Transcript What is going on in Literacy Policy

What is going on in Literacy
Policy
Stimulus, RTI, and Title I
What are the big Issues?
• Economic stimulus
– What does it mean for educators
– What is it?
– How does it work?
• What’s going on with IDEA/NCLB/ELL
– RTI
– ELL
continued
• When will NCLB be rewritten?
• What is all this budget talk and changes in
education with the new Congress and
Administration?
• What’s going to happen down the road…
• Where can I get more information?
NAEP Reading ’71 - ’04
ages 9, 13, 17
NAEP Math ’73 - ’04
ages 9, 13, 17
Poverty
Children in poverty 2006: 17%
• By ethnicity
• Black: 33%
• Hispanic: 27%
• White: 10%
• By family structure
– Female-headed home: 42%
– Married couple: 8%
Speaking of English
• Children 5-17 who speak language other
than English at home
•1979: 8.5%
•2006: 20.3%
Mississippi
United States
494,954
49,676,964
69.5%
40.9%
Limited English Proficient
0.6%
8.5%
Students with Disabilities
13.7%
13.6%
Total Students
Low-Income Students
Source: National Center For Education Statistics (NCES), Common Core of Data, 2005-06 School Year
Reading Achievement for 2006-2007
Mississippi 4th Graders
State Data— %
Proficient
NAEP Data— %
Basic
NAEP Data— %
Proficient
All
90%
51%
19%
White
95%
70%
31%
Black
86%
34%
8%
Hispanic
87%
n.a.
n.a.
Low Income
87%
42%
12%
$44 Billion to States March 31
• State Stabilization - $32.5 billion (67%)
• IDEA, Parts B & C - $6.1 billion (50%)
• Title I, Part A - $5 billion (50%)
• Vocational Rehabilitation - $270 million (50%)
• Homeless youth - $70 million (100%)
• Independent Living - $52.5 million (100% of
formula monies; $87.5 million in competitive
grants to follow)
• Impact Aid - $40 million (100% of formula
monies; $60 million in competitive grants to
The following funds will be made
available beginning in fall 2009, based
on the quality of the applications
submitted through a competitive grant
process.
Guidelines for these funds will be posted shortly:
o Teacher Incentive Fund ($200 million).
o Teacher Quality Enhancement ($100 million).
o Statewide Data Systems ($250 million).
Mississippi
http://www.ed.gov/about/overview/budget/statetables/09recoverybystate.pdf
Obama Plan for Teachers
• Recruit Teachers: new Teacher Service Scholarships that will cover four
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years of undergraduate or two years of graduate teacher education,
including alternative programs for mid-career recruits in exchange for
teaching for at least four years in a high-need field or location.
Prepare Teachers: require all schools of education to be accredited.
Obama and Biden will also create a voluntary national performance
assessment so we can be sure that every new educator is trained and ready
to walk into the classroom and start teaching effectively. Create Teacher
Residency Programs that will supply 30,000 exceptionally well-prepared
recruits to high-need schools.
Retain Teachers: will expand mentoring programs that pair experienced
teachers with new recruits. They will also provide incentives to give
teachers paid common planning time so they can collaborate to share best
practices.
Reward Teachers: promote new and innovative ways to increase teacher
pay that are developed with teachers, not imposed on them.
Early Childhood
• Obama campaign – major emphasis on
early child development
• Budget proposal for 2010 – has funds for
early childhood
• House Hearings – two hearings week of
March 16th
• Head Start – increased funding and new
emphasis on literacy
Obama Plan for El/Sec
• Reform No Child Left Behind: will improve the assessments used to
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track student progress to measure readiness for college and the workplace
and improve student learning in a timely, individualized manner.
Support High-Quality Schools and Close Low-Performing Charter
Schools: double funding for the Federal Charter School Program to support
the creation of more successful charter schools.
Make Math and Science Education a National Priority: will recruit
math and science degree graduates to the teaching profession and will
support efforts to help these teachers learn from professionals in the field.
Address the Dropout Crisis: address the dropout crisis by passing
legislation to provide funding to school districts to invest in intervention
strategies in middle school -- strategies such as personal academic plans,
teaching teams, parent involvement, mentoring, intensive reading and math
instruction, and extended learning time.
