Interventions do not replace core instruction
Posted by Beth DuBose on Nov 13, 2008
After a discussion in our webinar yesterday, I wanted to gather some information about Tiered instruction and how interventions are not supposed to replace the core instruction, but to supplement it. Atlas Initiative has a video on YouTube describing a 3 tiered model of intervention, and what is typically found at each of those three levels. In their explanation, they enforce that if a child is getting small group instruction in Tier 2, they should still be getting the core instruction from Tier 1 as well. Their example shows the student receiving 90 minutes of core reading instruction in Tier 1 with an additional 30 minute small group intervention for Tier 2.
The same is true for Tier 3. Even though the student is receiving individual targeted interventions, they should still be receiving the core instruction, and typically the additional Tier 2 instruction as well. An example of this would be a student receiving the 90 minutes of core instruction, a 30 minute small group reading intervention, and a 10 minute individual targeted intervention.
The Atlas Initiative also has many RTI resources and additional videos on their website. They provide additional information on tiered instruction, as well as universal screening progress monitoring and evidence-based instruction.
View the tiered instruction video on YouTube
Visit the Atlas Initiative website.
Special Education Teachers need to be knowledgeable about the district core curriculum. In the supplemental instruction cycle, the role of the special education teacher is to consult with a general education teacher regarding instructional strategies which may benefit a student or group of students with similar needs. Special education teachers may assist in interventions that can be implemented in the general education classroom.
In the intensive instruction cycle, the role of a special education teacher may include direct instruction under certain circumstances:
o Involvement in direct instruction to students on an intensive plan should not interfere with a special education teacher’s ability to provide services to students on the caseload. Therefore, the special education teacher’s caseload must be considered in determining their availability to provide direct intensive instruction.
o The maximum amount of time a special education teacher can provide direct instruction is six to nine weeks.
Parents must be informed that a special education teacher will be providing instruction and in what setting the instruction will occur.
Parents must also be informed that a special education teacher’s involvement in delivering intensive instruction under IDM does not guarantee them or their son or daughter the same procedural safeguards as parents or students who are eligible for special education nor does it guarantee eligibility for special education.
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