The students chosen for this study were initially identified at Black River Elementary SchooL. The rationale for this decision was based on the systemic reforms which have been implemented during the past four years to keep students from participating in the special education referral process.
BRE has focused on providing students with successful experiences from the beginning of kindergarten. The half-day program has been extended to a full day program and the teachers have been trained in reading recovery strategies such as Interactive Writing and the Assured Readiness for Learning Program.
The first grade program offers students the Reading Recovery Tutorial 20 week program, which is offered by trained Reading Recovery Reading Teachers. Students are given the opportunity of these two grade level programs before being referred for psychological evaluations.
The majority of the stutdents at BRE move from kindergarten to first grade with solid reading readiness skills and become readers by the end of first grade after the tutorial program. However, if a child still appears to have a learning problem, then the teachers are very conscientious about making referrals to the committee for special education so that appropriate special education services can be provided.
Four of the students did not enter BRE at the kindergarten level but the remaining students have been in attendance for all six grades.
 

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