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