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 Overview |
- Keep expectations HIGH for ALL students!
- All students address the same curriculum based on the Louisiana Content Standards
- Louisiana Content Standards were established at the state level and are used by local education agencies in the development of curricula
- The LCC supports academic achievement for students by providing alignment of content, instruction, and assessment
- Differentiating instruction and scaffolding support with appropriate media and materials are critical in affording learners maximized access to and involvement with the curricula.
| | Louisiana Comprehensive Curriculum |
The Louisiana Comprehensive Curriculum (2005, 2008) is a set of grade-appropriate, content- specific activities aligned with state content standards, as defined by Grade-Level Expectations (GLEs), which are organized into coherent, time-bound units. These activities are to be incorporated into lesson plans which take student needs into consideration. | | Content Literacy Strategies |
Content Literacy Strategies are integrated into one-third of the LA Comprehensive Curriculum Activities and are designed to improve independent reading, writing, and thinking strategies across the content areas. | | Response To Intervention (RTI) |
The National Research Council determined that the RTI process is the most effective way to meet the educational needs of all students. The Louisiana RTI Task Force has developed guidelines for the Louisiana RTI Implementation Plan, and districts are to submit their plans and utilize local, state, and federal funds to support the RTI process.
Louisiana’s guidelines follow a three-tiered process. Universal screening occurs for all students three times a year to determine benchmark progress. Each tier has recommendations for additional instruction time and group size. Tier 1 focuses on high quality core instruction characterized by program fidelity and differentiated instruction. Tier 2 provides additional time for strategic support to students who continue to struggle in achieving benchmark success. Tier 3 instruction includes intensive/individual support. For students in Tiers 2 and 3, more frequent progress monitoring occurs, with guidelines for changing the type of interventions. The process is data-driven and requires skilled instructors and interventionists.
| | Response to Intervention National Websites |
Other RTI-related websites provide additional Information:
Excellent RTI resource website with links to additional resources.
Collection of scientifically based research and information about K-12 instruction in reading, math, science, special education, and ELL.
Disseminates information about research-based practices related to literacy instruction and assessment for children in pre-school through 12th grade. Rated intervention programs are at www.fcrr.org/FCRRReports/table.asp?rep=supp .
Promotes reading skills through research in the areas of developing reading interventions for children at-risk for failing to learn to read and children who are either bilingual or who speak Spanish exclusively in the early primary grades.
Provides information, technology, and resources to teachers, administrators, and parents on the five big ideas of early literacy: phonemic awareness, alphabetic principle, fluency with text, vocabulary, and comprehension.
Provides schools with capacity-building information and technical assistance for identifying, and sustaining effective school-wide disciplinary practices.
Site explains various aspects of RTI process, and offers strategies for process implementation.
Developed by Dr. Alan Coulter and colleagues at the Louisiana State University Health Sciences Center, the site provides instruction in the RTI process through PowerPoint and data research information.
Translates research into practice for online professional development that emphasizes scientifically based reading research and instruction; is dedicated to improving reading instruction for all students, especially struggling readers, English language learners, and students receiving special education services.
Collects, screens, and identifies studies of effectiveness of educational interventions (programs, products, practices, and policies). | | Louisiana Components of Effective Teaching |
Louisiana Components of Effective Teaching outline the most desirable teaching attributes found across the following domains: planning, instruction, professional development, and school improvement. These attributes are evident in effective classrooms that address the needs of all students. | | Collaboration and Co-Teaching |
It is generally accepted that general educators have expertise in content knowledge, while special educators possess expertise in strategy instruction for those students who learn differently. Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, blended group of students in a single physical space (Friend & Cook, Interactions, 2010).
There are several models of co-teaching, each enhancing a particular type of activity. When planned thoughtfully and executed as intended, the models improve access to the curriculum and provide targeted instructional delivery. The Louisiana Department of Education, in collaboration with the Louisiana State Improvement Grant (LaSIG), has developed a Co-Teaching eGuide for the use of school and district level personnel to develop effective co-teaching and inclusive practices. The document is broken down into three sections: Planning, Implementation, and Results, with pertinent forms and resources included for each section. The materials included in each respective section may be modified to fit district and school needs.
Part 1 Webinar—Planning -- Administrators, Teachers, and Stakeholders (approx. 40 mins.) Power point:--Part 1--Planning Power point
Part 2 Webinar--Implementation (5 Co-Teaching Approaches) (approx. 50 mins.) Power point: --Part 2--Implementation
Part 3 Webinar--Results/Effectiveness (approx. 25 mins.) Power point: Part 3--Results
Use the guidelines in the Video Checklist to contribute a video clip of great Co-Planning, Co-Teaching, Assessing Results, or testimonials of benefits to kristina.braud@la.gov | | Student Motivation, Engagement, and Behavior |
Information “Coming Soon” | | Bloom’s Taxonomy (revised) |
A classification of intellectual levels devised by Benjamin Bloom in 1956, revised in 2001 by David Krathwohl and Lorin Anderson, Bloom’s Taxonomy identifies six levels of increasingly complex cognitive processes: remembering, understanding, applying, analyzing, evaluating, and creating. Teachers are encouraged to use a variety of higher order thinking skills (h.o.t.s.) in questioning students. A set of verbs (stems) helps guide the complexity of uncovering factual, conceptual, procedural, and meta-cognitive knowledge. | | Strategic Instruction Model ® (SIM) |
“SIM is a comprehensive approach to adolescent literacy that addresses the need of students to be able to read and understand large volumes of complex materials as well as their need to be able to express themselves effectively in writing.” (SIM brochure, April 2009)
Four philosophical principles led to the development of teacher-focused interventions called Content Enhancement Routines (CER) and student-focused interventions called Learning Strategies. These interventions are supported by other SIM components targeting community building, development of appropriate social skills, and planning for attaining personal goals. The Strategic Instruction Model ® was developed at The University of Kansas Center for Research on Learning. See more details under strategic and intensive instruction tabs elsewhere on the Access Guide website. | | Speech and Language Success for All (SALSA) |
The Speech and Language Pathologists’ (SLPs) expertise regarding the interrelationships among listening, speaking, reading, and writing has been underutilized in the traditional class setting. Within the RTI process, SLPs are capable of helping to identify and prevent academic failure for students who are struggling to learn prior to being identified as having speech or language impairments. Utilizing a variety of methods, settings, and service-delivery options, Speech and Language Pathologist are an integral component in supporting literacy and numeracy initiatives. A pilot project of the SALSA Initiative is currently underway in the state. | | Section 504 of the Rehabilitation Act of 1974 | |
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