Laurel School District Title I Bridging the Gap Laurel School District

Title I Staff Dennis Devorick- Title I Supervisor Christina Thakar Stephanie Hennon Carey Cowher

AmeriCorps Mrs. Mansour Miss Garcewski Miss Parish Ms. Lacey

Another Way of Putting It: “Disjointed Incrementalism” (Reynolds, 1988) SPED Gifted K-12 Education Migrant Title 1 Even these support services required a “Label” and often students were not eligible for one if they were receiving another (i.e., ELL and Title I originally). This left many students adrift among the services needed. ELL SAP from W. David Tilly, 2005

Without Problem-Solving Special Education Without Problem Solving, students who are not identified as Special Education are not succeeding with the universal, general education process and yet have no or insufficient supports to help them succeed. Sea of Ineligibility General Education

Needed to Solve Problem Bridging the Gap Special Education Needed to Solve Problem Amount of Resources With problem-solving at all three tiers, there is a system build which provides a continuum of support for rapid response to the help needed as students begin to fail. Interventions General Education Intensity of Problem

Needed to Solve Problem Bridging the Gap Core + Intensive Core Monthly-Weekly Intensity of Problem Needed to Solve Problem Amount of Resources Core + Supplemental 3x/year Weekly

Paradigm Shifts Shifts in Thinking about General, Remedial, and Special Education From categorical thinking to solving the problems of students. From a placement orientation to a teaching/ intervention orientation From wait to fail to prevention and early intervention From special ed., Title I, & remedial ed. as a place or program to special ed., Title I, & remedial ed. as a resource/service where students receive appropriate & effective interventions. From defined roles to using all resources differently and more effectively. (Review “shifts” leading to final one on next slide)

What Experts Say Although the assessment of processing abilities and the provision of process-oriented instruction may have been occurring in the past, the most effective current model for addressing students’ needs is one that relies on progress-monitoring approaches directly linked to explicit and systematic instruction and intervention. This tiered approach can look at behavior as well as academics. Here are some examples. Vaughn & Fuchs, 2003 In short, a Tiered model of research based interventions, using a data-based, problem solving approach

TIER 1: CORE CLASS INSTRUCTION-Example FOCUS For all students PROGRAM Scientific-based Reading instruction GROUPING Multiple grouping format to meet student needs TIME 90 minutes per day or more ASSESSMENT Benchmark assessment at beginning, middle, & end of year INTERVENTIONIST General education teacher These next few slides just give one snapshot of how planning might occur at the various levels for both academics and behavior. This is basically simply using data to drive the decision-making process of increased support as needed at each level for students to succeed. Remember how critical it is to do the best job possible at the universal level.

TIER 2: SMALL GROUP INTERVENTION-Example FOCUS For students identified with marked reading difficulties, & who have not responded to Tier I efforts PROGRAM Specialized scientific-based Reading program(s) emphasizing the 5 elements of beginning reading GROUPING Homogeneous small group instruction TIME 25-30 minutes per day in small group ASSESSMENT Weekly progress monitoring on target skills to ensure adequate progress & learning INTERVENTIONIST “Research-provided” interventionist SETTING Appropriate setting outside the classroom designated by the school That will reduce the potential students in need of tier 2 interventions.

TIER 3: INTENSIVE INTERVENTION-Example FOCUS For students with marked difficulties IN reading or reading difficulties & who have not responded adequately to Tier 1 & 2 efforts PROGRAM Individualized & responsive intervention emphasizing critical elements of reading for students with reading difficulties/disabilities GROUPING Homogeneous small group instruction TIME small group instruction ASSESSMENT Weekly progress monitoring on target skills to ensure adequate progress & learning INTERVENTIONIST “Research-provided” interventionist SETTING Appropriate setting outside the classroom designated by the school The goal is to have as few students as possible in need of receiving more individualized, time-and-resource-consuming interventions so that only those students needing such extensive support are moved to this level. This clusters the appropriate assistance around each population without watering down intensive resources by applying them to students who can succeed without them.

Problem Solving/RTI Core Principles Use research-based, scientifically validated interventions/instruction Scientifically based screening & progress monitoring to inform instruction Use a problem-solving methodology Data based decision making Remaining principles of Problem Solving are also those adopted by PBIS. Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005 NADSE (National Association of Directors of Special Education

What is Title I? Title I is the largest federally funded educational support program available to schools. Title I is a supplementary service to help students meet course requirements and attain academic standards.

What are the goals of the program? Communications Each child shall become proficient in: reading composition listening speech understanding interpreting analyzing synthesizing Mathematics Each child shall become proficient in: varied mathematical processes mathematical concepts applications problem solving

Selection Process Curriculum Based Assessment (CBA) DIBELS/AIMS Teacher/Title I recommendation Standardized Tests (Below Basic/Basic scores on PSSA or Terra Nova) Below Basic on Achievement Test = Title I Support Basic in multiple areas also qualify

Curriculum Based Assessment Grades K,1-2 Task 1- Math computation mathematical concepts problem solving Task 2-comprehension based on an oral/written retelling Task 3- DIBELS (fluency test)

Title I Support Reading In Class/Pull Out 30 Minutes/Day All students – Small Group Reading Regular Education Teachers Title 1 AmeriCorps

AmeriCorps Support Reading and/or Math Small Group Intervention NOTE: AmeriCorps is a national group of dedicated people who are willing to serve their community in the areas of public safety, human needs, education, and environment.

PARENT INVOLVEMENT Parent School Compact Planning Committee Needed What are your needs? How can we improve service? If you are a Title I parent get involved by calling Mr. Devorick at 724-658-2673 ext 2935

Thank you for coming tonight!