As educators, it is our responsibility to ensure that every student receives the best possible support. The need to bridge the gap between special education and Title I teachers is more vital than ever before. This article sheds light on the similarities between these two groups of teachers and how they can work together to promote student success.
Isolating skill gaps is crucial in creating effective intervention plans. Special Education and Title I teachers share a common ground when it comes to identifying skill gaps in students. They both use similar methods to determine the depth of the skill gap.
Analyzing learning progression is equally important, and both groups of teachers understand this well. By analyzing the learning progression, teachers can create effective lesson plans and set achievable goals for students. Additionally, this analysis helps teachers identify where the student needs to start and how to progress from there.
Lesson planning from the student gap entry point is essential to ensure that students receive appropriate support in building their skills. Special Education and Title I teachers share this similarity and understand the importance of planning lessons from where the student currently stands.
Progress monitoring and goal achievement are equally important when it comes to student success. These two groups of teachers share similar methods in progress monitoring and setting SMART goals for students.
It is puzzling why school administrations separate Special Education and Title I teachers. Collaboration between these two groups is key to effective student support. Collaboration in lesson planning and Professional Learning Communities (PLCs) can provide a more efficient and effective way of meeting student needs.
Furthermore, setting SMART goals for Title I students can help in promoting student success. Assessing student skill gaps, analyzing the learning progression, and setting accurate and focused student goals are all crucial for achieving student success.
Finally, all Title I teachers surveyed for this article agreed that collaboration between Special Education and Title I teachers is key to promoting student success. It is evident that there are many similarities between Special Education and Title I practices, and by working together, we can ensure that every student receives the support they need to succeed. We must continue to prioritize creating a supportive and inclusive learning environment for every student, regardless of their learning needs.
Resources
A study by the National Center for Learning Disabilities found that students with disabilities are more likely to achieve success when general education and special education teachers collaborate on instruction and support (https://www.ncld.org/news/the-power-of-collaboration-general-education-and-special-education-teachers-working-together/).
The U.S. Department of Education's Office of Special Education and Rehabilitative Services provides guidance on the use of progress monitoring to improve academic outcomes for students with disabilities (https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/preschool-progress-monitoring-9-14-15.pdf).
A report from the National Association of State Directors of Special Education highlights the importance of collaboration between Title I and Special Education teachers in improving outcomes for students with disabilities (https://www.nasdse.org/Portals/0/Documents/Policy/IssueBriefs/Title-I-Part-A-and-IDEA-Part-B.pdf).
A study published in the Journal of Learning Disabilities found that a systematic approach to progress monitoring can lead to significant improvements in student outcomes (https://journals.sagepub.com/doi/10.1177/0022219408326214).
The National Title I Association provides resources and guidance on the use of SMART goals and progress monitoring in Title I programs to improve student outcomes (https://www.titlei.org/resource/smart-goals-progress-monitoring).
