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{ timecode: 0, handler: 'blob', id: 1, data: {text: 'DR. KATHLEEN WHITMIRE: Our fifth presenter will be Abraham Jones. Dr. Jones has taught for 20 years. He is currently a Third Grade Special Education Resource Teacher in an elementary school in the '}},
{ timecode: 13, handler: 'blob', id: 2, data: {text: 'Kristina School District in Delaware. Dr. Jones recently, and it is so nice to call him Dr. Jones because this is a relatively new title for him, those of us who have been through that grueling '}},
{ timecode: 24, handler: 'blob', id: 3, data: {text: 'process know that we want to hear that doctor in front there as much as we can we are so glad it happened, particularly when you are no longer in your 20s, so congratulations to you Dr. Jones. Dr. '}},
{ timecode: 39, handler: 'blob', id: 4, data: {text: 'Jones completed his dissertation recently on the impact of RTI in Delaware Schools. DR. ABRAHAM JONES: It is an honor to bring you educator perspectives of professional development and RTI. As a '}},
{ timecode: 52, handler: 'blob', id: 5, data: {text: 'special educator, I want to be mindful that I am representing all educators; general educators and special educators as well as special services, school psychologists, school counselors, educational '}},
{ timecode: 69, handler: 'blob', id: 6, data: {text: 'diagnostician, paraeducators, school nurse, the gamut because it’s the school-wide approach that makes RTI successful. Now to shape my theoretical foundation around the practical framework of '}},
{ timecode: 85, handler: 'blob', id: 7, data: {text: 'RTI and professional development, I would like to reference a quote that Dr. Prasse used in his peer-reviewed article of 2006 from the legal supports for problem solving teams as a starting point. He '}},
{ timecode: 103, handler: 'blob', id: 8, data: {text: 'says, “It is time to turn special education to the mainstream of general education”, and that is the big idea. RTI is a general education initiative, and after 20 years of being in a '}},
{ timecode: 121, handler: 'blob', id: 9, data: {text: 'self-contained classroom, it is an honor for me as a general education teacher to take my LRE behavioral students into a general education classroom. I tell them everyday, ‘Be good because I '}},
{ timecode: 138, handler: 'blob', id: 10, data: {text: 'don’t want to leave this environment.’ And they are, and they are learning, and I want to share how. First of all, I want to give my overview. My perspective, again, is from not only the '}},
{ timecode: 154, handler: 'blob', id: 11, data: {text: 'special educator point of view, but general educators and all. Therefore, I am going to talk about the NEA views of professional preparation and teacher preparation. Next, I want to talk about best '}},
{ timecode: 167, handler: 'blob', id: 12, data: {text: 'practices of professional development and the role of the NEA IDEA special education resource Cadre. Now, as a novice with this doctorate degree, when talking, we always try to provide evidence of '}},
{ timecode: 186, handler: 'blob', id: 13, data: {text: 'what we want to say. So I went into a national archives of NEA, I was sharing with Dr. Ralabate last evening, and I brought evidence of NEA support for professional development. They were very busy '}},
{ timecode: 202, handler: 'blob', id: 14, data: {text: 'around the time of the signing of the IDEA re-authorization bill. NEA states that, “We are particularly pleased with provisions that enhance the focus on professional development, early '}},
{ timecode: 221, handler: 'blob', id: 15, data: {text: 'intervention, and a balanced approach to simplifying IDEA’s discipline provision.” That is conversation enough; that covers professional development, RTI, and PBIS because, indeed, PBIS is '}},
{ timecode: 242, handler: 'blob', id: 16, data: {text: 'very much a part of RTI. NEA\'s view on RTI is that RTI is broad general education. The focus is that it is a general education initiative and it needs to remain in the general education'}},
{ timecode: 262, handler: 'blob', id: 17, data: {text: 'classroom. Therefore, I have, and I must say that I devoted my career to the classroom. I think I am hirable for some kind of managerial position if I chose one. But, the point is from my perspective '}},
{ timecode: 277, handler: 'blob', id: 18, data: {text: 'being in special education for 20 years, RTI is a must do. It must work! When I first started in education, sometimes when I got my room assignment, I walked through the first building looking for the '}},
{ timecode: 294, handler: 'blob', id: 19, data: {text: 'room number, I walked through the second building still not seeing the room number. Every time I did see a room number, it was a little dark corner. I was tired, huffing and puffing from getting to '}},
{ timecode: 308, handler: 'blob', id: 20, data: {text: 'the room so I had no time to complain about the darkness or where the room was located; I was just glad to be there. For 19 years special educators could not be late for work or they would never make '}},
{ timecode: 320, handler: 'blob', id: 21, data: {text: 'it to your room on time. Now I must say that it is so great to be involved in a general education classroom. I knew from research that I was going to have to be involved with this tier teaching. That '}},
{ timecode: 340, handler: 'blob', id: 22, data: {text: 'wasn’t a problem, taking the self-contained to make tiers. To do that, I created all kinds of RTI centers; in fact I borrowed another room in the back of the school. I went to an anteway and '}},
