Diversity and Special Education

Introduction
Our school is an inner city neighborhood middle school serving 846 students in
grades 6-8. This school is a Title I eligible school. The demographics are as follow:
Asian (.5%), Black (6.3%), Hispanic (90.3%), White (1.9%), and Other (1.1%). The
socioeconomic status of that population of students is as follows: Low income (95.5%),
Diverse Learners (10.9%), Limited English (32.5%), and Mobility Rate (30.8%).
This school has a high need for ESL supports and Bilingual supports for both
students and parents due to the high number of Hispanic families (90.3%) and the high
number of Limited English speakers (32.5%), many of which are first and second
generation immigrants from Latin America. We also must consider that many of our
working class parents are not home with children either before or after school, and due
to language barriers, many parents are unable to help their children with homework.
The Diverse Learners population is mostly made up of students with Learning
Disabilities. There is not a high population of autistic children or children with severe
physical disabilities, therefore a great deal of inclusion and support within the general
classroom is needed for the Diverse Learners population. Due to the high mobility rate
(30.8%), interventions for students who miss school for extended periods of time or
transfer into the school mid school year are essential. This population of students will
require specific push-in and pull-out services to meet their literacy development needs.
ELL
Common Core Standards 6-8
CCSS.ELA-LITERACY.RI.6.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
CCSS.ELA-LITERACY.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other repetitions

of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story

or drama.
CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-LITERACY.RI.6.10
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.RL.7.10
By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
CCSS.ELA-LITERACY.RL.8.10
By the end of the year, read and comprehend literature, including stories, dramas, and
poems, at the high end of grades 6-8 text complexity band independently and
proficiently.

According to the National Reading Panel (NRP, 2000), literacy achievement

difficulties for English Language Learners (ELLs) are related to problems in the
acquisition of English vocabulary, proficiency, and alphabetics skills as referenced by
Carlo & Bengochea in Best Practices in Literacy Instruction for English Language
Learners. (2011). Our state of Illinois is one of five in which the majority of ELL students

live, and it is expected that ELL students will comprise more than 40% of elementary
and secondary students nation-wide by 2030. Currently, there is an educational gap for
ELL students, and the reasons for that gap are complex, but increasing the
effectiveness of literacy development for ELLs is an important part of our literacy plan
for our middle school students.
We will build an environment in which our ELL students social identities are
affirmed and we build upon their current strengths, recognizing their instructional needs.
Our reading program will consist of professional development and accountability for
teachers in all content areas to be aware of the reading interventions students may
need in order to read the content area text that is required at the middle school level.
Phonological awareness,word identification, vocabulary instruction, and reading
comprehension strategies are all areas that will be addressed in lesson plans and
interdisciplinary unit plans across our middle school in order to meet the needs of our
ELL population.
A large percentage of our student population includes students with parents who
speak Spanish, so it will be important for us to make parent-teacher partnerships that
support our parents as they try to support their children in their academics. We will
provide parent programs that provide computer classes, language classes, and
workshops that teach academic skills that support learning (including study skills) within
our literacy program. As Paratore and Edwards share in Parent-Teacher Partnerships
That Make a Difference in Childrens Literacy Achievement, (2011) students of
involved parents have higher rates of school attendance, better social skills, and
behavior, higher grades and test scores, lower rates of retention, and higher rates of
high school graduation and postsecondary study. (p. 427). Through our programs for
parent education and language development as well as family literacy nights and
activities throughout the school year, we plan to address the three categories of action
as we collaborate with parents of ELL students. First, we will develop parent-teacher
relationships, second, we will help parents understand school and classroom programs,

and third, we will help parents understand family learning interventions that will help
parents support their childrens school success (e.g. monitoring homework, teaching
specific skills, and reading with children).

Diverse Learners

Common Core State Standards 6-8

CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.

The majority of the diverse learner population is identified as students with

learning disabilities. Students with reading difficulties need direct instruction in
decoding, fluency and comprehension. Diverse learners will be supported by the
collaboration among the special education and general education teachers. Students

need direct instruction, teacher modeling, guided practice and independent practice.
The gradual release method of I Do, We Do, You Do is an effective method to support
students with below grade level skills. Diverse learners benefit from continued practice,
multiple modes of instruction (oral, visual, hands-on) and opportunities to engage in
high-success reading and writing activities (Best, p.96). Richard Allington in Best
Practices with Struggling Learners identifies the single greatest factor in ensuring
diverse learner success is exemplary classroom literacy instruction (p.97). While in the
general education classroom, students need daily instruction in reading strategies to
apply these skills to their independent reading.
Special education teachers support diverse learners by determining their
targeted goal areas and classroom accommodations from their Individualized Education
Program to implement in the classroom. They collaborate with the general education
teachers to identify upcoming instruction, assignments and assessments. Then special
education teachers can provide methods to support diverse learners in these academic
tasks. Students can have opportunities to read higher level text by accessing sites such
as Learning Ally which allow students to listen to books read aloud to them. This
provides students with decoding deficits an alternative, they can listen to the text while
following along in the book. Also, special education teachers can provide inclusion
support by working with a small group of students to reteach strategies and provide
more opportunities to read high interest text. Diverse learners can receive differentiated
text to match their current reading level.

