Module 4: Unit 2, Session 4

MODULE 4: TIERED INSTRUCTION

Adolescent Literacy – Professional DevelopmentUnit 2, Session 4

Module 4: Unit 2, Session 4

THE ROLE OF THE SPECIAL EDUCATION INSTRUCTOR IN TI

4.2.4

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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

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Warm-Up: Content Area Focus

Use your Session 4.2.3 ending activity handoutIn 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.

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Facilitating Integration

Legislation requires Least Restrictive Environment (LRE)

Inclusion models are preferredBUT

Still a lack of communication between general education & special education

THEREFORETI is the catalyst for greater collaboration

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SPED Role in TI

Adapted from “Steps in the Outcomes Driven Model” (2007) in Cumming, et al (2008)

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Provide Support

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

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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?

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How SPED Role Stays the Same

Main focus remains on identified studentsExpertise in individualized instructionAccess to resources for interventionFamiliarity with assessment toolsKnowledge-base for planning interventionsVoice in special education placement of

struggling students

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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

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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

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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

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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.

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Wrap-Up Activity

Write down questions you have for a special education teacher or a reading specialist about teaching basic literacy skills.

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For Next Time

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

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ReferencesBryant, 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, 2431.

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