Content Literacy Strategies are designed to improve independent reading, writing, and thinking strategies across the content areas.
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.
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 firstname.lastname@example.org
Information “Coming Soon”
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.
“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.
Section 504 of the Rehabilitation Act of 1973 is a civil rights law that prohibits discrimination on the basis of disability. This law guarantees students with disabilities certain rights, including the right to a free appropriate public education (FAPE). Appropriate services are those designed to meet the needs of students with disabilities to the same extent that the needs of students without disabilities are met so that all students may enjoy full participation in educational opportunities. Useful websites are Section 504 Regulations , Protecting Students with Disabilities: Frequently Asked Questions, and Office for Civil Rights.