{ timecode: 354, handler: 'blob', id: 23, data: {text: 'found a trailer, and I have a full RTI center. All around the walls are phonemes and phonemic awareness and fluency; all of the special education teachers are using my little space now that was just '}},
{ timecode: 367, handler: 'blob', id: 24, data: {text: 'created. But, in the general education classroom, and it is not too much, I am elated to say that I am teaching a whole course now on phonics. My team teacher asked me, ‘Well, Abe, do you mind '}},
{ timecode: 379, handler: 'blob', id: 25, data: {text: 'doing a writing piece as well? What about the social studies?’ I am like, ‘should I be the general education teacher or the special education one?’ But it is fun being involved in '}},
{ timecode: 388, handler: 'blob', id: 26, data: {text: 'the entire classroom situation as far as instruction. That leads me to best practices for profession preparation and development. My big idea, as I have heard the panelists state, is to promote job '}},
{ timecode: 404, handler: 'blob', id: 27, data: {text: 'and better professional development. Whether it is before school or after school, my professional development happens to be during our staff meeting planning. So much is accomplished while at work '}},
{ timecode: 422, handler: 'blob', id: 28, data: {text: 'because teachers are tired after they get off work, and they don’t normally go back to professional development programs that take place after work. It is so ideal to have these during the '}},
{ timecode: 434, handler: 'blob', id: 29, data: {text: 'school day; we have gotten so much done. It was so unique as we have had our day-to-day as well for parents and reading specialists to come into the schools to do the progress monitoring and the '}},
{ timecode: 448, handler: 'blob', id: 30, data: {text: 'universal screening that we thought we would have to do. That took a lot of weight off the teachers. It is so important, as well, to be in the staff development meetings where we just placed all the '}},
{ timecode: 461, handler: 'blob', id: 31, data: {text: 'tiers on the board. All the teachers took their cut scores and placed the students among tiers one through three. I said all that research over the summers and it was so easy to do within a thirty '}},
{ timecode: 475, handler: 'blob', id: 32, data: {text: 'minute period. I am going to get to, in a minute, the tier selection but right now I want to talk about the positive behavior support and enhancing curriculum and instruction. I think those two are '}},
{ timecode: 490, handler: 'blob', id: 33, data: {text: 'inextricably intertwined. Because when you have differentiated instruction the idea are these small groups. You are navigating around three groups at one time. For the teachers that are so used to '}},
{ timecode: 506, handler: 'blob', id: 34, data: {text: 'whole class instruction, it is really a rude awakening in this modern era of RTI with the three groups and mastering that planning for your three groups. It is very effective. Now in my particular '}},
{ timecode: 521, handler: 'blob', id: 35, data: {text: 'calls I am taking the tier three out. My general ed teachers are working with tiers one and two. I want to emphasize that inside the classroom with the children that are left. They are divided into '}},
{ timecode: 532, handler: 'blob', id: 36, data: {text: 'three tiers as well. It is quite effective working in that smaller group, building the confidence and the motivation for the students actually implementing RTI. Now with the positive behavior support, '}},
{ timecode: 545, handler: 'blob', id: 37, data: {text: 'you have got to reinforce these children as they are learning. That is the big idea. That was quoted in IDEA. That is quoted from NEA. Our particular school passes out PAWS and the eyes just light up '}},
{ timecode: 564, handler: 'blob', id: 38, data: {text: 'every time they earn the PAW. “Oh, Dr. Jones says he is proud of me today.” That is all I hear. They go home and they share with their parents and parents are a big essential component and '}},
{ timecode: 575, handler: 'blob', id: 39, data: {text: 'they are writing in “oh I don’t know what you are doing but I love this RTI concept, my child is bringing home their PAWS, they are waiting on the trade out.” With the PAWS they are '}},
{ timecode: 588, handler: 'blob', id: 40, data: {text: 'able to get rewards on Friday. They can wait for Monday through Friday for their reward. Let me just reflect on a day in the life of an educator. One of the bigger ideas with this is the team '}},
{ timecode: 605, handler: 'blob', id: 41, data: {text: 'approach, particularly in grade level team meetings. In 1975 when the founding congress implemented IDEA I remember collaboration was a big piece. Well collaboration really did not happen then. Again, '}},
{ timecode: 624, handler: 'blob', id: 42, data: {text: 'we could talk about the isolation and the separation. One quote I want to make, or I will be remised when I get home, is that from the NEA. It reads. “Only three decades ago these same children '}},
{ timecode: 642, handler: 'blob', id: 43, data: {text: 'would have been isolated in separate institutions or simply kept at home with little or no chance of ever becoming independent productive tax- paying citizens.” Now that is the overall idea. '}},
{ timecode: 658, handler: 'blob', id: 44, data: {text: 'That is the big idea. So the teacher perspective on the ground is that RTI is student centered. It motivates our children. It builds confidence with our children. I am seeing it at all levels. Of '}},
{ timecode: 676, handler: 'blob', id: 45, data: {text: 'course, I am working with the behaviors in the very low levels because I have seen teachers at the team meetings just cry, “I can’t do tier three so I volunteered to tier three.” '}},
