History of our SPED Journey
In the beginning, we had several people trying to serve students from K-6 which was a scheduling nightmare!
- There was a math specialist and two reading specialists that served all of K-6 in math and reading.
- We had a resource room at certain times served more than 15 students at any given time. One SPED teacher with one para professional.
- Kids were not able to access their curriculum in pull-out resource.
Four years ago, we began to create a deliberate plan for intervening with students:
- One interventionist was assigned to each grade level in grades 3-6.
- 2 to 3 paras would serve K-2 students.
- All interventionists obtained their SPED certification.
- Any student with an educational need: SPED, 504, ESL, or plain vanilla received whatever intervention needed.
- Interventionists were pulling students out of class for small group instruction a lot.
Three years ago, we not only assigned a certified interventionist for each grade level in 3-6, but we also added a certified interventionist K-2 to help several para professionals to serve K-2.
- During the year, we also had the 3- 6 interventionists assist with a K-2 grade for specific interventions.
- The teacher of record took ownership of all students as we focused on the 1st teach and monitored small group instruction in every class.
Two years ago, one interventionist looped with their grade level group of students.
- No time was wasted getting to know kids at the beginning of the year
- The interventionists was a good liaison between students and teachers.
- Interventionist knew interventions that worked effectively and ones that were already tried and were not effective.
- Students made significant progress.
This year, all interventionists looped with their groups:
- 3rd and 4th loop
- 5th and 6th loop
- Interventionists develop a deeper understanding of TEKS, curriculum and appropriate interventions.
- Interventionists develop strong relationships with grade level teachers and students.
