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STANDARDS & CURRICULUM ACHIEVING GREAT PUBLIC SCHOOLS

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Page 1: STANDARDS & - National Education Association INDICATORS TO STANDARDS AND CURRICULUM The National Education Association believes in high standards that describe clear expectations for

STANDARDS & CURRICULUM

ACHIEVING GREAT PUBLIC SCHOOLS

Page 2: STANDARDS & - National Education Association INDICATORS TO STANDARDS AND CURRICULUM The National Education Association believes in high standards that describe clear expectations for

OPENING INDICATORS TO STANDARDS AND CURRICULUM

The National Education Association believes in high standards that describe clear expectations for what students should know and be able to achieve. Individual students require learning opportunities that are differentiated and responsive to their needs, interests, and learning styles. Throughout the implementation of content and performance standards, all students must be provided the instructional opportunities and learning conditions necessary to attain the standards.

The Great Public Schools (GPS) Standards and Curriculum Criteria are comprised of four Indicators:

`` Integrated and Continuous Curriculum Development

`` Comprehensive Curriculum Content

`` Appropriate Instructional Services

`` Accommodation and Differentiation

The documents in this standards and curriculum policy package are designed to support strategic planning and advocacy efforts on behalf of students and the adults that support their learning, and to be used in concert with the GPS Indicators Framework. The package includes the following documents:

`` Standards and curriculum policy benchmarks, that allow for the comparison of best practices;

`` Policy briefs that express NEA leaders, and members’ views and make policy recommendations

`` Fact sheets that can be shared with school board members, legislators, and parents

`` Sample contract language

Like the GPS Indicators Framework, this is a living document. There may be changes and additions as we obtain information and feedback. Please direct your questions and or feedback to [email protected].

Integrated and Continuous

Curriculum Development

Comprehensive Curriculum

Content

Appropriate Instructional

Services

Accommodation and

Differentiation

NEA is committed to High Standards and Comprehensive Curriculum

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BENCHMARKS

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Great Public Schools for Every Student

NEA Education Policy and Practice Department | Center for Great Public Schools | 1201 16th St., NW, Washington, D.C. 20036

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BENCHMARKS

Standards and Curriculum INDICATOR: Integrated and Continuous Curriculum Development

POLICY: State policy requires teacher involvement in developing curriculum guidelines and related resources that are aligned with content and standards.

BENCHMARKS: ``̀State policy requires that teachers must be the primary voice in the planning, development, implementation, monitoring, and refinement of curricula.

`` State policy permits teachers to be involved in developing curriculum guidelines and related resources that are aligned with content and standards.

`` State policy provides for no teacher involvement in developing curriculum guidelines and related resources that are aligned with content and standards.

INDICATOR: Comprehensive Curriculum Content

POLICY: State policy has appropriate content standards in all academic subjects that are rigorous, clear, and address the needs of students of all abilities, linguistic, and cultural backgrounds.

BENCHMARKS: ``̀State policy has appropriate content standards in English Language Arts and Mathematics.

`` State policy has appropriate content standards in English/Language Arts, Mathematics, Science, and Social Studies that are rigorous, clear, and address the needs of students of all abilities, linguistic, and cultural backgrounds.

`` State has a policy that includes content standards in all required academic subjects (not electives—see glossary) that are rigorous, clear, and address the needs of students of all abilities, linguistic, and cultural backgrounds.

INDICATOR: Appropriate Instructional Services

POLICY: State policy supports professional learning opportunities to help educators expand their instructional repertoire.

BENCHMARKS: ``̀ No state policy exists to support professional learning opportunities to help educators expand their instructional repertoire.

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BENCHMARKS

Standards and Curriculum BENCHMARKS: ``̀State policy supports professional learning opportunities, but the

opportunities do not necessarily help educators expand their instructional repertoire.

`` State policy thoroughly supports and provides for sustained high quality professional learning opportunities and resources to help educators expand their instructional repertoire.

INDICATOR: Accommodation and Differentiation

POLICY: State policy requires accommodations and differentiation in curriculum, instruction, and assessment to meet the range of students’ needs.

BENCHMARKS: ``̀State policy requires accommodations in curriculum, instruction, and assessment to meet the range of students’ needs.

`` State policy requires for accommodations and recommends differentiation (for example, multi-tiered systems of support-UDL, RTI, and PBIS) in curriculum, instruction, and assessment to meet the range of students’ needs.

`` State policy requires accommodations and differentiation (for example, multi-tiered systems of support—UDL, RTI, and PBIS) in curriculum, instruction, and assessment to meet the range of students’ needs.

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BACKGROUNDER/FACTSHEET

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BACKGROUNDER/FACTSHEET

Great Public Schools for Every Student

NEA Education Policy and Practice Department | Center for Great Public Schools | 1201 16th St., NW, Washington, D.C. 20036

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The Purpose of an Education We do not educate students only to go to college or get a job. Education’s goals extend far beyond that.

The NEA proposed purpose statement for the reauthorization of ESEA is as follows:

The public education system is critical to democracy, and its purpose is to maximize the achievement, skills, opportunities, and potential of all students by promoting their strengths and addressing their needs; and ensure that all students are prepared to thrive in a democratic society and a diverse changing world as knowledgeable, creative, and engaged citizens and lifelong learners.

An education system that focuses mainly on students achieving acceptable scores on mathematics and language arts tests will not reach the goals that the above statement envisions. Students need to develop creativity, social skills, and dispositions critical to democracy in addition to literacy and numeracy. Learning in the domains of the arts, sciences, social studies, and physical

education is essential to preparation for a future of opportunity and self-actualization.

NEA Supports a Complete EducationWhat is a complete education? The simplest definition of a complete education is one that provides opportunities to learn in a range of domains that enable students to be able to have and make sound choices about their lives. A student should not be unable to choose a career in music because schools did not offer any education in that area and its related skills and knowledge. The same holds with engineering, art, computers, politics, or social services.

In a complete education, each subject is taught because of its intrinsic value. In other words, music isn’t taught just because we think it will help students understand mathematics. We teach music because music is an important and integral part of the human experience.

Here is a simple example of a complete education: A student in the first grade takes reading, mathematics, science, social studies, art, music, physical education. Technology is

Access to a Complete Education for AllThe National Education Association (NEA) believes that all students should receive a well-rounded or complete education. A democratic society depends on an informed citizenry to make critical decisions related to its society’s health and well-being. However, reports indicate that the 10-year-old law of the land that guides public education in the United States, the No Child Left Behind Act (NCLB, the Elementary and Secondary Education Act), has failed in its promise to increase student academic performance and reduce achievement gaps. Instead, many of the good-intentioned policies of NCLB have narrowed the curriculum and created a test-and-punishment environment.

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used appropriately throughout instruction. The classes are interdisciplinary, hands on, and project based to prepare the student for a lifetime of learning by showing her that everything is connected.

Conflicting MessagesIn recent legislation, a budget request was made to increase funding to support teaching and learning in the arts, history, civics, foreign languages, geography, and economics. But, the same request additionally proposed to combine all the subject specific grants programs into a single competitive grant program.

A consequence of combining all subject areas is competition among supporters and enthusiasts of each subject area. The message can be interpreted in a number of ways. Oftentimes, the “squeaky wheel gets the grease.” The money is not distributed as intended, and one subject benefits to the detriment of the others.

Clearly, this narrowing of the curriculum is a result of NCLB. NCLB focused on reading and mathematics because U.S. students had lower test scores on NAEP (the National Assessment of Educational Progress), than the test scores of students from many other countries. In a move to improve those scores, standards and assessments were written for reading and mathematics with comprehensive support across a wide spectrum of supporters. This legally binding emphasis on reading and mathematics forced schools to spotlight them while instruction time in other “core” subjects decreased.

Advocates of other subject areas then responded in kind to this focus on reading and mathematics by creating their own standards, though with much less governmental or political support.

For example, STEM (science, technology, engineering, and mathematics) has become a popular catch-phrase for an area of the economy and the government that needs people, employees, as well as employers. It’s become particularly popular because fewer individuals are going into these fields mostly because of a lack of interest, training or knowledge of the teachers.

However, instead of a message that reinstates the status of science as a core course, the political message is that reading and mathematics are the most important subjects. A typical response to a STEM advocate is that a student wouldn’t be able to do science unless the student is able to read.

NEA believes that the narrow federal focus on standardized testing in reading and mathematics has deviated from the idea of a complete education. Instead, the focus should be an emphasis on multiple measures of student achievement in all core academic subjects and without requiring additional state assessments.

BACKGROUNDER/FACTSHEET (Continued)

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NEA Believes that a Complete Education Would Include College- and Career-Readiness Standards that Include Proficiency in Reading, Mathematics, Science, Social Science, the Arts, Civics, World Language, Health Education, Physical Education, and TechnologyIn 2010, a report by the Metropolitan Life Insurance Company found that 99 percent of Fortune 100 executives surveyed said that problem solving was essential or very important for students, whereas only 31 percent indicated the same for higher-level chemistry and physics. Ensuring that students master content in a wide variety of subjects is a key instructional element for nations that lead in the international PISA rankings, according to Lynne Munson, executive director and president of Common Core, which authored the Why We’re Behind PISA curriculum study.

Students are not learning enough about their civic heritage, history, and the various processes of government to be thoughtful and active citizens in a democratic society. A study by the Carnegie Corporation and CIRCLE, The Center for Information and Research on Civic Learning and Engagement, found that an increasing number of Americans has disengaged from civic and political institutions such as voluntary associations, religious congregations, community-based organizations, and political and electoral activities such as voting and being informed about public issues. We cannot lose sight of educating for citizenship in favor of education for the workplace.

