Core reading and math blocks are "sacred" and students are not allowed to be pulled for IEP, ELL or intervention support during these blocks, meaning that these students will miss instruction in other content areas. What is the plan for students with pull-out services when they cannot miss reading or math, yet they are being assessed by the general education teacher in the content areas they miss while receiving services?

This is a building decision that building staff may address in a variety of ways. When students are "pulled out" for ELL or SPED services, the ELL or SPED teacher may provide intervention or support using resources with similar science or social studies content. For example, in one school, when the ELL teacher is working with students on language acquisition skills, she may provide the student vocabulary instruction so he or she is able to better understand the science and social studies content that his classroom teacher is teaching in the general education classroom upon his or her return. In other schools, specialists (interventionists, RR, and ELL) are “pushing into” classrooms rather than "pulling out" to provide intervention in the classroom while working on similar content. Teachers and specialists will continue to explore creative ways to differentiate and meet the needs of students. Because teachers are innovating in our buildings around the district, school staff should network to learn from one another.