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 Overview |
Difficulties in school may be long-term or temporary. The source of student learning difficulties can be external or internal. Students need academic, social, and emotional support.
It is the responsibility of school personnel, parents, and community to investigate possible factors:
| Health |
Attendance |
Language Needs |
| Attention |
Background Information |
Basic Skill Level |
| Organization Skills |
Learning Disabilities |
Social/Emotional Needs |
| Motivation |
Time Management |
Technology Needs |
Instructional planning guided by Common Core State Standards and Grade-level Expectations (for remainder of the transition period), executed with differentiated instruction and product options, afford learners increased opportunities for success. Additionally, appropriate strategies, accommodations and/or modifications, and assistive technology tools must be provided in the general and special education setting as outlined in an Individual Education Program (IEP). | | Instructional Decision-Making Cycle |
This tool is designed for use by grade level teams, school assistance teams, school building-level committees, and families when students continue to struggle academically or socially. It provides a structure to guide consideration of possible factors affecting student performance and to formulate a plan of action to support student success. It is based on current research and requires a team approach, data gathering, and professional judgment. Entries having an asterisk (*) indicate additional research available when scrolled over with the mouse and then clicked. The Instructional Decision-Making Cycle may be utilized multiple times whenever a new student concern arises. | | Response To Intervention (RTI)—Tier 2 |
For districts where a RTI model has been implemented, Tier 2 intervention is considered an addition to Tier 1, core instruction, with the goal of remediating learning deficits, thus promoting successful participation in Tier 1. Tier 2 instruction is characterized by*: smaller instructional groups (2-4 students; LA recommends less than 8), regular (weekly) progress monitoring that indicates content mastery monitoring, prescribed, sustained period of the intervention (nine to 12 weeks) and frequency of interventions ( 30 minutes/three to four times weekly), and instructor qualifications (trained and supervised).
* In Louisiana, districts submit individual RTI plans to the Louisiana Department of Education which may reflect variations of the features outlined above. | | Clearinghouse of Supplemental and Intervention (Reading) Materials |
The Department of Education’s Literacy Goal Office provides a tool that reviews 396 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 and ratings 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 Product 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 Goal Office 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 multisensory structured language (MSL) programs. | | Louisiana Assistive Technology Initiative (LATI) Centers |
The mission of the Louisiana Assistive Technology Initiative (LATI) is to provide leadership and support to local education agencies and families in the development and implementation of assistive technology services that will have meaningful application for the educational, social, recreational, vocational, and developmental experiences of students with disabilities. Eight regional centers serve local districts by providing professional development to educators, assistive technology services to students and expertise for improving access to students with disabilities. From the LATI site, you may scroll down to connect to the local LATI center. Newsletter subscriptions are available FREE. | | Strategic Instruction Model SIM™ |
Four Philosophical Principles underlie SIM™ components
Content Enhancement Routines (CER)
These teacher-focused interventions are used across the content areas to help identify and organize critical information. Components of a routine include: a teaching device, used under teacher guidance, linking steps, a mnemonic device that facilitates the identification of critical information, and the Cue-Do-Review teaching sequence. Through teacher guidance and classroom collaboration, information is organized in such a way that students can identify, organize, comprehend, and recall the most important content. Consistent use across content areas reinforces students’ independent use. | | Thinking Maps® |
Thinking Maps is a set of eight specific visual tools, each representing a singular thought process (defining in context, describing, comparing and contrasting, classification, sequencing, cause and effect, part/ whole relationships, and seeing analogies). Effective throughout all grade levels and content areas, these “tools” create a total language for learning within an entire school or district for maximum learning efficiency. Thinking Maps® and all Thinking Maps® instructional materials are available only in conjunction with professional development provided by certified Thinking Maps® trained trainers or consultants. Approximately 1,200 educators across Louisiana have received professional development to train in Thinking Maps®. For more information, contact your district’s central office or Thinking Maps®, Inc. at 1-800-243-9169 or visit www.thinkingmaps.com. | | 6 + 1 Writing Strategy |
This strategy is a powerful way to learn and use a common language to refer to characteristics of writing as well as create a common vision of what "good" writing looks like. Teachers and students can use the 6+1 Writing Trait model to pinpoint areas of strength and weakness as they continue to focus on improved | | Kagan Structures |
Increasing engagement is a powerful vehicle in improving behavior and increasing cooperative thinking skills. These interactive instructional strategies based on a research program conducted by Dr. Spencer Kagan beginning in 1968. Dr. Kagan created simple “structures” that allow teachers to guide the interaction of students with each other, the curriculum, and the teacher. Kagan's structures not only lead to greater cooperativeness; they have proven positive results in many areas, including greater academic achievement, improved ethnic relations, enhanced self-esteem, harmonious classroom climate, and the development of social skills and character virtues. Specific structures cited in Louisiana Department of Education Access Guide can be found in: Kagan, Spencer & Kagan, Miguel. (2009) Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing: www.KaganOnline.com | | GREAT Ideas | |
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