What is going on in What is going on in Literacy PolicyLiteracy Policy

Stimulus, RTI, and Title IStimulus, RTI, and Title I

What are the big Issues?What are the big Issues?• Economic stimulusEconomic stimulus

– What does it mean for educatorsWhat does it mean for educators– What is it?What is it?– How does it work?How does it work?

• What’s going on with IDEA/NCLB/ELLWhat’s going on with IDEA/NCLB/ELL– RTIRTI– ELLELL

continuedcontinued• When will NCLB be rewritten?When will NCLB be rewritten?• What is all this budget talk and What is all this budget talk and

changes in education with the new changes in education with the new Congress and Administration?Congress and Administration?

• What’s going to happen down the What’s going to happen down the road…road…

• Where can I get more information?Where can I get more information?

NAEP Reading ’71 - ’04 NAEP Reading ’71 - ’04 ages 9, 13, 17ages 9, 13, 17

NAEP Math ’73 - ’04NAEP Math ’73 - ’04ages 9, 13, 17ages 9, 13, 17

PovertyPoverty

Children in poverty 2006: 17%Children in poverty 2006: 17% • By ethnicityBy ethnicity

•Black: 33%Black: 33%•Hispanic: 27%Hispanic: 27%•White: 10%White: 10%

• By family structureBy family structure– Female-headed home: 42%Female-headed home: 42%– Married couple: 8%Married couple: 8%

Speaking of EnglishSpeaking of English• Children 5-17 who speak language Children 5-17 who speak language

other than English at homeother than English at home•1979: 8.5%1979: 8.5%•2006: 20.3%2006: 20.3%

  Mississippi United States

Total Students 494,954 49,676,964

Low-Income Students 69.5% 40.9%

Limited English Proficient 0.6% 8.5%

Students with Disabilities 13.7% 13.6%

Source: National Center For Education Statistics (NCES), Common Core of Data, 2005-06 School Year

Reading Achievement for 2006-2007

  Mississippi 4th Graders

  State Data— % Proficient NAEP Data— % Basic NAEP Data— %

Proficient

All 90% 51% 19%

White 95% 70% 31%

Black 86% 34% 8%

Hispanic 87% n.a. n.a.

Low Income 87% 42% 12%

$44 Billion to States $44 Billion to States March 31March 31

•State Stabilization - $32.5 billion (67%)State Stabilization - $32.5 billion (67%)• IDEA, Parts B & C - $6.1 billion (50%)IDEA, Parts B & C - $6.1 billion (50%)•Title I, Part A - $5 billion (50%)Title I, Part A - $5 billion (50%)•Vocational Rehabilitation - $270 million (50%) Vocational Rehabilitation - $270 million (50%) •Homeless youth - $70 million (100%)Homeless youth - $70 million (100%)• Independent Living - $52.5 million (100% of formula Independent Living - $52.5 million (100% of formula

monies; $87.5 million in competitive grants to monies; $87.5 million in competitive grants to follow) follow)

• Impact Aid - $40 million (100% of formula monies; Impact Aid - $40 million (100% of formula monies; $60 million in competitive grants to follow)$60 million in competitive grants to follow)

The following funds will be made available beginning in fall 2009, based on the quality of the applications submitted through a competitive grant process.

Guidelines for these funds will be posted shortly: o Teacher Incentive Fund ($200 million). o Teacher Quality Enhancement ($100 million). o Statewide Data Systems ($250 million).

http://www.ed.gov/about/overview/budget/statetables/09recoverybystate.pdf

Mississippi

Obama Plan for TeachersObama Plan for Teachers• Recruit Teachers:Recruit Teachers: new Teacher Service Scholarships that will cover new Teacher Service Scholarships that will cover

four years of undergraduate or two years of graduate teacher four years of undergraduate or two years of graduate teacher education, including alternative programs for mid-career recruits in education, including alternative programs for mid-career recruits in exchange for teaching for at least four years in a high-need field or exchange for teaching for at least four years in a high-need field or location. location.

• Prepare Teachers:Prepare Teachers: require all schools of education to be accredited. require all schools of education to be accredited. Obama and Biden will also create a voluntary national performance Obama and Biden will also create a voluntary national performance assessment so we can be sure that every new educator is trained and assessment so we can be sure that every new educator is trained and ready to walk into the classroom and start teaching effectively. ready to walk into the classroom and start teaching effectively. Create Teacher Residency Programs that will supply 30,000 Create Teacher Residency Programs that will supply 30,000 exceptionally well-prepared recruits to high-need schools. exceptionally well-prepared recruits to high-need schools.

