Summary
“As a school team, our goal is always to ensure that a student continues to receive an equal or greater amount of intensified instruction when he/she/they become identified for special education." Listen in as members of the Roosevelt Elementary staff talk about how they make decisions regarding the levels of support learners receive in their building.
“As a school team, our goal is always to ensure that a student continues to receive an equal or greater amount of intensified instruction when he/she/they become identified for special education”
A common practice for schools has been to remove students from Title I reading or math services upon special education identification. We now know that students can, and should, receive Title I services if they qualify, regardless of IEP status. How can schools ensure students receive all entitled services while preserving time in their general education classrooms?
Literacy Consultants, Danielle Hakeman and Andrea Raber sat down with a team at Roosevelt Elementary School in Mason City to discuss how their team makes decisions about student support.
Listen in as members of the Roosevelt Elementary staff talk about how they make decisions regarding the levels of support learners receive in their building.
Audio: Roosevelt staff talks about providing layers of support for students on IEPs
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