1. 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

2. 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?

3. 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

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

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

6. 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

7. 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

8. Special Populations Beliefs
Blake

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

10. 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

11. 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

12. 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.

13. 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.

14. Questions/Comments

15. EPP Survey

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

17. 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.