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Language Arts Council

Language Arts Council. CREC May 13, 2008. DRA and RBA Process. RBA – Results Based Accountability System to look at how state agencies do business to the best of their ability Early Reading Success (ERS) going through this process – first step was template

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Language Arts Council

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  1. Language Arts Council CREC May 13, 2008

  2. DRA and RBA Process • RBA – Results Based Accountability • System to look at how state agencies do business to the best of their ability • Early Reading Success (ERS) going through this process – first step was template • Template has five specific goals all of which are geared to student reading achievement and the need to “turn the curve” on reading achievement • Other aspects: ERS Coaching, Personal Reading Plans, Professional Development

  3. DRA and RBA Process continued • Appropriations Committee held a special session to hear about the ERS RBA template and how the grants will be altered to produce better results, capture accountability legislation and provide better direction and support for the districts involved • PSD Consolidated Grant and the ERS Competitive Grant being changed through forms review process • Bidder’s Conference for Competitive applicants will be scheduled for end of May beginning of June

  4. DRA Update • PSDs will more than likely be moving to three times a year assessment window • Fall, Winter, Spring • Looking to capture student progress over time • Reporting forms changing – addition of number of students at each text level • January 2009 several PSDs will pilot a new electronic collection system • Fall 2009 all PSDs will be using the new system

  5. Individual/ Personal Reading Plans • Section 10-265g(c) of CGS • Students enrolled in grades 1-3 will be evaluated in the middle and end of the school year (DRA/DRA 2) – changing to three times a year • Any student determined to be “substantially deficient” in reading based on the established measure (DRA/DRA2 ) MUST have an Individual / Personal Reading Plan • Consistent electronic template being worked on with PSDs

  6. Using SRBI: Connecticut’s Framework for RTI • The broad benefits of SRBI come from its emphasis on uniting scientific, research-based practices with systems approaches to education. • Scientific evidence is substantial for a number of areas central to children’s school success and welI-being, such as reading, language development, some areas of mathematics and social-emotional learning.

  7. Using SRBI: Connecticut’s Framework for RTI However, the use of scientific, research-based practices in education, though necessary, is not sufficient by itself to provide a comprehensive, effective educational system for all students.

  8. Systems Approaches • Population-based systems approaches focus heavily on general education, because most school children are in general education. • Prevention and early intervention require this focus.

  9. The Three-tiered Model • SRBI should be operationalized as a systemic approach with successive tiers. • The three-tiered model must involve increasingly intensive levels of intervention. • The tiers should not be viewed as categorical placements or as “gates” to special education.

  10. The Three-tiered Model When interventions are designed to meet specific students’ needs, implemented with fidelity and there are data demonstrating students’ progress, then most students should not require special education services.

  11. SRBI - Feasible for Schools • Will this cost a lot of money? • Will it be too time consuming? • Who will provide interventions? • What type of professional development will be required?

  12. Changes in State Guidelines • Referral for special education evaluation would not occur until appropriate academic or behavioral interventions have ensured that the student’s difficulties are not due to insufficient instruction, unhealthy school climate, inadequate practices in the areas of social-emotional learning or cultural relevance. • State guidelines will change in spring 2008 to require the use of SRBI as part of the identification procedures for learning disabilities.

  13. Changes in State Guidelines • Implementation of SRBI requires some time, so districts should begin work on developing this process immediately. • By July 1, 2009, the use of IQ-achievement discrepancy formulas will be replaced by evidence-based analysis of identified gaps between student performance and expected outcomes.

  14. Using SRBI: Connecticut’s Framework for RTI http://www.sde.ct.gov/sde/site/default.asp

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