For example: While economics is making some inroads into the high school curriculum, typically as an elective, it is growing in importance. The lack of understanding of the processes and culture that led to the recent economic downturn attributed to the failure of major U.S. banks and foreclosures on millions of houses. In addition, the Program for International Student Assessment (PISA), which compares the education systems of 65 countries, will be adding a financial literacy component to its 2013 test. The importance of being able to manage bank accounts and credit and debit cards, understand taxes, savings, and financial risks and rewards and understanding rights and responsibilities in financial contracts cannot be understated.

Students who do not have a complete education struggle in schools of higher education. In fact, on my students who begin college programs often do not finish. Nationally, only 28 percent of students who begin an associate’s degree program receive a certificate or associate’s degree within three years. Only 56 percent of students who enroll in bachelor’s degree programs receive a degree within six years. And, the percentage of students attending schools of higher education is low to begin with. While 94 percent of high schools students say they plan to attend college, only 36 percent of all 18- to 24-year-olds are actually enrolled in postsecondary institutions.

NEA supports rigorous state academic standards and accurate comparisons among states and districts regarding school quality and student achievement.

BACKGROUNDER/FACTSHEET (Continued)

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NEA Supports the Improvement of a Focus on Science, Technology, Engineering And Mathematics (STEM) Instruction as Part of a Complete EducationResearch and testing results indicate the United States scoring poorly on science tests as compared to other “advanced” countries. To address this growing concern, in the recent proposed Senate bill to reauthorize NCLB, a significant effort was made in the bill to ensure America’s future competitiveness in the era of the innovation economy and a workforce highly skilled in STEM.

The draft bill outlined four key goals for the STEM program:

`` Enhancing instruction in STEM subjects through grade 12

`` Bolstering student engagement in, and increasing student access to, courses in STEM subjects

`` Improving the quality and effectiveness of classroom instruction by recruiting, training, and supporting highly rated teachers and providing robust tools and supports for students and teachers in STEM subjects

`` Closing student-achievement gaps and preparing more students to be college- and career-ready, in STEM subjects.

NEA Believes that Educators Should Have the Basic Resources/Technology They Need to Adequately Instruct Students.In America today, after years of decreased funding, students lack the equipment,

materials, and resources necessary to adequately.

Teachers are still not given the time to think about what their students really need, plan first-class instruction, examine and discuss with peers how to make instruction more effective, and use classroom, formative assessments to enhance student learning. We cannot improve and expand learning without adequate resources in every school. In countries that perform well on international assessments, there is not the inequity among schools that characterizes education systems in the U.S. If we want to close achievement gaps and excel in the world, we must offer all of our students clean, safe, well-equipped schools.

All teachers need to be provided with adequate resources and professional development.

The Range of All Students’ Needs are Met by a Complete EducationStudents with Disabilities. NEA strongly supports fully including students with disabilities in state and local instructional assessment and accountability systems. It is critical that assessments for students with disabilities be valid, reliable, and meaningful. Special education professionals should be engaged in all aspects of instructional, curricular standards, and assessment development. NEA recommends the development of assessments that are appropriately designed for the full inclusion of and administration to students with disabilities and that comport with a student’s Individualized Education Program (IEP) and

BACKGROUNDER/FACTSHEET (Continued)

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the Individuals with Disabilities Education Act (IDEA). Assessment of students with disabilities must be accompanied by adequate expertise, supports, and resources.

Schools and districts must provide staffing ratios to meet the diverse needs of all students for professionals who offer these specialized instructional support services, such as school nurses, school psychologists, school social workers, and school counselors.

General education teachers must be prepared to address the needs of a diverse classroom and know how to work collaboratively with special education teachers and specialized instructional support professionals to design differentiated instruction that is accessible and engaging.

Many students of special populations attend low-achieving schools in distressed communities that are starved of resources and offer such students only a fraction of the resources and opportunities afforded to students in neighboring, well-resourced districts. NEA proposes the following to close gaps in achievement, skills, and opportunities between advantaged and disadvantaged students:

`` Increase and sustain funding to Title I, Title III, IDEA, and a new Title VI of ESEA that would address low-achieving or “Priority Schools”

`` Require states to monitor equity, adequacy, and sustainability in resources and funding

`` Ensure that “whole child” reforms—including bolstering student physical, social, and emotional health and well-being, increasing

the breadth and richness of curricula and activities in and outside the classroom, engaging parents, family and communities, reducing class sizes, modernizing school facilities, and recruiting and developing talented and diverse educators—are concentrated in schools and districts with large, diverse student populations

`` Address educator effectiveness, recruitment and retention, with particular emphasis on ensuring that educators are prepared to address the needs of diverse student populations, including English Language Learners and students with disabilities.

NEA Believes that Out-of-School Instruction Can Provide More Learning Opportunities for Students and Provide Access to a Complete EducationBecause of an increased emphasis on testing and poor results on these tests, school administrators, politicians, and others have unnecessarily and unintentionally interpreted this to mean that students need even more school time devoted to successful test-taking instead of providing a number of opportunities for reaching different learning styles and abilities.

A complete education includes the opportunity for many experiences outside of the traditional classroom and allows students to use different learning styles. For example, all students need to go on out-of-school experiences to science, art and history museums, and other venues such as the theater, and music and dance performances. Children especially benefit from hands-on exhibits and the tactile experiences they provide. These are experiences that

BACKGROUNDER/FACTSHEET (Continued)

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children in poverty are less likely to have unless they are provided through or in conjunction with schools.

Along with core courses and a variety of electives in school, experiences outside of the classroom reinforce and increase learning. A student is receiving a more complete experience of culture and cultural norms.

In an effort to support high quality out of school experiences, the recent Senate bill to reauthorize NCLB included a proposal to fund the 21st Century Community Learning Centers (CLCC) program that has funded before-school, after-school and summer-learning programs, but would allow local communities the flexibility to use 21st CCLC funds for additional programs to expand learning time by extending the school day, week, or year.

Policy RecommendationsState policy requires teacher involvement in developing curriculum guidelines and related resources that are aligned with content and standards.

The state has a plan to adjust curriculum guidelines and resources based on lessons from classroom implementation.

State policy has appropriate content standards in all academic subjects that are rigorous, clear, and address the needs of students of all abilities, linguistic, and cultural backgrounds.

State policy supports professional learning opportunities to help educators expand their instructional repertoire.

State policy requires accommodations and differentiation in curriculum, instruction, and assessment to meet the range of students’ needs.

A quote from Diane Ravitch, the country’s foremost education historian, provides a good stimulus to thinking broadly about the purposes of public education:

The disciplines taught in school are uniquely valuable, both for individuals and for society. A society that does not teach science to the general public fosters the proliferation of irrational claims and antiscientific belief systems. A society that turns its back on the teaching of history encourages mass amnesia, leaving the public ignorant of the important events and ideas of the human past and eroding the civic intelligence needed for the future. A democratic society that fails to teach the younger generation the principles of self government puts these principles at risk. A society that does not teach youngsters to appreciate great works of literature and art permits a coarsening and degradation of its popular culture. A society that is racially and ethnically diverse requires, more than other societies, a conscious effort to build shared values and ideals among its citizenry. A society that tolerates anti-intellectualism in its schools can expect to have dumbed-down culture that honors celebrity and sensation rather than knowledge and wisdom.

Diane Ravitch in Left Back: A Century of Failed School Reforms, Simon and Shuster, 2000.

BACKGROUNDER/FACTSHEET (Continued)

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Measuring student learning among special populationsTo reform how we measure learning among special populations, Congress must first establish a new way of gauging progress in all students. NEA proposes a Great Public Schools for All Act of 2010 (GPSA) that would reauthorize the Elementary and Secondary Education Act (ESEA) by educating the whole child and establishing a new system for assessment and accountability in our nation’s public schools. Under GPSA, all schools would be required to demonstrate progress in the following indicator areas:

`` Growth in student learning

`` Closing gaps in student learning among student subpopulations, including economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and students who are English Language Learners

`` Improvement in the rate of graduation for secondary schools

NEA defines “student learning” as the acquired knowledge, skills, and dispositions across a

complete curriculum that covers academic knowledge and skills, career technical education and skills, effective and engaged community and civic participation, and physical and emotional health, safety, well-being, and aptitude. Student learning would be determined by evaluating multiple measures of each student’s performance over time, including but not limited to performance on standardized assessments that would be administered once in each of three grade spans (4-6, 7-9, 10-12) in core subjects. Other measures of learning may include assessments developed and administered by the district, school or teacher; grades; portfolios of student work; rigor of coursework (including dual enrollment, honors, AP or IB courses or programs); and other measures deemed valid and reliable across classrooms.

Within this new assessment and accountability framework, Congress should ensure that the assessment of special populations is conducted in a manner that is valid, fair, and inclusive. NEA supports the use of Universal Design for Learning (UDL) principles to create accessible, supportive,

Special PopulationsThere is widespread agreement that NCLB helped shine a much needed light on the achievement gaps that exist between different student populations, especially concerning racial and ethnic minorities, poor students, students with disabilities, English Language Learners, and migrant and homeless youth. But NCLB failed to a) measure student learning among student subgroups in a valid and productive way and b) close gaps in achievement, skills, and opportunities using effective, sustained, and comprehensive strategies and resources for particular student subpopulations. Congress must remedy these shortcomings in the ESEA reauthorization so that the education system maximizes the potential of all students irrespective of their background and ensures that they are prepared to succeed and participate actively in our democratic society.