• Retain Teachers:Retain Teachers: will expand mentoring programs that pair will expand mentoring programs that pair experienced teachers with new recruits. They will also provide experienced teachers with new recruits. They will also provide incentives to give teachers paid common planning time so they can incentives to give teachers paid common planning time so they can collaborate to share best practices. collaborate to share best practices.

• Reward Teachers:Reward Teachers: promote new and innovative ways to increase promote new and innovative ways to increase teacher pay that are developed with teachers, not imposed on them. teacher pay that are developed with teachers, not imposed on them.

Early ChildhoodEarly Childhood• Obama campaign – major emphasis on Obama campaign – major emphasis on

early child developmentearly child development• Budget proposal for 2010 – has funds Budget proposal for 2010 – has funds

for early childhoodfor early childhood• House Hearings – two hearings week of House Hearings – two hearings week of

March 16March 16thth • Head Start – increased funding and Head Start – increased funding and

new emphasis on literacynew emphasis on literacy

Obama Plan for El/SecObama Plan for El/Sec• Reform No Child Left Behind:Reform No Child Left Behind: will improve the assessments used to track will improve the assessments used to track

student progress to measure readiness for college and the workplace and student progress to measure readiness for college and the workplace and improve student learning in a timely, individualized manner. improve student learning in a timely, individualized manner.

• Support High-Quality Schools and Close Low-Performing Charter Support High-Quality Schools and Close Low-Performing Charter Schools:Schools: double funding for the Federal Charter School Program to support the double funding for the Federal Charter School Program to support the creation of more successful charter schools. creation of more successful charter schools.

• Make Math and Science Education a National Priority:Make Math and Science Education a National Priority: will recruit math will recruit math and science degree graduates to the teaching profession and will support and science degree graduates to the teaching profession and will support efforts to help these teachers learn from professionals in the field. efforts to help these teachers learn from professionals in the field.

• Address the Dropout Crisis:Address the Dropout Crisis: address the dropout crisis by passing address the dropout crisis by passing legislation to provide funding to school districts to invest in intervention legislation to provide funding to school districts to invest in intervention strategies in middle school -- strategies such as personal academic plans, strategies in middle school -- strategies such as personal academic plans, teaching teams, parent involvement, mentoring, intensive reading and math teaching teams, parent involvement, mentoring, intensive reading and math instruction, and extended learning time. instruction, and extended learning time.

• Expand High-Quality Afterschool Opportunities:Expand High-Quality Afterschool Opportunities: will double funding for will double funding for the main federal support for afterschool programs, the 21st Century Learning the main federal support for afterschool programs, the 21st Century Learning Centers program, to serve one million more children. Centers program, to serve one million more children.

• Support English Language Learners:Support English Language Learners: support transitional bilingual support transitional bilingual education and will help Limited English Proficient students get ahead by education and will help Limited English Proficient students get ahead by holding schools accountable for making sure these students complete school. holding schools accountable for making sure these students complete school.

What is RTI?What is RTI?• Response to Intervention (RTI) is a multi-Response to Intervention (RTI) is a multi-

tiered approach to help struggling tiered approach to help struggling learners. Students' progress is closely learners. Students' progress is closely monitored at each stage of intervention monitored at each stage of intervention to determine the need for further to determine the need for further research-based instruction and/or research-based instruction and/or intervention in general education, in intervention in general education, in special education, or both.  (From RTI special education, or both.  (From RTI Action Network)Action Network)

RTI essential componentsRTI essential components

• : : • High-quality, classroom instructionHigh-quality, classroom instruction. All students receive high-. All students receive high-

quality, research-based instruction in the general education quality, research-based instruction in the general education classroom. classroom.

• Ongoing student assessmentOngoing student assessment. Universal screening and progress . Universal screening and progress monitoring provide information about a student’s learning rate monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison and level of achievement, both individually and in comparison with the peer group. These data are then used when with the peer group. These data are then used when determining which students need closer monitoring or determining which students need closer monitoring or intervention. intervention.

• Tiered instructionTiered instruction. A multi-tier approach is used to efficiently . A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-increasing intensities of instruction offering specific, research-based interventions matched to student needs. based interventions matched to student needs.

• Parent involvementParent involvement. Schools implementing RTI provide parents . Schools implementing RTI provide parents information about their child’s progress, the instruction and information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child. and the academic or behavioral goals for their child.