Expand High-Quality Afterschool Opportunities: will double funding
for the main federal support for afterschool programs, the 21st Century
Learning Centers program, to serve one million more children.
Support English Language Learners: support transitional bilingual
education and will help Limited English Proficient students get ahead by
holding schools accountable for making sure these students complete
school.
What is RTI?
• Response to Intervention (RTI) is a multi-
tiered approach to help struggling
learners. Students' progress is closely
monitored at each stage of intervention to
determine the need for further researchbased instruction and/or intervention in
general education, in special education, or
both. (From RTI Action Network)
RTI essential components
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• High-quality, classroom instruction. All students receive high•
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quality, research-based instruction in the general education
classroom.
Ongoing student assessment. Universal screening and progress
monitoring provide information about a student’s learning rate
and level of achievement, both individually and in comparison with
the peer group. These data are then used when determining which
students need closer monitoring or intervention.
Tiered instruction. A multi-tier approach is used to efficiently
differentiate instruction for all students. The model incorporates
increasing intensities of instruction offering specific, researchbased interventions matched to student needs.
Parent involvement. Schools implementing RTI provide parents
information about their child’s progress, the instruction and
interventions used, the staff who are delivering the instruction,
and the academic or behavioral goals for their child.
Tiered instruction – basic model
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Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions
Within Tier 1, all students receive high-quality, instruction provided by qualified personnel to
ensure that their difficulties are not due to inadequate instruction. All students are screened on a
periodic basis to establish an academic and behavioral baseline and to identify struggling learners
who need additional support. Students identified as being “at risk” through universal screenings
and/or results on state- or districtwide tests receive supplemental instruction during the school
day in the regular classroom.
Tier 2: Targeted Interventions
Students not making adequate progress in the regular classroom in Tier 1 are
provided with increasingly intensive instruction matched to their needs on the basis of levels of
performance and rates of progress. Intensity varies across group size, frequency and duration of
intervention, and level of training of the professionals providing instruction or intervention. These
services and interventions are provided in small-group settings in addition to instruction in the
general curriculum. In the early grades (kindergarten through 3rd grade), interventions are
usually in the areas of reading and math.
Tier 3: Intensive Interventions and Comprehensive Evaluation
At this level, students receive individualized, intensive interventions that target the students’ skill
deficits. Students who do not achieve the desired level of progress in response to these targeted
interventions are then referred for a comprehensive evaluation and considered for eligibility for
special education services under the Individuals with Disabilities Education Improvement Act of
2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the
eligibility decision.
RTI – a multi-leveled intervention
• Core instruction for all students;
• Universal screening;
• Increasingly intensive instructional interventions
for students who need extra help; and,
• Progress monitoring.
What is accepted in NCLB
• Goal of closing the achievement gap
• Disaggregating data
• Serving all children (integrating elements
of IDEA with ESEA)
• Public school choice and SES
• Accountability
• Teachers are the key
Areas of no agreement
• What will work beyond HQT
• How to build in assessments that inform
instruction
• What should be the role of the federal
government in middle and high school
reform
• How much SES and public school choice
• How will RTI be integrated into NCLB
• How to use “new 21st Century tools”
What is also going to be pushed
• National Standards in all subject areas.
• Increased support for charter schools.
• National commission/committee on early
childhood
• New research agendas on school
improvement
• High School reform – 50% of all dropouts
come from 2000 high schools
• Universal Pre-K HR 555/Pre-K Act HR 702
Other areas to watch
• Funding in regular appropriations
• Regulations and guidance
– How will 20% set aside for SES be managed in the
stimulus?
• Relationship of early childhood to adolescence
• Relationship of RTI and ELL with Title I
• How reading will be defined?
• How scientifically based/evidence based is
defined
Looking far ahead… beyond the
next reauthorization
• Data systems allow for more individual
attention
• Increased use of technology for
communications/monitoring/connecting
• More alternatives for more students
• More flexibility from federal programs –
for students with many needs
More information
• Stimulus: www.ed.gov
• Legislation: http://thomas.loc.gov
• What it means: www.reading.org
• www.titlei.org
• RTI –
www.rtinetwork.org/www.reading.org