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Module 4 : Tiered Instruction

Module 4 : Tiered Instruction. Adolescent Literacy – Professional Development. Unit 2, Session 4. The Role of the Special Education Instructor in TI. 4.2.4. Session Overview. Unit 2, Session 4 Questions : What special education skills are essential to TI success?

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Module 4 : Tiered Instruction

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  1. Module 4: Tiered Instruction Adolescent Literacy – Professional Development Unit 2, Session 4

  2. The Role of the Special Education Instructor in TI 4.2.4

  3. Session Overview • Unit 2, Session 4 Questions: • What special education skills are essential to TI success? • How can special education personnel balance their roles as instructors and advisors? • Unit 2, Session 4 Objective: • Understand the changing role of special education instructors in implementing TI

  4. Warm-Up: Content Area Focus • Use your Session 4.2.3 ending activity handout • In content area groups, share your ideas about which reading skills and strategies can be taught in your subject area classes. • Take notes from the suggestions of your peers using the handout.

  5. Facilitating Integration Legislation requires Least Restrictive Environment (LRE) Inclusion models are preferred BUT Still a lack of communication between general education & special education THEREFORE TI is the catalyst for greater collaboration

  6. SPED Role in TI Adapted from “Steps in the Outcomes Driven Model” (2007) in Cumming, et al (2008)

  7. Provide Support Adapted from “Steps in the Outcomes Driven Model” (2007) in Cumming et al (2008)

  8. Activity: Reciprocal Obligations • What can special educators provide to classroom teachers to make TI run smoothly? • What do classroom teachers need to do in order to assist special education instructors during the implementation of TI?

  9. How SPED Role Stays the Same • Main focus remains on identified students • Expertise in individualized instruction • Access to resources for intervention • Familiarity with assessment tools • Knowledge-base for planning interventions • Voice in special education placement of struggling students

  10. How SPED Role Changes • More consultation with general education teachers • Direct collaboration with general education teacher at Tiers 2 & 3 • Involvement with instruction at Tiers 2 & 3 (depending on model) • Better information for special education placement

  11. Tier 3? • Most models present Tier 3 as the last set of interventions before special education placement. • Increases special education involvement, but not necessarily development of IEP goals

  12. Greater SPED Presence with TI Benefits… Concerns… Clear delineation of boundary between TI and special education placement Over-reliance on special education knowledge Staffing concerns Reduction of special education placements • Facilitates collaboration • Increased communication • Sharing of resources • Continual opportunities for peer-driven professional development • Unified school community • Greater appreciation for special education role

  13. Wrap-Up • Things to Remember: • Special education professionals have the necessary skills to make TI successful. • If used appropriately, collaboration between general and special education services can greatly benefit the school community. • A clear delineation must be made between the last tier of TI and student placement in special education.

  14. Wrap-Up Activity • Write down questions you have for a special education teacher or a reading specialist about teaching basic literacy skills.

  15. For Next Time • Look back at Cummings et. al. (2008). • Fill out the “Four A’s” protocol handout.

  16. References Bryant, D, & Barrera, M. (2008). Changing roles for educators within the framework of response-to-intervention. Intervention in School and Clinic, 45(72), Retrieved from http://isc.sagepub.com. DOI: 10.1177/1053451208326048. Cummings, K, Atkins, T, Allison, R, & Cole, C. (2008). Response to intervention: Investigating the new role of special educators. Teaching Exceptional Children, 2431. NASP. (2006). New roles in response to intervention: Creating success for schools and children. Retrieved from http://www.nasponline.org/advocacy/New%20Roles%20in%20RT

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