Tiered instruction – basic Tiered instruction – basic modelmodel• Tier 1: High-Quality Classroom Instruction, Screening, and Group InterventionsTier 1: High-Quality Classroom Instruction, Screening, and Group Interventions• Within Tier 1, all students receive high-quality, instruction provided by qualified personnel Within Tier 1, all students receive high-quality, instruction provided by qualified personnel

to ensure that their difficulties are not due to inadequate instruction. All students are to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being “at identify struggling learners who need additional support. Students identified as being “at risk” through universal screenings and/or results on state- or districtwide tests receive risk” through universal screenings and/or results on state- or districtwide tests receive supplemental instruction during the school day in the regular classroom. supplemental instruction during the school day in the regular classroom.

• Tier 2: Targeted InterventionsTier 2: Targeted Interventions• Students not making adequate progress in the regular classroom in Tier 1 areStudents not making adequate progress in the regular classroom in Tier 1 are

provided with increasingly intensive instruction matched to their needs on the basis of provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. 3rd grade), interventions are usually in the areas of reading and math.

• Tier 3: Intensive Interventions and Comprehensive EvaluationTier 3: Intensive Interventions and Comprehensive Evaluation• At this level, students receive individualized, intensive interventions that target the At this level, students receive individualized, intensive interventions that target the

students’ skill deficits. Students who do not achieve the desired level of progress in students’ skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision. Tiers 1, 2, and 3 are included and used to make the eligibility decision.

RTI – a multi-leveled RTI – a multi-leveled interventionintervention

•Core instruction for all students;Core instruction for all students;•Universal screening;Universal screening;• Increasingly intensive instructional Increasingly intensive instructional

interventions for students who need extra interventions for students who need extra help; and,help; and,

•Progress monitoring.Progress monitoring.

What is accepted in NCLBWhat is accepted in NCLB• Goal of closing the achievement gapGoal of closing the achievement gap• Disaggregating dataDisaggregating data• Serving all children (integrating Serving all children (integrating

elements of IDEA with ESEA)elements of IDEA with ESEA)• Public school choice and SESPublic school choice and SES• AccountabilityAccountability• Teachers are the keyTeachers are the key

Areas of no agreementAreas of no agreement• What will work beyond HQTWhat will work beyond HQT• How to build in assessments that inform How to build in assessments that inform

instructioninstruction• What should be the role of the federal What should be the role of the federal

government in middle and high school government in middle and high school reformreform

• How much SES and public school choiceHow much SES and public school choice• How will RTI be integrated into NCLBHow will RTI be integrated into NCLB• How to use “new 21How to use “new 21stst Century tools” Century tools”

What is also going to be What is also going to be pushedpushed• National Standards in all subject areas.National Standards in all subject areas.• Increased support for charter schools.Increased support for charter schools.• National commission/committee on early National commission/committee on early

childhoodchildhood• New research agendas on school New research agendas on school

improvementimprovement• High School reform – 50% of all dropouts High School reform – 50% of all dropouts

come from 2000 high schoolscome from 2000 high schools• Universal Pre-K HR 555/Pre-K Act HR 702Universal Pre-K HR 555/Pre-K Act HR 702

Other areas to watchOther areas to watch• Funding in regular appropriationsFunding in regular appropriations• Regulations and guidanceRegulations and guidance

– How will 20% set aside for SES be managed in the How will 20% set aside for SES be managed in the stimulus?stimulus?

• Relationship of early childhood to adolescenceRelationship of early childhood to adolescence

• Relationship of RTI and ELL with Title IRelationship of RTI and ELL with Title I• How reading will be defined?How reading will be defined?• How scientifically based/evidence based is How scientifically based/evidence based is

defineddefined

Looking far ahead… beyond Looking far ahead… beyond the next reauthorizationthe next reauthorization• Data systems allow for more individual Data systems allow for more individual

attentionattention• Increased use of technology for Increased use of technology for

communications/monitoring/connectingcommunications/monitoring/connecting• More alternatives for more studentsMore alternatives for more students• More flexibility from federal programs – More flexibility from federal programs –

for students with many needsfor students with many needs

More informationMore information• Stimulus: Stimulus: www.ed.gov• Legislation: Legislation: http://thomas.loc.gov• What it means: What it means: www.reading.org•www.titlei.org• RTI – RTI –

www.rtinetwork.org/www.reading.orgwww.rtinetwork.org/www.reading.org