Refining & Aligning: Recommendations for preparation policy to support rti2 and Special Education in Tennessee Kim Paulsen, vanderbilt university Blake shearer, Tn. department of education: special populations

Essential Questions What is needed in policy to support effective educator preparation leading to learner-ready teachers and leaders? What’s the most effective and efficient way to align service delivery frameworks and preparation policy structures?

Turn to the person next to you and answer the following question: What new policies have been mandated by state policy in your state? How have EPPs and State Agencies worked together to ensure the policies were effectively implemented? 5 Minutes pair discussion 5 Minutes group discussion

How we used Promises to Keep Analyzed all 5 Recommendations Recommendation #1 aligned with current Tennessee Policy 5 Minutes - KIm

Early Foundations and Literacy High School & Bridge to Postsecondary All Means All Educator Support District Empowerment Blake Shearer

Response to Intervention and Instruction (RTI2) Tennessee State Standards set high expectations for student achievement. The RTI² framework supports all children in meeting these expectations. The RTI² framework is a multi-tiered delivery system aligned with the department’s beliefs and allows for an integrated, seamless problem-solving model that addresses individual student needs The RTI² framework relies on the premise of high- quality instruction and interventions tailored to student need where core instructional and intervention decisions are guided by student outcome data The RTI² framework has school teams identify the supports every child needs to achieve academically. The RTI² framework has minimum recommended times for Tier I and required times for Tier II and Tier III Blake

RTI 2 Components All children receive high quality on grade level curriculum and instruction in the general education classroom (Tier l). A Universal Screener is administered to all students to determine whether students demonstration the skills necessary to achieve grade-level standards. This must be on a nationally normed skill-based universal screener for grades K-8 that assesses six key skill areas: basic reading skills, reading fluency, reading comprehension, math calculation, math problem solving, and written expression. As a result of universal screenings, students may be identified as needing targeted intervention (Tier ll or Tier III) in addition to the high quality instruction they are receiving in Tier l. Tier II and Tier III will provide progress monitoring in the students’ area of deficit Fidelity monitoring at all Tiers focuses not only on the programs but also the students. Blake

Special Populations Beliefs Blake

Special Education Framework Instructionally Appropriate Individualized Education Program (IEPs) Focus are outcomes driven Special education is the most intensive intervention Blake

Process Current Policy All preparation programs must include training to support candidates’ readiness to deliver instruction informed by Response to Instruction and Intervention Framework (RTI2). Candidates not seeking endorsement in Special Education should be prepared to deliver instruction and intervention at the Tier I and II levels. Kim

Discussion Regarding Current Policy No mention of Tier III Instruction Prepared to deliver Tier II Instruction EPP Faculty prepared to instruct candidates? What program(s) should be used? Where in course sequence? What does it look like at different grade spans (elementary, middle, high)? Kim

Activities Identify how EPPs are covering RTI2 in coursework Identify how LEAs are identifying who Tier II and Tier III instructors are. Identify what Tier II and Tier III intervention programs are being used and how instructors are trained.

Current CEEDAR Group Thinking for EPP Policy Effective Tier I Instruction must be addressed – building on the principles of UDL and differentiation (academic and behavior) for diverse learners. Tier II and Tier III – candidates need to have knowledge and understanding of the tiers and how to utilize multiple data points along the way. Recommend candidates have a field experience in data team meetings. First year teachers must be prepared to deliver Tier I Instruction and be an emerging learner in Tier II and Tier III.

Questions/Comments

EPP Survey

Discussion Activity How has your EPP addressed Recommendation 1? How do you evaluate the components in field work? Does your state have a policy?

Draft Policy All preparation programs must include training to support candidates’ readiness to deliver high- quality core instruction informed by Response to Instruction and Intervention Framework (RTI2). Candidates will obtain and demonstrate a deep understanding of the essential components of RTI2 and the special education framework. During clinical experiences candidates must demonstrate that they are proficient in their understanding of the components of the Response to Instruction and Intervention (RTI2) and Special Education Frameworks through observations, collaborations, and data meetings.