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BACKGROUNDER/FACTSHEET (Continued)

and engaging learning environments for all students. UDL calls for flexibility and innovation in standards, curriculum, instruction, materials, resources, and assessment to remove barriers to learning that exist within the typical school or district, and, ultimately, to facilitate access and inclusion in instruction and assessment and to give students fair and valid ways to demonstrate their learning.

For all students, NEA supports policies, standards, and programs to foster cultural competence and effective behavioral support and intervention skills among school personnel by recruiting, preparing, and retaining school personnel from diverse backgrounds and by addressing cultural competence and behavioral support and intervention skills in ESEA as an important aspect of educator recruitment, preparation, and development. Cultural competence is the ability to successfully teach or interact with students of different backgrounds, including those of different racial, ethnic, cultural, socioeconomic, or linguistic backgrounds; students with disabilities, gay, lesbian, bisexual, and transgender students; and migrant, homeless, refugee, and undocumented children. Without a culturally competent workforce, we cannot effectively instruct all students, much less assess their learning or address their needs. Behavioral support and intervention skills may include training in Response to Intervention (RTI), in which students who are struggling are provided with appropriate instruction and interventions based upon student data and collaborative team decision making, and Positive Behavioral Supports (PBS), in which teachers create safe, positive learning environments by clearly

communicating expectations, teaching appropriate social skills, and recognizing positive student behavior.

On the topic of measuring student learning, two student populations are addressed in further detail: English Language Learners and students with disabilities.

English Language Learners. It is essential that the unique needs of English Language Learners (ELL) be addressed in assessment systems. NEA supports the development of new English Language Proficiency standards and assessments that are aligned with Common Core standards and assessments currently in development. Assessments must be sensitive to the various forms of diversity, including cultural, both within and across subgroups such as ELL students with learning disabilities. It cannot be assumed that assessment accommodations adopted for one subgroup will be effective or valid for other subgroups. In addition, the option of using a student’s native language for assessment must become more widely available, although the validity of using a native language assessment will depend on the language of instruction and the level of the student’s fluency in English. ELL students should be included in appropriately designed assessment results as soon as practicable, but no later than three years after their entry into the public school system. States should be required to validate assessment systems for ELLs and provide research-based recommendations for selecting and using appropriate assessments and accommodations for ELLs to ensure that these students have appropriate and multiple pathways to demonstrate content knowledge, skills, and

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BACKGROUNDER/FACTSHEET (Continued)

abilities in accordance with intended learning standards and instructional goals.

Students with Disabilities. NEA strongly supports fully including students with disabilities in state and local assessment and accountability systems. It is critical that assessments for students with disabilities be valid, reliable, and meaningful. Special education professionals should be engaged in all aspects of standards and assessment development, including scoring. NEA recommends the development of assessments that are appropriately designed for the full inclusion of and administration to students with disabilities and that comport with a student’s IEP and IDEA.

Assessment of students with disabilities must be accompanied by adequate expertise, supports, and resources. Schools and districts must provide staffing ratios to meet the diverse needs of all students. General education teachers must be prepared to address the needs of a diverse classroom and know how to work collaboratively with special education teachers and specialized instructional support professionals to design differentiated instruction that is accessible and engaging.

Closing gaps in achievement, skills and opportunitiesBeyond assessing what students of special populations know, Congress must systemically address what they need. Many students of special populations attend low-achieving schools in distressed communities that are starved of resources and offer such students only a fraction of the resources and opportunities afforded to students in neighboring, well-resourced districts. We propose that Congress implement the following to close gaps in achievement, skills, and opportunities between advantaged and disadvantaged students:

`` Increase and sustain funding to Title I, Title III, IDEA, and a new Title VI of ESEA that would address low-achieving or “Priority Schools”

`` Require states to monitor equity, adequacy, and sustainability in resources and funding; ensure that “whole child” reforms—including bolstering student physical, social, and emotional health and well-being, increasing the breadth and richness of curricula and activities in and outside the classroom, engaging parents, family and communities, reducing class sizes, modernizing school facilities, and recruiting and developing talented and diverse educators—are concentrated in schools and districts with large, diverse student populations

`` Address educator effectiveness, recruitment and retention, with particular emphasis on ensuring that educators are prepared to address the needs of diverse student populations, including English Language Learners and students with disabilities

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TALKING POINTS

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TALKING POINTS

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Key Message: Students who do not have a complete education, including at-risk populations such as students with special needs and English learners, struggle in schools of higher education and in adult careers.

Key Message: The public education system is critical to democracy, and its purpose is to maximize the achievement, skills, opportunities, and potential of all students by promoting their strengths and addressing their needs; and ensure that all students are prepared to thrive in a democratic society and a culturally and linguistically diverse changing world as knowledgeable, creative, and engaged citizens and lifelong learners (from the proposed purpose statement for the reauthorization of ESEA).

Key Message: Teachers who do not have professional development opportunities to provide differentiation in curriculum, instruction, and assessment cannot meet the range of students’ needs.

Talking Points:`` NEA believes that a complete education

includes rigorous college- and career-readiness academic standards that include proficiency in reading, mathematics, science, social science, the arts, civics, world languages, health education and physical education, and technology; and the English language proficiency standards which include both English language acquisition and development and

address the linguistic domains of listening, speaking, reading, and writing. (ELP standards are linked to content standards)

`` NEA supports the improvement of a focus on science, technology, engineering, and mathematics (STEM) instruction as part of a complete education.

`` NEA believes that the currently narrow federal focus on standardized testing in reading and mathematics be replaced with an emphasis on multiple measures of student achievement in all core academic subjects, without requiring additional state assessments.

`` NEA believes that schools should have the basic resources/technology they need to adequately instruct.

`` NEA believes that out-of-school instruction can provide more learning opportunities for students and provide access to a complete education.

`` NEA believes that general education teachers must be provided with ongoing professional development opportunities to address the needs of a diverse classroom and know how to work collaboratively with special education teachers and specialized instructional support professionals to design differentiated instruction that is accessible and engaging.

Background information: NEA believes that all students should receive a well-rounded or complete education. A

Access to a Complete Education for All

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democratic society depends on an informed citizenry to make critical decisions related to its society’s health and well-being. However, reports indicate that the 10-year-old law of the land that guides public education in the United States, the No Child Left Behind Act (NCLB, the Elementary and Secondary Education Act or ESEA), has failed in its promise to increase student academic performance and reduce achievement gaps. Instead, many of the good-intentioned policies of NCLB have narrowed the curriculum and created a test-and-punish atmosphere in schools across the nation.

Students who do not have a complete education struggle in schools of higher education and in careers. In fact, many students who begin college programs often do not finish. Nationally, only 28 percent of students who begin an associate’s degree program receive a certificate or associate’s degree within three years. Only 56 percent of students who enroll in bachelor’s degree programs receive a degree within six years. And, the percentage of students attending schools of higher education is low to begin with. While 94 percent of high schools students say they plan to attend college, only 36 percent of all 18- to 24-year olds are actually enrolled in postsecondary institutions.

Mid-decade data reveal rapid growth in the U.S. English learner population. During the 2007–08 school year, English learners represented 10.6 percent of the K–12 public school enrollment, or more than 5.3 million students. In fact, English learners are the fastest-growing segment of the student population, with their growth highest in grades

seven through twelve.

About 79 percent of English learners in the United States speak Spanish as their native language; much lower shares speak Chinese, Vietnamese, Hmong, and Korean. About 80 percent of second-generation immigrant children, who by definition are native-born U.S. citizens, are what schools call long-term English learners. These students, who have been in U.S. schools since kindergar¬ten, are still classified as limited English proficient when they reach middle or high school—suggesting strongly that preschool and elementary programs are not adequately addressing the needs of English learners.

An education system that focuses mainly on students achieving acceptable scores on mathematics and language arts tests will not reach the appropriate life goals. Students need to develop creativity, social skills, and dispositions critical to democracy in addition to literacy and numeracy. Learning in the domains of the arts, sciences, social studies, and physical education is essential to preparation for a future of opportunity and self-actualization.

NEA strongly supports fully including students with disabilities in state and local instructional assessment and accountability systems. It is critical that assessments for students with disabilities be valid, reliable, and meaningful. Special education professionals should be engaged in all aspects of instructional, curricular standards and assessment development. NEA recommends the development of assessments that are

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appropriately designed for the full inclusion of and administration to students with disabilities and that comport with a student’s IEP and IDEA. Assessment of students with disabilities must be accompanied by adequate expertise, supports, and resources.

“…Indeed, the No Child Left Behind Act’s singular focus on student performance in reading and math has led to an alarming narrowing of the curriculum, hampering our ability to prepare students for success in the increasingly global marketplace and in our own complex, ever-changing society.

Gene R. Carter, Executive Director, ASCD in Teaching Music, October 2010.

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Access to a free, quality education is the key to the uniquely American promise of equal opportunity for all.

