1. Laurel School District
Title I
Bridging the Gap
Laurel School District

2. Title I Staff Dennis Devorick- Title I Supervisor Christina Thakar
Stephanie Hennon
Carey Cowher

3. AmeriCorps
Mrs. Mansour
Miss Garcewski
Miss Parish
Ms. Lacey

4. Another Way of Putting It: “Disjointed Incrementalism” (Reynolds, 1988)
SPED
Gifted
K-12
Education
Migrant
Title 1
Even these support services required a “Label” and often students were not eligible for one if they were receiving another (i.e., ELL and Title I originally). This left many students adrift among the services needed.
ELL
SAP
from W. David Tilly, 2005

5. Without Problem-Solving
Special Education
Without Problem Solving, students who are not identified as Special Education are not succeeding with the universal, general education process and yet have no or insufficient supports to help them succeed.
Sea of Ineligibility
General Education

6. Needed to Solve Problem
Bridging the Gap
Special Education
Needed to Solve Problem
Amount of Resources
With problem-solving at all three tiers, there is a system build which provides a continuum of support for rapid response to the help needed as students begin to fail.
Interventions
General Education
Intensity of Problem

7. Needed to Solve Problem
Bridging the Gap
Core + Intensive
Core
Monthly-Weekly
Intensity of Problem
Needed to Solve Problem
Amount of Resources
Core + Supplemental
3x/year
Weekly

8. Paradigm Shifts
Shifts in Thinking about General, Remedial, and Special Education
From categorical thinking to solving the problems of students.
From a placement orientation to a teaching/ intervention orientation
From wait to fail to prevention and early intervention
From special ed., Title I, & remedial ed. as a place or program to special ed., Title I, & remedial ed. as a resource/service where students receive appropriate & effective interventions.
From defined roles to using all resources differently and more effectively.
(Review “shifts” leading to final one on next slide)

9. What Experts Say
Although the assessment of processing abilities and the provision of process-oriented instruction may have been occurring in the past, the most effective current model for addressing students’ needs is one that relies on progress-monitoring approaches directly linked to explicit and systematic instruction and intervention.
This tiered approach can look at behavior as well as academics. Here are some examples.
Vaughn & Fuchs, 2003
In short, a Tiered model of research based interventions,
using a data-based, problem solving approach

10. TIER 1: CORE CLASS INSTRUCTION-Example
FOCUS
For all students
PROGRAM
Scientific-based Reading instruction
GROUPING
Multiple grouping format to meet student needs
TIME
90 minutes per day or more
ASSESSMENT
Benchmark assessment at beginning, middle, & end of year
INTERVENTIONIST
General education teacher
These next few slides just give one snapshot of how planning might occur at the various levels for both academics and behavior. This is basically simply using data to drive the decision-making process of increased support as needed at each level for students to succeed. Remember how critical it is to do the best job possible at the universal level.

11. TIER 2: SMALL GROUP INTERVENTION-Example
FOCUS
For students identified with marked reading difficulties, & who have not responded to Tier I efforts
PROGRAM
Specialized scientific-based Reading program(s) emphasizing the 5 elements of beginning reading
GROUPING
Homogeneous small group instruction
TIME
25-30 minutes per day in small group
ASSESSMENT
Weekly progress monitoring on target skills to ensure adequate progress & learning
INTERVENTIONIST
“Research-provided” interventionist
SETTING
Appropriate setting outside the classroom designated by the school
That will reduce the potential students in need of tier 2 interventions.

12. TIER 3: INTENSIVE INTERVENTION-Example
FOCUS
For students with marked difficulties IN reading or reading difficulties & who have not responded adequately to Tier 1 & 2 efforts
PROGRAM
Individualized & responsive intervention emphasizing critical elements of reading for students with reading difficulties/disabilities
GROUPING
Homogeneous small group instruction
TIME
small group instruction
ASSESSMENT
Weekly progress monitoring on target skills to ensure adequate progress & learning
INTERVENTIONIST
“Research-provided” interventionist
SETTING
Appropriate setting outside the classroom designated by the school
The goal is to have as few students as possible in need of receiving more individualized, time-and-resource-consuming interventions so that only those students needing such extensive support are moved to this level. This clusters the appropriate assistance around each population without watering down intensive resources by applying them to students who can succeed without them.

13. Problem Solving/RTI Core Principles
Use research-based, scientifically validated interventions/instruction
Scientifically based screening & progress monitoring to inform instruction
Use a problem-solving methodology
Data based decision making
Remaining principles of Problem Solving are also those adopted by PBIS.
Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005
NADSE (National Association of Directors of Special Education

14. What is Title I?
Title I is the largest federally funded educational support program available to schools.
Title I is a supplementary service to help students meet course requirements and attain academic standards.

15. What are the goals of the program?
Communications
Each child shall become
proficient in:
reading
composition
listening
speech
understanding
interpreting
analyzing
synthesizing
Mathematics
Each child shall become
proficient in:
varied mathematical processes
mathematical concepts
applications
problem solving

16. Selection Process Curriculum Based Assessment (CBA) DIBELS/AIMS
Teacher/Title I recommendation
Standardized Tests (Below Basic/Basic scores on PSSA or Terra Nova)
Below Basic on Achievement Test = Title I Support
Basic in multiple areas also qualify

17. Curriculum Based Assessment
Grades K,1-2
Task 1- Math
computation
mathematical concepts
problem solving
Task 2-comprehension based on an oral/written retelling
Task 3- DIBELS (fluency test)

18. Title I Support Reading In Class/Pull Out 30 Minutes/Day
All students – Small Group Reading
Regular Education Teachers
Title 1
AmeriCorps

19. AmeriCorps Support Reading and/or Math Small Group Intervention
NOTE: AmeriCorps is a national group of dedicated people who are willing to serve their community in the areas of public safety, human needs, education, and environment.

20. PARENT INVOLVEMENT Parent School Compact Planning Committee Needed
What are your needs?
How can we improve service?
If you are a Title I parent get involved by calling Mr. Devorick at ext 2935

21. Thank you for coming tonight!