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IDEC Overview
Mission Statement
IDEC will provide intensive, evidence-based reading interventions for students with disabilities to facilitate successful lifelong literacy.
History and Goals
IDEC classes were established by the Division of Special Education throughout the District, to implement innovative evidence-based approaches to reading and writing for students with disabilities who have not responded to previous interventions.
University partnerships have been established to encourage the sharing of best practice in the field of education. IDEC classrooms serve to as exemplars of literacy instruction for District and University personnel.
Our Teachers...
- Provide evidence-based intervention in reading and writing
- Are selected based on their unique skills, knowledge, and experience
- Use a structured literacy approach that is systematic, cumulative, and diagnostic
- Collaborate with staff in partner schools to share effective strategies
- Emphasize meta-cognitive strategies and differentiation of instruction for students
- Monitor student progress regularly in order to target instruction
- Participate in frequent training to enhance their instructional expertise and knowledge
- Use interactive technology and web-based programs to support learning
Our Students...
- Are struggling readers who demonstrate significant difficulty in word level reading
- Are in grades 2-8 working on the Common Core State Standards
- Often return to a less restrictive environment as determined by student data and the IEP team after receiving intensive literacy intervention
- Are identified for IDEC through a request for screening process
- Receive a battery of diagnostic reading assessments to determine their areas of strength and academic need
- Become engaged learners who develop effective study skills that support their ongoing success in school
- Develop compensatory skills including the use of assistive technology to increase classroom engagement, improve study skills and enhance ongoing success
