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 Response to Intervention (RTI)-Tier 3 |
For districts where a RTI model has been implemented, Tier 3 represents the most intensive, individualized intervention for those students who demonstrate minimal response to Tier 2 interventions. The sessions are longer, with smaller group size, and more frequent sessions. Progress monitoring is also more frequent, usually weekly, which presents a picture of the student’s rate of improvement over time. The instructor must be highly trained and experienced in recognizing problem areas and modifying the components of an intervention program to meet the specific needs of the student who continues to struggle.
| | SIM (TM) Learning Strategies (LS) |
These student-focused interventions are taught through eight stages of acquisition,so that they are used independently and are generalized across the content areas. There are thirty-six strategies related to: 1) Reading & Decoding, 2) Storing & Remembering Information,
3) Expressing Information (Writing/Editing), 4) Demonstrating Competence, 5) Social Interaction, 6) Motivation, and 7) Math Facts. Louisiana has a cadre of SIM Professional Developers who are certified to train teachers in the use of Learning Strategies (http://www.kucrl.org/sim/brochures/LSoverview.pdf)
For more information, contact your district’s central office or the LA Department of Education, Literacy Initiative 1-877 453-2721. (http://www.louisianaschools.net/lde/lan/home.html)
| | Clearinghouse of Supplemental and Intervention (Reading) Materials |
The Department of Education’s Literacy Initiative provides several tools that review 217 supplemental and intervention reading programs. The purpose of the clearinghouse is to provide districts with product information to compare and contrast features of programs that meet the needs of their student population. Several charts expand the LDOE’s original K-3 supplemental materials list to include reviews of materials for grades Prekindergarten through 12. The Supplemental and Intervention Product Database provides information on 12 key elements ranging from National Reading Components addressed (Phonemic Awareness, Phonics, Comprehension, Vocabulary, Fluency) to cost and independent reviews of the program. The Effectiveness and Content Review Database compiles information on evidence of program effectiveness and content review by respected national reading groups such as the Florida Center for Reading Research (FCRR), University of Oregon, and Learning Point. The Product Summary Tables individually outline the features contained within each program. The Literacy Initiative requires viewers to check a disclaimer box on the website before viewing these documents. | | Dyslexia |
The Louisiana Law for the Education of Dyslexic Students {(R.S. 17:7(11)} and Bulletin 1903 provides for the screening and assessment of students suspected of having dyslexia and other related disorders as well as the provision of ultisensory structured language (MSL) programs to students identified as having Characteristics of Dyslexia. | | Positive Behavior Support Tier 3 | |
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