{ timecode: 687, handler: 'blob', id: 46, data: {text: 'Once I got in the building this year and the special educators were welcome to general ed, we had the opportunity to really choose what tier we wanted until my principal came to me and said “Abe '}},
{ timecode: 699, handler: 'blob', id: 47, data: {text: 'please do me a favor, take these third grade behaviors.” It was no problem. Because Dr. Prasse and others have stated, they all can learn. They all do learn. We have to have the patience enough '}},
{ timecode: 712, handler: 'blob', id: 48, data: {text: 'to teach them and wait for them to learn at their own pace and individual level. My point is to create a buy-in. We have to create a buy-in. I won’t go over the four phases of implementation but '}},
{ timecode: 729, handler: 'blob', id: 49, data: {text: 'the readiness phase for educators I think is very important. We have to have more pamphlets in these schools. It would be great if this national conversation can extend to the local levels. If we '}},
{ timecode: 744, handler: 'blob', id: 50, data: {text: 'could get pamphlets in these schools on RTI and the fact it is endorsed by NEA and others that would be fantastic. Teachers do a lot of reading during planning period from going to the mailbox in the '}},
{ timecode: 761, handler: 'blob', id: 51, data: {text: 'office to their classroom. Beyond that there is not a lot going on other than instruction. If we could get these pamphlet size indicators on what the national RTI network and NEA think of what we are '}},
{ timecode: 779, handler: 'blob', id: 52, data: {text: 'doing in these classrooms with these students. Now, I have the distinct honor and privilege of being an NEA resource CADRE member. I think it was more important this summer when I became one than '}},
{ timecode: 796, handler: 'blob', id: 53, data: {text: 'defending my dissertation. At this time it is a privilege to recognize all the wonderful advocates and supporters of NEA, IDEA. To the Resource Cadre, would you please stand? (applause) The NEA '}},
{ timecode: 817, handler: 'blob', id: 54, data: {text: 'established the idea of Special Ed Cadre in 2000. The acronym stands for Committed Advocates Dedicated Reliable and Experienced. What is the NEA Cadre? It is 26 dedicated NEA members who go out - we '}},
{ timecode: 835, handler: 'blob', id: 55, data: {text: 'are made of all educators as you can read - but we go out and we provide support to our members. That’s the nut and bolts of it. Just to see the faces of these members when they come out to, I '}},
{ timecode: 849, handler: 'blob', id: 56, data: {text: 'call them productions, although they are presentations. Everything is so professional. I am like, this is the most magnificent organization I have ever been a member of. The members are just quite '}},
{ timecode: 863, handler: 'blob', id: 57, data: {text: 'appreciative all over the country. The contributions, let me allow sometime to the NEA contributions. Because I can’t impress upon you enough how NEA has it right and had it right long before '}},
{ timecode: 880, handler: 'blob', id: 58, data: {text: 'IDEA 2004. If you can see again, it was 2000 when the Cadre was established so they were already providing professional development to the support of NEA who strongly supported professional '}},
{ timecode: 897, handler: 'blob', id: 59, data: {text: 'development in IDEA 2004. Some of the states that I have been to have been Oklahoma, Norfolk. Virginia, Missouri and Indiana, to name a few. We are reaching thousands and thousands of members. Dr. '}},
{ timecode: 915, handler: 'blob', id: 60, data: {text: 'Ralabate made mention that thousands and thousands of more members are receiving information every month. This has to be trickled down to the local levels because teachers need to know that they are '}},
{ timecode: 930, handler: 'blob', id: 61, data: {text: 'supported. We just feel better when you know that the support is there. I also would like to say that there are also creative resources. There is online discussions that you can be involved with, '}},
{ timecode: 942, handler: 'blob', id: 62, data: {text: 'there are modules, NEA has participated in national conferences. I have some Delaware people here. Vicky Cairns and Federico who participated in a national panel last week. There are also symposiums '}},
{ timecode: 961, handler: 'blob', id: 63, data: {text: 'such as this. These are the types of things that we need in order to create this buy in and make RTI successful. My only recommendations are to continue to applaud NEA’s efforts, the works of '}},
{ timecode: 978, handler: 'blob', id: 64, data: {text: 'RTI Action Network and all the partnerships on this national level who are very instrumental in getting this word out. Again, the bigger emphasis is that it has to trickle down to the local level. '}},
{ timecode: 993, handler: 'blob', id: 65, data: {text: 'That is my big idea. And to end, one of the reading specialist from Spellman College, I attended Morehouse Undergraduate, but she taught classes at Morehouse College. She always used an excellent '}},
{ timecode: 1005, handler: 'blob', id: 66, data: {text: 'Chinese proverb. The author is unknown but I would like to mention that proverb because it is a great part of my life. “If you plan for a day, sow a seed, if you plan for a decade, plant a tree, '}},
{ timecode: 1023, handler: 'blob', id: 67, data: {text: 'but if you plan for a century, educate the people.” That is my choice, that is my career, and that is my life. Thank you.'}},
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