Living the Speducator Dream

Core Content Review in Small Group/Resource Setting There are MANY ways to structure a small group resource setting. Service minutes may vary, student needs may vary, and IEP goals may vary. For my own elementary small group resource setting, in addition to providing explicit instruction on IEP goals, I feel very strongly that core content should also be reviewed. There are a few factors to consider when providing core content instruction in small group: 1- We obviously can't cover every grade level standard.  I prioritize based on what is most important, what is a foundational skill, or what may align easier to students' IEP goals. 2- As a special educator, my specialty is accommodations and modifications; I can find ways for students to access grade level content! Visuals, graphic organizers, manipulatives...these are all ways I can help students access grade level content. I love the challenge of finding effective strategies. 3- I don't expect mastery with this content...

Implementing Tier 2 Interventions As a special education teacher, I have a lot of opinions about Tier 2 interventions. BUT the biggest opinion is that we have to provide them - with fidelity !  One reason I feel so strongly is that I've had K-2 students referred for evaluation and they have qualified, but then at their next re-eval, they no longer qualify. Or, after a year or 2 after initial evaluation, a small group pull-out setting is no longer their least restrictive environment. Then, I become more of a consult case manager, checking in with their general education teacher, who is providing most of the intervention. In this case, I am so glad they got extra support (especially in the case of a student with Developmental Delay eligibility), but I wonder if Tier 2 interventions had been provided with fidelity and data had been tracked over time if the student would have qualified for special education services in the first place. *CAVEAT*: Of course, if a student has a suspected ...