Even though the Teacher Support Team Program is not a Special Education Program, it is an effective service delivery approach for ensuring compliance with Special Education legislation. The program is aligned with the President's Commission on Excellence in Special Education recommendations. The Commission, created October 2, 2001 by President George W. Bush, was charged with finding ways to strengthen education to children with disabilities.

President's Commission on Excellence in Special Education Report

  • As result of the commission's dialogue with parents, teachers, families, and communities throughout the nation, the commission established nine important "findings."
    1. The current system placed process above results; bureaucratic compliance and paperwork above achievement and outcomes
    2. The current system uses a model of failure followed by treatment, rather than of prevention
    3. The current system considers general education and special education as separate systems, and absolves the general education system of responsibility for the education of children with disabilities
    4. Student failure to make academic progress in special education leaves parents with few options and little recourse
    5. Extensive compliance and litigation issues divert energy and resources from the school's mission: educating every child
    6. Many current diagnostic instruments lack validity, leading to misdiagnoses and delayed or missing diagnoses
    7. Current teacher preparation, professional development, support, and tools are inadequate for identifying needs early and accurately
    8. Timely adoption and use of research findings does not currently occur
    9. The current system fails too many children with disabilities, as evidenced by low rates of graduation, high rates of unemployment, and few post-secondary opportunities
  • Three broad recommendations made by the Commission for achieving excellence in special education include:
    1. Focus on results, rather than on process. Student expectations must be raised, and the education system must become results-oriented.
    2. Embrace a model of prevention, not a model of failure. Early identification, swift intervention, and use of scientifically based instruction and teaching methods are needed.
    3. Consider children with disabilities as general education children first. The needs of children with learning and behavior challenges must be addressed using the school's complete array of resources
  • The Commission challenges every school to create a culture of high expectations, accountability, and results for every child, responsive to his/her unique needs.

Teacher Support Team Program Alignment With the Commission on Excellence in Special Education

  • Focuses on results for every child
  • Considers every child a general education child
  • Advances early screening and assessment, and swift, specific intervention
  • Works to prevent learning difficulties through appropriately timed initiation of formal reading instruction
  • Builds a strong foundation of gross motor skills, fine motor skills, and ocular motor skills needed for successful reading and learning
  • Provides instruction at each child's level of development
  • Utilizes reading instruction methods and materials based on neural development theory
  • Enhances reading skills through application of research-based strategies and programs