NEA supports:`` The provision of appropriate and fully

accessible educational opportunities within a full continuum of placement and service options for children with disabilities and sufficient resources to achieve these ends, supported by guaranteed full federal funding for federally mandated educational services

`` Federal policies that require implementation of the individualized education program (IEP) in the appropriate setting as determined by an appropriately constituted IEP team

`` Reduction of class size, case load, and/or work load commensurate with the added responsibility of providing appropriate educational services to students with disabilities

`` Simplified administrative procedures and reduced paperwork

`` Common-sense flexibility for assessing students with disabilities so that the team responsible for creating the student’s academic goals—the IEP team—will determine the appropriate assessment and standards (regular, alternate, or modified) for each child

`` Increased flexibility under No Child Left Behind (NCLB) so that teachers of students

with disabilities who are fully certified/licensed teachers by the state will be deemed highly qualified under NCLB. (NEA Campaign Briefing Book 2008)

What are the assessments that students with disabilities may now take?Now there are five ways to assess students with disabilities:

`` general grade-level assessment

`` grade-level assessment with accommodations

`` alternate assessment based on grade-level academic achievement standards

`` alternate assessment based on modified grade-level academic achievement standards

`` alternate assessment based on alternate instructional-level academic achievement standards (NEA Campaign Briefing Book 2008)

NEA opposes:`` Shifting responsibility for financing

traditional education-related services from the public sector to private providers, except in those limited circumstances in which the student would not receive specific services defined as necessary by the IEP team in the absence of contracting out such services

`` Disproportionate inappropriate representation of culturally and linguistically

Students with Disabilities

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diverse students in special education programs

`` The current 1 percent and 2 percent accountability caps; NEA believes the IEP team’s determinations regarding which students should take which assessments and whether proficient scores from such assessments count toward AYP should not be artificially limited by federal percentage caps

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For many years, there have been efforts to promote the development of national

standards for education in the United States. For several reasons, including concerns about potential ideological bias and political pressure, those efforts did not gain wide support. In addition, there is no research or evidence indicating that national standards are essential for a nation’s students to be high achievers. However, the potential for a set of common educational goals to help states focus resources and system planning remained attractive to many education policy makers.

In the Spring of 2010, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) completed a project to develop Common Core State Standards (CCSS). Leading education organizations, such as the National Education Association (NEA), the College Board, Achieve, and ACT agreed to become partners with NGA and CCSSO. Members of major teacher organizations, NEA, the American Federation of Teachers (AFT), the International Reading Association (IRA), the National Council of Teachers of Mathematics(NCTM), and the National Council of Teachers of English(NCTE) served as

review groups. Their comments led to a number of changes for the final draft of the CCSS.

How were the Common Core State Standards developed?Students are entering into a world that most of us would have found hard to contemplate even 10-15 years ago. Whether students enter postsecondary education, the workplace, or both, articulating what students need to know and be able to do to be successful in both college and a career was central to the development of the Common Core Standards. The first part of the effort entailed drafting College and Career Ready (CCR) Standards in English language arts and mathematics. The main participants in this initial stage included CCSSO and NGA as the leaders and coordinators, the College Board, ACT, and Achieve.

After the CCR standards were drafted, many teacher groups, including NEA, AFT, IRA, NCTM, and NCTE, weighed in with comments and concerns. As a result of those comments, changes were made to the CCR standards before the final draft. After the CCR standards were approved by states, work began on the Common Core

Common Core State Standards: A Tool for Improving EducationWe believe that this initiative is a critical step in state efforts to provide every student with a comprehensive, content rich education. These standards can support the collaboration across states and stakeholders in providing programs, resources and policies that will help overcome the weaknesses and inequities in our schools today.

—NEA President Dennis Van Roekel

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A POLICY BRIEF (Continued)

State Standards (CCSS) for grades K -12. Throughout the development process, drafts of the CCSS were reviewed by an NEA team of National Board Certified teachers as well as teachers from the content organizations.

A system of input groups guided the development of the CCSS. A Development Group drafted and revised the Standards. A Feedback Group informed the work of the Development Group by providing guidance and input to drafts of the Standards. A Validation Committee reviewed the Standards to ensure the Standards were research-based and evidence-based. This group was completely independent from the Development Group.

What do the Common Core State Standards cover?The CCSS cover English language arts and mathematics. While NEA advocates addressing and setting goals for all curricular areas, it acknowledges that initial development of common standards must start with a feasible task. Addressing only these two content areas was challenging but manageable. Efforts are now underway to begin developing common state standards

for science and social studies. If having common standards proves to be a support for education improvement, common state standards should be developed for all content areas, including the arts and physical education.

The Standards for English Language Arts

The Role of Increasingly Complex Texts

There are some key characteristics and organizing principles for the CCSS in English language arts. One is the guiding notion that reading comprehension and writing composition skills do not change much after students began to read and write; rather, what changes are the complexity of the texts they read and the tasks or purposes for reading. For example, a sixth grader could read A Wrinkle in Time and identify the relatively concrete themes of the book without using much interpretation or abstraction. A student in a high school literature course would need to use much more abstraction, synthesis, and interpretation to identify the themes in To Kill a Mockingbird. For a detailed explanation of the role of text complexity in reading see Appendix A of the English language arts standards.

Learning ProgressionsA key organizing principle for the English language arts CCSS is the notion of learning progressions. Learning progressions can be defined as “descriptions of the successively more sophisticated ways of thinking about a topic that can follow one another as children learn about or investigate a topic over a broad span of time (e.g., six to eight years).”1

Validation Committee Reviewed

Standards for: Research-based Evidence-based

Development Group Drafted

and Revised

Standards

Education Organizations Review and

Provide Feedback

Feedback Group

Provided Feedback and

Guidance

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Below is an example from the Standards for Informational Text that follows the same CCR Standard 6 cited above. It demonstrates a learning progression applied to informational rather than literary reading materials.

The use of learning progressions such as those in the CCSS to outline goals for curriculum and instruction is a practice commonly used in many countries that perform well on international assessments of academic achievement. It has the potential to provide greater coherence across grade level standards as well as research-based learning sequences.

The Standards for Mathematics In the mathematics, the Standards include an overarching set of Standards for mathematical practice that are goals and guides for instruction at all levels.

These Standards are:

1 Make sense of problems and persevere in solving them.

2 Reason abstractly and quantitatively.

3 Construct viable arguments and critique reasoning of others.

4 Model with mathematics.

5 Use appropriate tools strategically.

6 Attend to precision.

7 Look for and make use of structure.

8 Look for and express regularity in repeated reasoning.

The overarching aim of the CCSS in mathematics for grades K through 7 is to prepare students to succeed in algebra in grade 8. The K-8 Standards are organized in domains that include:

College and Career Ready Standard 6

Grade 4 Reading Standard for Literature 6

Grade 5 Reading Standard for Literature 6

End Goal of K -12 Education What a Student needs to Be Able to Do at the End of Grade 4 to Be on Track to Achieve the End Goal

What a Student needs to Be Able to Do at the End of Grade 6 to Be on Track to Achieve the End Goal

Assess how point of view or purpose shapes the content and style of a text.

Compare the point of view from which different stories are narrated, including the difference between first and third person narrative.

Identify how a narrator’s perspective or point of view influences how events are described.

College and Career Ready Standard 6

Grade 4 Reading Standard for Literature 6

Grade 5 Reading Standard for Literature 6

Assess how point of view or purpose shapes the content and style of a text.

Compare what is presented in the text with relevant prior knowledge and beliefs, making explicit what is new and surprising.

Compare an eyewitness account to a second hand account of the same event or topic.

Here is an example of a portion of a learning progression from the CCSS for Reading for Literature.

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`` Counting and Cardinality (K only)

`` Operations and Algebraic Thinking (K-5)

`` Number and Number Operations in base 10 (K-5)

`` Number and Operations – Fractions (3-5)

`` Measurement and Data (K-5)

`` Geometry (K-8)

`` Rations and Proportional Relationships (6-8)

`` Expressions and Equations (6-8)

`` Statistics and Probability

`` The Number System (6-8)

The Standards for high school are organized in conceptual categories that align with courses.

1 Number and Quantity

2 Algebra

3 Functions

4 Modeling

5 Geometry

6 Statistics and Probability

What Is Special about These Standards?These Standards were developed with the aim of establishing common educational goals that states could share. The Standards were designed to be:

`` Focused, coherent, clear, and rigorous

`` Internationally benchmarked

`` Anchored in college and career readiness

`` Evidence and research-based

The Standards articulate broad, high goals for each grade, rather than strings of specific enabling skills. While they are focused, they leave flexibility for multiple ways of achieving them. They guide, but do not restrict curriculum. Because they are fewer, they are manageable for teachers. They are expressed clearly and in terms that parents and the public can understand. For example, Writing Standard 7 for Grade 5 is: “Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.”

The Standards are internationally benchmarked through comparisons to standards of countries that perform well on international assessments and through the use of standards from other countries as models.

The Standards are anchored in college and career readiness through two vehicles. First, the College and Career Readiness Standards (CCR) were based on data from business and higher education. Then the K -12 CCSS were mapped to the CCR Standards through learning progressions.

Several aspects of the Standards are research or evidence-based. In the English language arts Standards, the role of text complexity is based on research indicating that students need to develop competency in dealing with increasingly complex texts if they are to be successful with the reading demands beyond high school. In mathematics, the K-8 Standards focus on understanding numbers, operations, and fractions is based on research linking success in algebra with competency in these areas.

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The CCSS are not national standards. They were not developed by a federal entity. States controlled the development of the Standards and retain the decision making related to whether to adopt the Standards and how to implement them. The CCSS will not necessarily lead to a national test. The assessments tied to the Standards are also in the hands of the states. There are currently two consortia of states working on assessment systems tied to the CCSS. The U.S. Department of Education has funded both of these consortia, but the power to develop and use any specific assessments remains in the hands of the member states.

