Module 4: Unit 2, Session 4 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional Development Unit 2, Session 4

Module 4: Unit 2, Session 4 THE ROLE OF THE SPECIAL EDUCATION INSTRUCTOR IN TI 4.2.4

Module 4: Unit 2, Session 4 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 3

Module 4: Unit 2, Session 4 Warm-Up: Content Area Focus  Use your Session 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. 4

Module 4: Unit 2, Session 4 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 5

Module 4: Unit 2, Session 4 SPED Role in TI Adapted from “Steps in the Outcomes Driven Model” (2007) in Cumming, et al (2008) 6

Module 4: Unit 2, Session 4 Provide Support Adapted from “Steps in the Outcomes Driven Model” (2007) in Cumming et al (2008) 7

Module 4: Unit 2, Session 4 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? 8

Module 4: Unit 2, Session 4 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 9

Module 4: Unit 2, Session 4 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 10

Module 4: Unit 2, Session 4 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 11

Module 4: Unit 2, Session 4 Greater SPED Presence with TI Benefits…  Facilitates collaboration  Increased communication  Sharing of resources  Continual opportunities for peer-driven professional development  Unified school community  Greater appreciation for special education role Concerns…  Clear delineation of boundary between TI and special education placement  Over-reliance on special education knowledge  Staffing concerns  Reduction of special education placements 12

Module 4: Unit 2, Session 4 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. 13

Module 4: Unit 2, Session 4 Wrap-Up Activity  Write down questions you have for a special education teacher or a reading specialist about teaching basic literacy skills. 14

Module 4: Unit 2, Session 4 For Next Time  Look back at Cummings et. al. (2008).  Fill out the “Four A’s” protocol handout. 15

Module 4: Unit 2, Session 4 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 DOI: / 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 16