Earning a standard diploma has increased in importance during the past several years. Not only is it a document that improves postschool outcomes, but it also has become a part of the Elementary and Secondary Education Act

(ESEA) accountability system at the high school level<with the required graduation rate including only those students who have earned a regular/standard high school diploma or higher. Complicating matters in several states is the addition of an exit exam requirement to the traditional coursework requirements. The addition of a testing requirement to other requirements for earning a standard diploma is a challenge for students who do not perform well on assessments. Many, but not all, of these students have disabilities. The purpose of the study reported here was to examine the alternative routes to passing the high school exit exam that were available during the school year 2008-09 to students to earn a standard high school diploma. It examines alternative routes in the 26 states with active or soon-to-be active exit exams, and documents the alternative routes available for all students and those specifically for students with disabilities. Available on the web at http://www.cehd.umn.edu/nceo/OnlinePubs/Synthesis76/Synthesis76.pdf.

For a complete listing of participating Universities and Programs within universities which are participating in the NLCSD, please go to the website http://www.salus.edu/nlcsd/.  Applicants must be accepted by a participating university program by the application due date of December 31, 2010.

The NEW application requirements and forms can be found at http://www.salus.edu/nlcsd/application.html under the first heading “Download and complete applications.”  All other information can be found on the website http://www.salus.edu/nlcsd/index.html.  Completed applications must be postmarked by December 31, 2010.  Applications postmarked after that date will not be considered.

The final document outlines what experts decided are the knowledge and skills students should have in mathematics and English/language arts. Convened last year by the National Governors Association and the Council of Chief State School Officers, which have worked in various ways to help states raise academic expectations, the writing and feedback panels included university scholars, state curriculum specialists, and teachers; testing organizations such as the College Board and ACT Inc.; the education group Achieve; and curriculum-design companies such as America’s Choice.  Read more at http://www.edweek.org/ew/articles/2010/06/02/33common.h29.html?tkn=PXBFedguzDuasI77yP+j+EK4tDSM/eevDQU+&cmp=clp-ecseclips.

Question:  My 7-year-old child has had trouble learning to read all year.  He’s seen a special reading teacher a few times a week, and I’m told that he’s made progress.  However, he’s still behind and I’m wondering whether he needs more.  Frankly, I’m worried he may have a learning disability.  Kids with learning problems get special education help, don’t they?

Answer:  I understand your concern and know how frustrating it may feel to have your child get extra help and still not be where he should be with his reading, and of course you want to be sure he’s getting the kind of help he needs.  Nowadays, because of changes in various education laws, kids who struggle with reading or other subjects are given assistance earlier than they may have in the past, before they’re very behind and/or failing, and usually before they’re considered for special education services.  This relatively new approach is universally referred to as Response to Intervention or RTI.  In a nutshell, RTI is a process that looks at how kids in the regular classroom respond to different types of teaching approaches or interventions at differing levels of intensity.  Under this model, all children are screened, usually at the start of school, to figure out who may have problems meeting the standards at their grade level.

• Under the RTI model, all kids in a given classroom are ideally provided with “scientifically based instruction,” or teaching methods that research has shown to be effective.  This is referred to as the first level, or Tier 1.  For reading, a Tier 1 instructional intervention might include daily guided reading groups, where students, in small groups according to their reading level, read along with their teacher who strategically stops at points in their book to discuss specific concepts or vocabulary.  If a student, like your child, continues to struggle after receiving general classroom reading instruction, or if a student has been identified early on in the school year through the screening process as being “at risk,” he/she would then likely receive more intensive help, otherwise known as Tier 2 interventions.
• Tier 2 addresses the student’s challenges more aggressively.  For instance, a Tier 2 intervention may also be in a guided reading format, but this time instruction may be with a specialized reading teacher, with a smaller group of children, and with a more structured program that’s given in addition to the regular class instruction.  You may be wondering:  How do we know for certain (besides what we as parents might observe at home while reading with our kids) which kids are struggling?  A huge part of RTI involves progress monitoring.  This is consistent monitoring or evaluation of the student’s skills for which he/she is getting help in order to know if the particular intervention is working.  If a kid continues to make minimal progress at Tier 2, then they get even more intensive help.
• Tier 3 intervention is even more intensive; more “targeted” interventions are given.  If little progress continues to be made after receiving Tier 3 interventions, the child is then usually considered for an evaluation to determine if he’s eligible for special education assistance.  Back in the day, students weren’t routinely provided with systematic help until they were already far behind in their academics, and kids were being referred for special education for reasons other than true learning issues or other disabilities that would qualify them for those services.  In addition, in the past, the way a child qualified as having a learning disability was to show a significant “discrepancy” between their cognitive abilities (aka intelligence) and their achievement skills.  This has changed, and now RTI progress-monitoring information can be used as part of this evaluation process to show that a child isn’t learning at an expected rate.

I suggest asking your child’s teachers if they’re using an RTI approach (RTI is also called “problem solving,” or your child’s school may have their own term) and if they are, how do they decide when a student’s interventions should be modified.  You may also want to ask about interventions and how they’re monitoring his progress.  Parent involvement is considered an essential component of RTI, so your school should readily share this information with you.  It’s another example where partnering with the school is the best way to go.