Low SES and Parent support

Common Core Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and
proficiently.
CCSS.ELA-LITERACY.CCRA.W.10

Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
CCSS.ELA-LITERACY.CCRA.L.6
Acquire and use accurately a range of general academic and domain-specific words
and phrases sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary knowledge
when encountering an unknown term important to comprehension or expression.
CCSS.ELA-LITERACY.RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts in the grades
6-8 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RST.6-8.10
By the end of grade 8, read and comprehend science/technical texts in the grades 6-8
text complexity band independently and proficiently.

With an extremely diverse population, Rooted in Reading prioritizes

accommodations for each student group that makes up middle school population. In
addition to supporting our diverse student population academically, we also strive to
support the parents and families of our students.
Many inner-city neighborhoods today include almost exclusively the most
disadvantaged segments of the urban minority population plagued by persistent poverty
and welfare dependency, workers who experienced long spells of joblessness, and
individuals who, in the face of limited opportunities, turn to street crime and other forms
of aberrant behavior. (Best p.439) The great thing is that it has been proven that when
parents and teachers work together all of these disadvantages can be overcome.
Rooted in Reading, following best practices, has implemented three action items to
encourage family partnerships.
First and foremost, it is important to understand the problems society faces
today. Next we need to acknowledge the needs of our students. Knowing the students

and exchanging information with them is imperative. Lastly, we have to build

background knowledge of our literacy program to families. We do this through our three
action categories: 1) Developing parent- teacher relationships, 2) Assisting families in
understanding school and classroom programs, and 3) Providing family learning
interventions.
To begin building parent-teacher partnerships, our program implements best
practices like engaging in family's funds of knowledge and Parent-Stories (Best, p. 442).
Through home visits and constructive conversations, teachers are able to identify each
families unique funds of knowledge. On the contrary, by inviting parents and families
into the classrooms to share their stories and experiences, teachers can effectively plan
for instruction that contains correlations to students learning at home. Both practices
build the bridge between home and school, and, in turn, help teachers gain a deep
understanding of their students.
In order to guide parents and families in understanding Rooted in Reading and
our classroom programs we practice two initiatives. The first is the Family Fluency
Program in which parent workshops are offered to guide parents through the reading
program, a typical literacy lesson, and offer discussion for supports at home (Best p.
444). We also offer the Parent Institute for Quality Education which uses parent
interview data to increase parental involvement by deepening their understanding of the
expectations for support in their childs schooling (Best, p.445). With these programs,
we hope to increase parental support for our students.
The final action step we take to ensure we are supporting our families, and our
families are supporting literacy in the classroom is by providing family learning
interventions. Hover-Dempsey and Whitaker (2010) suggested that the answer lies in
creation of invitations for involvement that are thoughtfully matched to parents time and
knowledge; they explain teachers need to consider the forms of involvement that fit into
parents family time constraints, and they need to consider what parents may need to
know to become effectively involved (Best p.441). After taking into consideration our

parents needs we explain and model important literacy activities for parents and
demonstrate how these activities are motivating to learners through highly engaging
texts.
Overall, Rooted in Reading believes that the success of the program relies on the
partnership, involvement, and dedication of all stakeholders.

References
Allington, Richard L. Best Practices with Struggling Readers. Best Practices in Literacy
Instruction, 4th edition. The Guilford Press, New York, 2011.
Carlo, Maria S. & Alain Bengochea. Best Practices in Literacy Instruction for English
Language Learners. Best Practices in Literacy Instruction, 4th edition. The Guilford
Press, New York, 2011.
National Governors Association Center for Best Practices & Council of Chief State
School Officers. (2010). COmmon Core State Standards. Retrieved from
https://www.corestandards.org.
Paratore, Jeanne R. & Patricia A. Edwards. Parent-Teacher Partnerships That Make a
Difference in Childrens Literacy Achievement. Best Practices in Literacy Instruction,
4th edition, The Guilford Press, New York, 2011.