IEP) service minutes. ●​ Students receive services in the least restrictive environment. ●​ Students receive Tier II interventions prior to being qualified for special education services.

●​ Teachers review where students are receiving minutes (Literacy, ELA, ACC, Resource Reading) ○​ For example: If a student’s IEP indicates needing services in Phonics, the student should be placed in a Literacy 1 course (taught by a SPED or non-SPED teacher under the supervision of a SPED teacher with documentation) ●​ Students are scheduled in classes with a heterogeneous mix of students whenever possible as long as specially designed instruction is occurring based on IEP ●​ Interdepartmental collaboration ●​ Opportunities for teacher professional learning and coaching ●​ Student reading services should be reevaluated quarterly based on progress and class schedule changed as needed ●​ ACC, ABS, and Resource teachers work together to determine which course pathway is the best fit for students

Last Updated April 14, 2025 ​

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Literacy, Page 18