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    Edl 277 Group Presentation

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    This document outlines priorities to strengthen support for students through MTSS and special education. The first priority is to strengthen the MTSS team and process by reexamining the current system and ensuring all teachers are participating. The second priority is to provide professional development on explicit instruction for special education teachers. The third priority is to build relationships with the special education team. The fourth priority is to evaluate progress monitoring and goal setting. The fifth priority is to examine co-teaching models and ensure accommodations are provided. The overarching goals are to uphold least restrictive environments, set rigorous goals, and ensure meaningful academic progress for all students.

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    Edl 277 Group Presentation

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    api-624270097
    38 views8 pages
    This document outlines priorities to strengthen support for students through MTSS and special education. The first priority is to strengthen the MTSS team and process by reexamining the current system and ensuring all teachers are participating. The second priority is to provide professional development on explicit instruction for special education teachers. The third priority is to build relationships with the special education team. The fourth priority is to evaluate progress monitoring and goal setting. The fifth priority is to examine co-teaching models and ensure accommodations are provided. The overarching goals are to uphold least restrictive environments, set rigorous goals, and ensure meaningful academic progress for all students.

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    This document outlines priorities to strengthen support for students through MTSS and special education. The first priority is to strengthen the MTSS team and process by reexamining the current system and ensuring all teachers are participating. The second priority is to provide professional development on explicit instruction for special education teachers. The third priority is to build relationships with the special education team. The fourth priority is to evaluate progress monitoring and goal setting. The fifth priority is to examine co-teaching models and ensure accommodations are provided. The overarching goals are to uphold least restrictive environments, set rigorous goals, and ensure meaningful academic progress for all students.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    38 views8 pages

    Edl 277 Group Presentation

    Uploaded by

    api-624270097
    This document outlines priorities to strengthen support for students through MTSS and special education. The first priority is to strengthen the MTSS team and process by reexamining the current system and ensuring all teachers are participating. The second priority is to provide professional development on explicit instruction for special education teachers. The third priority is to build relationships with the special education team. The fourth priority is to evaluate progress monitoring and goal setting. The fifth priority is to examine co-teaching models and ensure accommodations are provided. The overarching goals are to uphold least restrictive environments, set rigorous goals, and ensure meaningful academic progress for all students.

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    Ensure Success for All

    Students
    Group 3
    Priority #1
    1. Strengthen MTSS Team/Process
    a. If we can support learners with Tier 2 interventions we are meeting their needs without
    Special Education support.
    i. According to the i3 website, to receive special education services, the student
    must have both a disability and unable to access the grade level curriculum
    without specifically designed instruction.
    ii. “Tier 2 interventions would be delivered through small-group instruction using
    strategies that directly target a skill deficit. Research has shown that small-group
    instruction can be highly effective in helping students master essential learnings.”
    b. Reexamine current MTSS system with stakeholders
    i. Are all teachers participating?
    ii. Are we using data to place students into groups?
    iii. How often are we switching groups?
    Priority #2
    1. Provide Professional development on the five element of explicit
    instruction for special education teachers.
    a. How are we…
    i. segmenting Complex skills?
    ii. modeling/ thinking aloud?
    iii. Systematically fading supports/prompts?
    iv. Providing responsive feedback
    v. Creating purposeful practice opportunities?

    Why this?
    “The preponderance of evidence suggests that EI promotes learning more
    effectively and efficiently than other approaches to (reading) instruction.”
    Hughes, C. A., Morris, J. R., Therrien, W. J., & Benson, S. K. (2017). Explicit instruction: Historical and contemporary contexts.

    Learning Disabilities Research & Practice, 32(3), 140–148. https://doi.org/10.1111/ldrp.12142


    Priority 3
    Build relationships with Special Education team
    a. Attend PLCs, walkthroughs, hallway discussions
    b. Build trust - I care about you with “low hanging fruit” so when need to have harder conversations,
    doors are open
    c. Caseload discussion

    Why This?
    “For 93 percent of employees, trust in their direct leader is essential to staying satisfied
    at work and over 50 percent of employees surveyed say if they aren’t satisfied at work,
    they can’t put forth their best effort.” https://www.studereducation.com/important-questions-ask-rounding/
    Priority 4
    Evaluate how we are progress monitoring and setting rigorous goals
    a. Are we setting expectations and goals for our students that are aimed at closing gaps?
    b. Are we setting goals that are ambitious?
    c. Are we monitoring progress bi-weekly that will lead us to help our students reach their
    ambitious goals?

    Progress monitoring is essential because:

    a. Using data to make instructional moves


    b. Better communication
    c. Documents success (or not) of instruction and accommodation
    Ask Resource Center. (2021). Progress Monitoring for IEP Goals. PROGRESS MONITORING FOR IEP GOALS
    (askresource.org)
    Priority #5
    1. Examine how Co-teaching is currently happening
    a. Is SDI happening in co-taught classrooms?
    b. Do we have two instructors or one assistant?
    i. According to Edutopia, cons of this model are: “can be used too often due to a lack of
    planning or a lack of content knowledge or self-efficacy, can be underutilized for its
    intended purpose without a focused group of students to assist based on the lesson
    design.”
    ii. If this is the main model, supporting our co-teachers with PD to teach them different
    models.
    c. Are we providing accommodations that can strengthen all learners?
    d. Co-teaching should meet the tier 1 requirements of being, “rigorous, grade-level curriculum
    and highly effective initial teaching”
    Special Education Principles

    Uphold Consider

    Least Restrictive Environment Co-taught as SDI minutes

    All students deserve to work with rigorous Accommodations - as needed


    goals. (Endrew 2021)

    All students can learn. Staff Expectations and Building Culture


    Meaningful Progress

    ● Administration and Special Education teachers will


    collaborate to analyze data. Data will be analyzed after four
    data points (8 weeks).
    ● If growth is not being made, change needs to be made to the
    current SDI plan for that student.
    ● Considerations in the areas of: supports/accommodations,
    current minutes, and placement

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