MCPER is partnering with the University of Maryland to implement and refine a tiered approach to improve reading among sixth- through eighth-grade students with disabilities in public schools.
The first goal is to increase knowledge about the implementation and efficacy of an instructional and intensive intervention model for adolescents with disabilities and significant reading difficulties. We aim to determine whether and to what extent the project (a) improves reading achievement and literacy-related outcomes and (b) assists educators in developing a model for implementing research-based practices for students with disabilities in middle school. The second goal is increased availability of evidence-based technical assistance, professional development, and publications on effective models and their successful implementation for secondary students with disabilities.
Within a tiered model, all science, social studies, and English language arts teachers will receive extensive, high-quality professional development to implement Promoting Adolescents’ Comprehension of Text (PACT) in their classrooms. In addition, all special education teachers will receive equally extensive and high-quality professional development to implement the Responsive Intervention for Students With Disabilities (RISD) intervention.
District of Columbia Public Schools middle schools will receive a 2-year program of (a) intensive professional development and coaching to implement PACT and RISD schoolwide followed by (b) coaching support and professional development targeted to meet ongoing needs related to PACT and RISD implementation.
More than 1,500 students in sixth through eighth grades in District of Columbia Public Schools
Through the Technical Assistance and Dissemination to Improve Services and Results for Children With Disabilities program, the U.S. Office of Special Education Programs (OSEP) funded three model demonstration centers to improve reading outcomes for adolescents with disabilities by implementing models and activities that are supported by evidence-based research. Project work began in 2015 and will end in 2019. Follow the links below to learn more about the three centers in cooperative agreement with OSEP to complete this important work:
- The University of Texas at Austin
- Michigan Department of Education
- The University Corporation at California State University, Northridge
“I’m really looking forward to Phase 2 … If our results are even better than last year on [reading outcomes], it’ll be largely due to more reading for all of our kids, which is a result of PACT.”
— Middle school assistant principal
Helping Your Kid With…Reading Multisyllable Words
In middle school, the number of multisyllable words that kids read increases greatly from elementary school. We share how to help students read multisyllable words with sounding out activities that you can do at home. Hosted by Elizabeth Swanson. This work was supported by the Office of Special Education Programs (H326M150016).
Download the five-step process!
Download sample words and cards!
Reading With Your Middle School Aged Child
Some older students may need some motivation to read. One way to help older students read more is to do partner reading. Partner reading leads to discussions about the text and lets you have fun reading with your kid. Hosted by Elizabeth Swanson. This work was supported by the Office of Special Education Programs (H326M150016).
Download a free partner reading guide: English!
Download a free partner reading guide: Spanish!
Helping Your Kid With…Motivation to Work at Home
Now that many kids will be doing school work at home, motivation to do work might be important! Join us to learn how to plan for work at home, set the stage, and support your kid. Hosted by Elizabeth Swanson. This work was supported by the Office of Special Education Programs (H326M150016).