What Can the Standards Accomplish?These Standards have the potential to leverage some important education improvements. Individual states have the option to adopt or ignore these standards. If states do adopt the Standards, they have the possibility of working with other states to develop common assessments and instructional resources. Teachers can collaborate across states in developing their own professional capacity and sharing ideas. This potential for sharing across states is especially important in the context of states’ current financial challenges.

The Standards can lead to better assessment systems. Current English language arts and mathematics standards in most states consist of lists of highly specific skills and concepts that supposedly enable students to perform complex tasks and develop deep understandings. However, the assessments linked to such standards consist of mainly multiple choice items that do not provide valid indicators of the ability to deal with more complex tasks. For example, picking a good topic sentence for a reading passage from several possibilities is used on assessments as a typical indicator of whether a student can actually summarize what has been read. However, the relevant goal for instruction related to this type of assessment question is that students should be able to summarize what they read. Picking a topic sentence of someone else’s summary is not the same as actually articulating one’s own summary.

Below are examples from the CCSS that will require assessment tasks on which students must actually demonstrate they have learned the more complex skills that are the goals of an education that will truly prepare them for success beyond K-12 schooling.

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Grade 5, Reading Standard for Informational Text 9: Integrate information from several texts on the same subject in order to write or speak about the subject knowledgeably.

Grade 8, Reading Standard for Literature 2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to characters, setting, and plot; provide an objective summary of the text.

Grade 5, Geometry, Standard 1: Use a pair of perpendicular lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on

Continued on next page

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Students’ achievement of these standards cannot be demonstrated through the use of multiple choice items. Not even a set of such items can indicate whether students actually have achieved the standards. On inspecting the standards, one can see the potential for developing assessment tasks that cover several standards in one task. The grade 5 English language arts standard above can be assessed with a task that includes the application of other standards in reading, writing, listening, or speaking.

The Standards can lead to better instruction. While they do not dictate how teachers should teach, they do provide clear goals. They leave flexibility and the room to apply new understandings of teaching and learning as they are discovered. Only rich, well-planned instruction can prepare students to demonstrate competency in the examples of Standards cited above. Drills and worksheets will not be sufficient. Teachers will need to work with students not only on the subskills and concepts involved but also on integrating skills and ideas to perform tasks that approximate what students need to be able to do at work and in college.

What Happens after the Standards Are Adopted in States?Implementation of the CCSS in states will require time and resources. Assessment systems will need to change. It is not likely that simply matching existing assessment items to the CCSS will yield valid information on whether students are meeting the CCSS. Cut scores for levels of proficiency may no longer be relevant, and scores on rubrics for complex tasks may be the indicators of whether students have achieved Standards with exemplary performance or with proficiency, or have not reached the Standards. Teachers can use formative or instructionally-embedded assessments in the classroom to track student progress and determine whether students are likely to be able to demonstrate proficiency. An effective assessment system needs to include classroom resources for formative assessment that support teaching as well as summative assessments that are used for accountability.

New curriculum resources will be necessary. States adopting the CCSS can work together to create both assessment and instructional tools. The professional development related

each line and a given point in the plane located by using a pair of ordered numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g. x-axis and x-coordinate, y-axis and y-coordinate).

Grade 7, Statistics and Probability Standard 7: Develop a probability model and use it to find the possibilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

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to the Standards can be addressed partly through the involvement of teachers in the determination of curriculum and new assessments. In order to increase their capacity to teach students to achieve the standards, teachers also need opportunities to share ideas as they examine student work and responses on assessments. This is a powerful form of staff development supported by research both in the United States and in other countries.

Parents and communities will need time to become familiar with the CCSS and the types of student work they will see coming home as a result of teachers focusing on the Standards. They will need to be informed and given time to develop clear understandings of the Standards.

The implementation stage of the CCSS is a critical time that should not be rushed if the Standards are going to be used effectively to improve the achievement of our students. Poor, incomplete professional development and invalid, irrelevant assessments can derail the process. The creativity and careful thought that produced the CCSS will be needed more than ever as the Standards are implemented. Policy needs to take into account all the factors that are involved in developing a new education system guided by common standards and not rush or neglect any of the various pieces or constituencies.

What else is needed to improve education?To improve the access of every child to a quality education, efforts must be guided by broader goals for education that include accountability for the provision of services and programs that promote student well being. In addition, education should include goals that promote students’ capacity to participate in their communities and in our democracy. We need to put content standards into the larger context of providing the best access possible for our students to gain the wide range of skills and knowledge that allow them to thrive in their whole lives, not just college and career.

References1 Duschl, R.A.; Schweingruber, H. A.; and Shouse, A. W. (2007). Taking science to school: Learning and teaching science in grades k-8. Washington: The National Academies Press.

ResourcesAssociation for Supervision and Curriculum Development. Campaign for the Whole Child resources at www.wholechildeducation.org

Economic Policy Institute. Broader Bolder Initiative resources at www.boldapproach.org

The Hunt Institute. Blueprint for Education Leadership, Numbers 3 and 4, June 2009 and June 2010, www.hunt-institute.org

Common Core Standards Initiative. The standards and resource materials. www.corestandards.org

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The work of transforming America’s public schools is underway. The goal is to make

every school a center of excellence so that all students can gain the skills and education they need to survive and thrive in the 21st century. One promising initiative with the potential to truly transform teaching and learning is an approach called Response to Intervention, or RTI, for short.

What is RTI?RTI is a school-wide, multi-step approach to providing services to struggling students. Teachers provide supple mentary instruction, supports, and academic or behavioral interventions at increasing levels of intensity. They also monitor the progress students make at each intervention level and use the assessment results to decide whether the students need additional instruction or intervention. This whole school, multi-tiered problem-solving approach to instruction relies on quality core instruction in the general education classroom.

RTI focuses on regularly measuring progress and helping students achieve benchmarks. In the past, the only way some districts could provide extra academic or behavioral support was through special education services. Using

an RTI framework, not only do students with disabilities and those with other special needs get the services they need, but so do other students who are struggling but may not qualify for special education services.

The bottom line: RTI is an approach that builds on best practices, uses scarce resources efficiently, and represents systemic—not piecemeal—reform.

A general education initiativeNEA views RTI as a general education—rather than a special education—initiative, even though it derives its impetus from the federal special education law, the Individuals with Disabilities Education Act (IDEA). In fact, RTI depends on the entire school community for successful implementation.

Many educators see RTI as a framework for improving student academic and social achievement. RTI can be considered a kind of education triage. General educators can examine current practices and determine how best to change their strategies to improve student outcomes. Students don’t fall further behind or fall through the cracks. They get immediate access to small-group instruction targeted to whatever learning gap has been identified—without being

Response to Intervention:A Transformational ApproachResponse to Intervention (RTI) offers support to all students who need it by focusing assistance on them without labeling them. Using an effective RTI approach is a powerful way to transform how we address student needs in today’s schools.

—NEA President Dennis Van Roekel

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A POLICY BRIEF (Continued)

isolated from ongoing classroom instruction. And, once those students are caught up and no longer need extra support, that extra support is available to other students who might need it. No labels. No long process.

Essential componentsThere are different RTI models but they all have several components in common: using tiers of intervention (usually three) for struggling students, relying on evidence-based instruction and interventions, using problem solving to match interventions to student needs, and monitoring students regularly to determine if they are progressing as they should academically and/or behaviorally.

Successful implementation of RTI depends on several fundamental components:

`` Effective core instruction

`` Universal screening of student academic skill levels and behavior

`` Decision making based upon continuous monitoring of student performance against benchmarks or student outcome expectations

`` Multiple tiers of increasingly intense evidence-based interventions

Effective core instruction: Based upon the premise that the core instruction is effective and evidence-based, RTI becomes a transformational process. School leaders use RTI as an opportunity to assess the goals, curriculum, and instructional practices used in all classrooms for all students. To do this, a team of classroom teachers and specialists

systematically, grade by grade, analyze whether the curriculum and instructional methodologies are research-based and effective. If schools or districts skip this in-depth analysis and instead jump to making decisions about what interventions to provide to struggling students, they miss a critical learning opportunity. By first focusing on the general education curriculum and instruction, educators can be more reflective about their effectiveness and enhance their own practice at every level.

Universal screening: Educators use informal screening all the time to identify those students who need additional support, but an effective RTI model depends on universal screening. Used with student progress monitoring, universal screening tools help identify students who need preventative intervention.

Universal screening tools vary based on age and grade level, but one thing is constant—they are administered to all students. That’s why they’re called universal. These tools are different from the formal assessments or evaluations conducted to determine if individual students need special-education services. Universal screening requires less time and is therefore less comprehensive than special-education evaluations.

Continuous monitoring of student performance: In considering whether to incorporate RTI into educational programs, educators need to examine how well they already use data to make instructional decisions for student improvement and how well current services for struggling students

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are coordinated and integrated. Through the frequent progress monitoring, educators can more easily recognize students who are struggling and adjust instructional programs to help them get on track academically or behaviorally.

Multiple tiers of increasingly intensive interventions: Procedures must exist for tier-based resource allocation and documentation to ensure each student receives the level or intensity of needed support. Interventions must be consistently implemented in a way that is aligned with their intent and research-based design. Recommended interventions must be specified, and that means the steps and skills to implement RTI must be standardized.

