Erin Lolich, M.S., is the associate director of curriculum and instruction for the Tigard-Tualatin School District in Oregon. She received her Masters in educational administration from Portland State University and her Bachelor of Education in elementary and special education from Gonzaga University.
Erin and her colleagues in Tigard-Tualatin developed the Oregon Response to Intervention Project in partnership with the Oregon Department of Education. Now in its sixth year of operation, the project provides technical assistance, coaching and funding to over 30 Oregon school districts. In addition to training school districts across the Pacific Northwest, Erin has consulted with the Wyoming Department of Education, Texas Education Service Center 20, St. Bernard Parish Schools in Louisiana and SEDL (formerly Southwest Educational Development Laboratory).
Erin Lolich began her career as a special education teacher and also served as a literacy specialist and Title I coordinator. She is passionate about providing exemplary instruction to underserved students and she has taught and volunteered in schools from Italy to India. Her specialties include literacy, data-based decision making, effective professional development and systems change.
March 11, 2011
RTI models hold the promise of advancing identification of and intervention for learning disabilities by linking these two domains. Join Dawn Miller and Erin Lolich during our next RTI Talk as they answer your questions about the use of RTI for identifying specific learning disabilities. They will also offer tips based on lessons learned working with local schools on how RTI can ensure accurate and timely LD identification.