In a well-defined RTI problem-solving process, educators take these steps:

1. Problem definition: Define the problem or skill that is lacking by using student data to determine the student’s current level of performance.

2. Problem analysis: Validate the problem, identify variables that contribute to it, develop a hypothesis, and develop predictions and/or goals along with a timeline for student progress.

3. Development of specific instruction or interventions: Develop and implement specific instruction or interventions for verified needs. This includes monitoring student progress.

4. Evaluation: Analyze frequently collected data to determine the student’s response to

the instruction or intervention.

Laying the groundworkImplementing RTI successfully in a district requires a strong foundation to support the process. At a minimum, districts must be able to manage complex change, build capacity with stakeholders, and provide professional development to school staff.

For RTI to be accepted as a general education initiative, the superintendent and school board must signal this as a priority. Two important first steps include creating a district leadership team on RTI and including RTI in the district’s strategic plan.

For RTI to be most effective, districts must first focus on assessing how well instruction is provided to all students and then how well it meets the needs of subgroups of students, such as English language learners or students with disabilities. Getting support from parents and community members is important, as well. Districts should assess their knowledge of RTI and find ways to boost interest and support. Each school must examine its student population, achievement data, and staffing to determine how to implement RTI effectively.

Professional development should provide teachers and staff with skills and knowledge on evolving best practices to implement the RTI process. School teams should identify specific topics for professional development that apply to their particular needs, such as progress monitoring, effective instruction, differentiating instruction, parent engagement, and/or school-wide behavior supports. Pre-service coursework should address issues such

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as universal screening, curriculum analysis, data collection and interpretation, using data for instructional decision making, evidence-based interventions, etc.

There are challenges to preparing staff to incorporate RTI into their practice. It takes extensive, ongoing professional development, as well as a strong mentoring or coaching program. It also takes significant time and money to create the essential data systems that will be used to inform instructional practice. Other potential challenges include difficulty in obtaining reliable data, the challenge of sustaining the program over time, and the shortage of special-needs personnel.

Support is needed at all levelsThe following supports will help facilitate effective implementation of RTI.

`` At the federal level: The U.S. Department of Education should 1) develop policy initiatives and clear guidance, 2) offer funding for data systems and professional development, 3) require teacher training programs to include RTI, and 4) coordinate RTI with common standards.

`` At the state level: State departments of education should 1) establish a state stakeholder leadership team that includes representation from the Association, key administrator and related service professional organizations, and parent/family groups, 2) provide resources and technical assistance, and 3) offer high quality professional development.

`` At the district level: Boards of education, superintendents, community leaders,

local Association leaders, and parents and families should support the process by 1) learning about RTI and its potential, 2) including RTI in district strategic plans, 3) establishing a cross-stake-holder district-level leadership team, and 4) providing resources for universal screening tools, data systems, team planning, curriculum adaptation, interventions, and professional development.

`` At the school level: The principal plays a key role, along with union and teacher leaders, instructional coaches, administrators, data analysts, specialists, and support staff in 1) building consensus around RTI implementation, 2) engaging school staff and parent/family representatives, 3) integrating RTI with the school mission and vision, 4) systematically evaluating the adequacy of the core curriculum and instruction, 5) determining goals and procedures, 6) identifying tools, resources, and supports for effective implementation, 7) analyzing and resolving any impact on workload or role responsibilities, 8) organizing resources matched to student needs, 9) defining professional development needs, and 10) evaluating success.

NEA supports effective RTINEA is playing a leading role in helping educators obtain the knowledge, skills, and support needed to implement RTI. In the fall of 2008, the Association sponsored a national symposium on RTI in conjunction with the RTI Action Network. NEA has created strong partnerships with federally funded projects,

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such as the National Center on RTI and the IDEA Partnership. Also, NEA has developed a

rich RTI Professional Development Module available online through the NEA Academy.

The Association offers sessions on RTI at national and state affiliate conferences, and the NEA IDEA Resource Cadre provides workshops on RTI to members across the nation.

To advance effective RTI implementation, NEA offers these recommendations:

`` Higher education: Promote higher education policy changes that incorporate knowledge and skill preparation related to RTI in preservice and professional devel- opment programs. For example:

`� The National Council for the Accreditation of Teacher Education (NCATE) should review whether teacher training requirements include the skills and knowledge that allow new teachers to engage in RTI initiatives.

`� Higher education institutions and school districts should develop collaborative accredited programs to provide teacher candidates with RTI experience.

`` Funding: Advocate for federal and state funding for professional development on RTI for all educators. For example:

`� The reauthorization of the Elementary and Secondary Education Act (ESEA) provides an opportunity to increase funding for professional development related to RTI’s key components, such as student progress monitoring,

collaborative problem solving, and imple- menting school-wide initiatives.

`� States should include RTI in competitive professional development grants available to districts and schools.

`` State level collaboration: Encourage partnerships between NEA state affiliates, state departments of education, and the state affiliates of other national organiza- tions (e.g., NAESP, AASA). For example:

`� Cross-stakeholder state RTI leadership teams should include all key stakeholders, including NEA state affiliates, to help craft collaborative state initiatives for successful implementation of RTI.

Educators who work in districts and states that are successfully implementing RTI are finding that universal screening and early intervention are powerful ways to address student needs. The focus changes from defining student deficiencies to determining how to make the whole system as effective as possible. In other words, instead of asking, “What’s wrong with this student?” the question instead becomes, “How can we support the learning of all students, no matter what barriers may exist for them?” This is how RTI, if implemented well, has the power to become transformative.

ReferencesNational Association of State Directors of Special Education. (2008). Response to Intervention Blueprints: School Building Level Edition. Alexandria, VA

National Association of State Directors of Special Education. (2006). Response to Intervention: Policy Considerations and Implementation. Alexandria, VA

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National Education Association. (November 2009). Creating Capacity: Preparing Educators for RTI, http://ondemand.neaacademy.org

Ralabate, P. (August 2009). RTI: A Transformative General Education Initiative, from the Council for Exceptional Children blog on RTI, http://cecblog.typepad.com/rti/2009/08/rti-a-transformative- general-education-initiative.html

ResourcesIDEA Partnership RTI Collection is a set of presentations created by the IDEA Partnership, a federally funded project of the U.S. Department of Education Office of Special Education Programs (OSEP) that is housed at the National Association of State Directors of Special Education. www.ideapartnership.org

National Center on Response to Intervention is a federal technical assistance center funded by OSEP and housed at the American Institutes for Research. www.RTI4success.org

RTI Action Network is a partnership project of the National Center on Learning Disabilities funded by the Cisco Foundation. www.RTINetwork.org

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Thinking Algebraically: Promoting Rigorous Mathematics for All StudentsAs a math teacher, I know the significance of all students having the opportunity to study and excel in mathematics. Some have said that algebra is “the new civil right”– it certainly is one of the gateways to higher education. It is because of this critical link that we must work harder to improve mathematics instruction, support teachers as they work to improve their practice, and continue to work with parents and the community so they understand the importance of mathematics as a foundation for future success.

—NEA President Dennis Van Roekel

Each day American workers are in competition for jobs. But they are not just competing for jobs

with neighbors across the county or state anymore; the marketplace has grown much more complex and far-reaching than that. Today the American workforce is also competing with our neighbors in India, Brazil, and many other places around the globe. The 21st century global economy depends on a work force that is proficient in mathematics and able to use it to solve problems creatively.

The problem is that American students are not receiving the mathematics background that they need. Mathematics achievement in the United States lags behind other industrialized countries, as evidenced by international tests such as TIMSS1—which measures students on school mathematics—and PISA2—which measures students on their ability to apply mathematical principles and concepts. In the most recent PISA data (2003), American 15-year-olds scored below the international average. On the 2003 TIMSS, American 4th and 8th graders scored above the international average, but 17-year-olds did not. These findings are troubling because it appears that as Americans students progress through school, they are actually losing academic

ground to their international counterparts. Even American students who took advanced courses did less well than their international peers on these assessments.

Many educators believe that the disappointing results in these international comparisons can be traced largely to the issue of how, when, and to whom algebra is taught in our schools.

PISA 2003 ASSESSMENTAverage Mathematics Literacy Score505

500

495

490

485

480

475

470USA OECD

OECD–ORGANIZATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT

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Algebra is considered a “gatekeeper” course, which means that students must master this content before they will be successful at more advanced mathematics (such as geometry, trigonometry, or precalculus). One issue is that more students must be given the chance to take algebra in the 8th grade (recommended grade level). Another is that we need to offer more preparation and support for those who do tackle this content because students who have difficulty with algebra are effectively precluded from further study of mathematics.

Studies indicate that in this country, the 8th grade curriculum emphasizes arithmetic at the expense of algebra, while other industrialized countries such as Japan and Singapore focus on higher level math skills such as algebra and geometry at this grade level. Further, most students in Japan and Singapore are taught and are expected to master a high level of mathematics content in the 8th grade, in stark contrast to students in the United States who are by now often

separated into different ability tracks, with only the most advanced students encouraged to study algebra. The American practice of tracking students into different skill or curricular groupings, starting as early as elementary school, effectively denies them an opportunity to develop valuable marketable skills.The markedly different attitude to universal access to higher level mathematics embraced by other countries, and the United States’ disappointing results in international assessments, should serve as a wake-up call to all stake holders to re-examine America’s go-slow and elitist approach to introducing algebra to students.

National education organizations, state and local school boards, mathematics educators, and researchers have discussed how and when to teach algebra, and how to integrate it into the preK-14 grade curriculum. The National Council of Teachers of Math (NCTM) recommends that students develop a “solid foundation of understanding and experience [of algebra] during the elementary years as preparation for work in middle and high school.”4

There is some cause for optimism on this issue. A subject that used to be taught exclusively at the high school level or reserved for the “talented” few is now a graduation requirement for all students in many states. Algebra is seen not only as the foundation to higher-level mathematics courses and college academics, but in as many as 21 states it is now, or will soon be, a requirement for high school graduation.

StateMathematics Graduation Requirements

Alabama 4 units*3, including 1 unit each of Algebra I and geometry

Florida 3 units , including 1 unit of Algebra I or higher

North Carolina

Beginning with the class of 2013, college prep students—Algebra I, geometry, Algebra II or Integrated Math I, II, III

West Virginia 3 units, including Algebra I and 1 unit above

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Opening the algebra gate to success There are several significant issues to address in opening the algebra gate to success. One, we must create a national mathematics imperative. Students will have a better chance of succeeding in algebra if they know that mathematics is important and valued by their parents and the other adults in their lives.

Mathematics and those who study it have never had throngs of supporters. In a recent study, parents acknowledged that mathematics, science, and technology were important, but not necessarily for their children.5 Creating a citizenry that values mathematics, sees its importance, and works diligently to impart that knowledge to young people is necessary to the bigger picture.

Second, we need to better prepare students in the elementary grades. The mathematics that is taught to students from preschool up to the 8th grade matters. Students who receive a strong math foundation in the early grades are much more likely to be successful in algebra later on. In fact, in 2006 the National Mathematics Advisory Panel (created by Presidential executive order) recommended that students receive in-depth instruction in three areas to prepare them for success in algebra: fluency with whole numbers, fluency with fractions, and particular aspects of geometry and measurement.6

Third, we must ensure that all students are taught by well-prepared, licensed teachers who are using a well-developed, articulated, and coherent reK-7 mathematics curriculum. Math teachers must have a deep

understanding of both pedagogy and content. The research makes it clear that students achieve more when they have a series of effective teachers. Some researchers believe that teachers are the single most important factor affecting student achievement and that the effects of teachers on student achievement are both additive and cumulative.7 One well-regarded study finds that having an effective teacher leads to students exceeding one grade-level equivalent in annual achievement growth.8 The practice of teaching is both complex and specialized.9 Educators need consistent, rigorous, professional development to continue to perfect their practice. Researchers such as Linda Darling-Hammond10 emphasize the importance of adopting policies that support professional development for teachers.

Taking the longer viewThe U.S. Census estimates that workers 18 and over with a bachelor’s degree earn an average of $51,260 a year while their counterparts with a high school diploma will earn an average $27,915 annually. Completing a bachelor’s degree is worth nearly double in lifetime earnings. Clearly, entering college and successfully completing a degree pays off significantly.

But getting more students to consider higher education as an option requires advance planning by both the student and his or her parents. And key to that planning includes being aware of the importance of foundation and gatekeeper courses. Successfully completing algebra early in a student’s

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middle/high school career places them higher in the math pipeline and may increase the chances of students applying to and attending college.

In fact, college-bound students need to meet certain college entrance requirements. The American College Testing Program (ACT) recommends students complete three or more years of Algebra I and higher (rather than general math, business math, or consumer math). The College Board, the organization that administers the SAT, recommends that students take both algebra and geometry. To satisfactorily complete college entrance courses and admitted to college, students must “enter the gate.” That means being prepared to successfully complete their first algebra call.

LIFETIME EARNINGS (MILLION)

High School Graduate 1.2

Bachelor’s 2.1

Master’s 2.5

Doctorate 3.4

Professional 4.4

Source: U.S. Census

Finally, we need to shift our own thinking about algebra and see the broader value of this subject to today’s students who will be tomorrow’s workers. It’s no longer enough just to insist that students take the course as a prerequisite to higher mathematics. Instead, we need to embrace algebra as a way to solve problems. Algebra is about more than solving problems in a mathematics class. It’s is necessary for the continued economic solvency of our nation. Today’s workplace requires

workers to read diagrams and manuals, interpret graphs, maintain records and interpret statistics, and make predictions from data. Schools, communities, federal, state, and local governments, and business must work together to impart a sense of urgency in and around this subject.

NEA’s call to actionNEA believes that we must address this issue on at least three fronts:

1 Educate the public, parents especially, about the importance of algebra: With the help and support of business and community groups, local education agencies (LEAs) should design and implement a public engagement campaign to educate the public, especially parents, on the importance of appropriate preparation for algebra, as well as the successful completion of algebra in preparation for advanced mathematics.

2 Support professional development for primary and intermediate teachers: Most elementary students receive their mathematics instruction from their regular classroom teachers. Teachers receive their professional development through a number of venues and providers. LEAs should provide support for teachers as they develop their own individual professional development plans and LEAs must help build the capacity (leadership support, knowledge base, resources, mathematics coaches) for teachers to engage in meaningful professional activities that are central to enhancing student achievement.

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3 Build on the recommendations of the National Math Panel: State education agencies and educators should review education materials using the National Panel’s recommendations and other materials to ensure that the content taught is preparing students for success in algebra I.

References1 TIMSS-Trends in International Mathematics and Science Study, http://nces.ed.gov/timss/.

2 PISA-Programme for International Student Assessment, www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html.

3 Carnegie Units, Education Commission of the States, http://mb2.ecs.org/reports/Report.aspx?id=900.

4 National Council of Teachers of Mathematics, Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, 2007, www.nctm.org.

5 Important, But Not for Me: Parents and Students in Kansas and Missouri Talk About Math, Science, and Technology Education, www.publicagenda.org/reports/important-not-me.

6 National Mathematics Advisory Panel, Foundations for Success: The Final Report of the National Mathematics Advisory Panel, U.S. Department of Education: Washington, DC, 2008.

7 W.L. Sanders and J.C. Rivers, Cumulative and residual effects of teachers on future students’ academic achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center, 1996.

8 E. Hanushek, The trade-off between child quantity and quality. Journal of Political Economy, 100(1), 84–117, 1992.

9 S. Loucks-Horsley, P.W. Hewson, N. Love, and K.E. Stiles, Designing professional development for

teachers of science and mathematics, The National Institute for Science Education, 1998.

10 L. Darling-Hammond, Teacher Quality and Student Achievement: A Review of State Policy Evidence, Education Policy Analysis Archives, 8(1), 2000, http://epaa.asu.edu/epaa/v8n1/.

ResourcesGender Equity in the Math and Science Classrooms: Confronting the Barriers that Remain, National Education Association, 2004. www.nea.org/achievement/images/genderdoc.pdf

National Staff Development Council’s Standards for Staff Development. www.nsdc.org/standards/about/index.cfm

Quiet Crisis: Falling Short in Producing American Scientific and Technical Talent. This important summit, held in December 2005, has led to much work around the issue of developing an adequate science and engineering workforce. www.rpi.edu/homepage/quietcrisis/info.html

Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. This congressionally requested report by the National Academies makes four recommendations along with 20 implementation actions that federal policymakers should take to create high-quality jobs and focus new science and technology efforts on meeting the nation’s needs, especially in the area of clean, affordable energy. Published in 2007. www.nap.edu/catalog.php?record_id=11463

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MODEL LEGISLATIVE LANGUAGE

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LEGISLATIVE LANGUAGE

Be it enacted by [insert appropriate body]

SECTION 1. SHORT TITLE.

This Act may be cited as the ‘Access to Complete Education Act’.

‘PART I--CORE CURRICULUM DEVELOPMENT

‘SEC. [insert] GRANTS AUTHORIZED.

‘(a) Purpose- The purpose of this section is to support systemic, comprehensive education reform by strengthening the instruction of music and arts, foreign languages, civics and government, economics, history, geography, and physical education and health as an integral part of the elementary and secondary school curriculum.

‘(b) Authority- The [insert appropriate official] is authorized to award grants to local educational agencies to promote and strengthen one or more of the subjects specified in subsection (a) as an integral part of the elementary school and secondary school curriculum.

‘(c) Application- To seek a grant under this section, a local educational agency shall submit an application to the [insert appropriate official] at such time, in such manner, and containing such information as the [insert appropriate official] may require.

‘(d) Priority- In awarding grants to local educational agencies under this section, the [insert appropriate official] shall give priority to local educational agencies with greater--

‘(1) numbers of children who are counted under section 1124(c); and

‘(2) percentages of children from families below the poverty line.

‘(e) Use of Funds- Funds may be used to expand access to the subjects specified in subsection (a) by--

‘(1) expanding the amount of instructional time on these subjects;

‘(2) providing for curriculum development that is aligned with State standards where relevant;

‘(3) providing essential materials and textbooks that are aligned with State standards where relevant;

‘(4) partnering with Federal, State, and community-based organizations and institutions to

To provide grants for core curriculum development.

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LEGISLATIVE LANGUAGE

To provide grants for core curriculum development. (cont.)

increase student learning in these subjects;

‘(5) providing professional development to ensure curricula are implemented effectively; and

‘(6) creating and using formative assessments where appropriate to advance student achievement and improve instruction.

‘(f) Conditions- As a condition of receiving assistance made available under this section, the [insert appropriate official] shall require each local educational agency receiving such assistance--

‘(1) to coordinate, to the extent practicable, each project or program carried out with such assistance with appropriate activities of public or private cultural agencies, institutions, and organizations, including museums, education associations, libraries, and theaters; and

‘(2) to use such assistance only to supplement, and not to supplant, any other assistance or funds made available from non-Federal sources for the activities assisted under this section.

‘(g) Evaluations-

‘(1) IN GENERAL- Each local educational agency that receives funds under this section shall provide the [insert appropriate official], at the conclusion of every fiscal year during which the funds are received, with an evaluation, in a form prescribed by the [insert appropriate official]. This evaluation shall include--

‘(A) a description of the programs and activities conducted by the local educational agency with funds received;

‘(B) data on curriculum and partnerships developed;

‘(C) data on the amount of time spent on subjects allowed for under the grant; and

‘(D) other information as determined by the[insert appropriate official].

‘(2) USE OF EVALUATION- An evaluation provided by a local educational agency shall be used by the local educational agency and the State educational agency for improvement of programs and activities.

‘(h) Consultation- In carrying out this section, the [insert appropriate official] shall consult with relevant State agencies or institutions, educators (including professional education associations), organizations representing subjects funded under this part.

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LEGISLATIVE LANGUAGE

The Individuals with Disabilities Education Act of 2004 (IDEA) requires states to adopt criteria for determining whether a child qualifies for special education and related services as a child with a Specific Learning Disability. The [insert state] Regulations Governing the Education of Students with Disabilities [insert date] regulations, requires all Local Education Agencies to use the State criteria when considering and/or determining whether or not a child is eligible for special education services under the SLD category. In addition to the eligibility criteria described below, each Local Education Agency must follow all other State regulations governing the referral process through disability determination.

Eligibility OptionsLocal Education Agencies (LEAs) shall use a process based on the student’s response to scientific, research-based intervention (RtI) as described in these criteria in accordance with each school’s specific grade level configuration and the time lines listed below:

[insert dates]

LEAs may use the severe discrepancy model as described in these criteria until the timelines listed below become effective according to each schools specific grade level configuration:

[insert dates]

The [insert ruling body. i.e. Commissioner] may grant a waiver to delay required use of RtI to determine Specific Learning Disabilities for

up to one year. LEAs must submit a completed RtI Implementation Checklist along with their request to be approved by the [insert ruling body].

RtI Process Basis: Criteria for Determination of Specific Learning Disability:(1) In one or more of the eight areas below the student’s performance meets the description under:

Achievement Gap and Educational Progress

`` ACHIEVEMENT GAP Evidence from multiple reliable and valid sources indicate that the student’s current achievement* of State-approved Grade Level/Span Expectations and English Language Proficiency Standards is significantly different than his/her peers relative to national normative data with consideration of state and local data when provided with learning experiences and instruction appropriate for the child’s age or state approved grade level/span expectations. English Language Learners shall additionally be provided with instruction appropriate for their English language proficiency. (*after provision of appropriate general education learning experiences including at least two periods of intensive interventions implemented with fidelity).

`` EDUCATIONAL PROGRESS The student does not make sufficient progress to meet age or State-approved Grade Level/

Specific Learning Disabilities (SLD) Eligibility Criteria

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LEGISLATIVE LANGUAGE

Span Expectations and English Language Proficiency Standards, based on child’s limited responsiveness to intensive scientific, research-based interventions which have been implemented with fidelity.

Insufficient progress is determined using multiple reliable and valid measures. The process of determining insufficient progress considers the student’s rate of improvement towards meeting age or State-approved Grade Level/Span Expectations and English Language Proficiency Standards during intensive intervention, student’s past rate of improvement, and a normative rate based on the response of his/her local age peers with consideration of national data.

`` Oral expression

`` Listening comprehension

`` Written expression

`` Basic reading skill

`` Reading fluency skills

`` Reading comprehension

`` Mathematics calculation

`` Mathematics problem solving

Other considerationsStudent performance in areas indicated above is not primarily the result of:

`` A visual, hearing, or motor disability

`` Mental retardation

`` Emotional disturbance

`` Cultural factors

`` Environmental or economic disadvantage

`` Limited English Proficiency

The determinant factor of the findings is not any of the following:

`` Student has lacked appropriate instruction in literacy

`` Student has lacked appropriate instruction in math

`` Student has had extended absences

`` Student has had repeated change of schools

`` Student has had an inconsistent or inappropriate educational program

DeterminationsOn the basis of the findings regarding this student’s response to intervention (Achievement and Educational Progress) and the above considerations, a determination has been made that this student has a specific learning disability and needs special education and related services.

In addition to the RTI process described, each Local Education Agency must follow all other State regulations governing the referral process through disability determination.

Severe Discrepancy Model Basis: Criteria for Determination of Learning Disability:In one or more of the eight areas below the student’s performance meets the description under achievement Gap and Pattern of Strengths and Weaknesses

Specific Learning Disabilities (SLD) Eligibility Criteria (cont.)

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LEGISLATIVE LANGUAGE

ACHIEVEMENT GAP Evidence from multiple reliable and valid sources indicate that the student’s current achievement* of State-approved Grade Level/Span Expectations and English Language Proficiency Standards is significantly different than his/her peers relative to national normative data with consideration of state and local data when provided with learning experiences and instruction appropriate for the child’s age or state approved grade level/span expectations. English Language Learners shall additionally be provided with instruction appropriate for their English language proficiency. (*after provision of appropriate general education learning experiences including at least two periods of intensive interventions implemented with fidelity).

PATTERN OF STRENGTHS AND WEAKNESSES The student exhibits a significant pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade level standards, or intellectual development.

`` Oral expression

`` Listening comprehension

`` Written expression

`` Basic reading skill

`` Reading fluency skills

`` Reading comprehension

`` Mathematics calculation

`` Mathematics problem solving

Other considerationsStudent performance in areas indicated above is not primarily the result of:

`` A visual, hearing, or motor disability

`` Mental retardation

`` Emotional disturbance

`` Cultural factors

`` Environmental or economic disadvantage

`` Limited English Proficiency

The determinant factor of the findings is not any of the following:

`` Student has lacked appropriate instruction in literacy

`` Student has lacked appropriate instruction in math

`` Student has had extended absences

`` Student has had repeated change of schools

`` Student has had an inconsistent or inappropriate educational program

DeterminationsOn the basis of the findings regarding this student’s achievement and severe discrepancy and the above considerations, the determination is this student has a specific learning disability and needs special education and related services.

Specific Learning Disabilities (SLD) Eligibility Criteria (cont.)

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SAMPLE LETTERS TOTHE EDITOR/OP-ED

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SAMPLE LETTER TO THE EDITOR/OP-ED

Dear Editor:

The past (insert # of years) of the so-called No Child Left Behind (NCLB) Act has led to an increased emphasis on basic mathematics and reading. These two subjects are vitally important to the achievement of America’s students. But, as a result of the NCLB’s mandates, our students are not getting a well-rounded and comprehensive curriculum that includes the arts. Budget cuts have further exacerbated the problem and fewer and fewer children have the opportunity to explore their creative side. Studies have shown that a student’s involvement in the arts helps increase test scores and promotes academic achievement. Further, students involved in the arts are:

`` 4 times more likely to be recognized for academic achievement,

`` 3 times more likely to be elected to class office,

`` 4 times more likely to participate in a math and science fair, and

`` 3 times more likely to win an award for school.

(Insert a specific personal example of a student who has benefited from the arts or a program in your school that has helped students).

I urge the (school board, state board, insert appropriate agency) to continue to fund the arts programs in our public schools. Our nation’s future depends on a well-educated populace.

Sincerely,

Name

Position

School

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GLOSSARY/RESOURCES

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GLOSSARY AND RESOURCES

Common Core StandardsThe Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

Accommodations Service or support related to students disability or needs that allows full access to a given subject matter and to accurate demonstration of knowledge without requiring a fundamental alteration to the standard or expectation of the task. Changes in the delivery of course material and/or in the assessment of knowledge that assist students in meeting the standards of a course. Students are eligible for accommodations based on the documentation of their disability.

Differentiated InstructionRefers to tailoring instruction to meet individual needs. It is the process of ensuring what a student learns, how a student learns and how the student demonstrates what has been learned is a match for the students readiness level, interests, and preferred mode of learning. Differentiated Instruction provides students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn, regardless of differences in ability.

ResourcesCommon Core State Standards The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. www.corestandards.org www.nea.org/home/46653.htm

The Office of Special Education Programs The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21. www.osepideasthatwork.org

The Partnership for 21st Century Skills The Partnership for 21st Century Skills is a national organization that advocates for 21st century readiness for every student. As the United States continues to compete in a global economy that demands innovation, P21 and its members provide tools and resources to help the U.S. education system keep up by fusing the 3Rs and 4Cs (Critical thinking and problem solving, Communication, Collaboration, and Creativity and innovation). While leading districts and schools are already doing this, P21 advocates for local, state and federal policies that support this approach for every school. www.p21.org

National Association of State Directors of Special Education (NASDE) (NASDE has published three volume set of Blueprints (State, District and School Levels) on implementing Response to Intervention. All three volumes can be accessed at www.nasdse.org

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Great Public Schools for Every Student

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GLOSSARY AND RESOURCES

RTI Action Network The RTI Action Network is dedicated to the effective implementation of Response to Intervention (RTI) in school districts nationwide. The founding partners are American Federal of Teachers, International Reading Association, National Association of Elementary School Principals, National Association of State Directors of Special Education, National Association of School Principals, National Association of Secondary School Principal, and the National Education Association. www.rtinetwork.org