(referenced by SGLOBE-rani, GyPSum, SAW 24B16 and as PREM 500 by SAW 642AN and SAW 642ANb) The Preliminary Reference Earth Model, Dziewonski and Anderson (1981) , is an average Earth model that incorporates anelastic dispersion and anisotropy and therefore it is frequency-dependent and transversely isotropic for the upper mantle. It has recently released two new resources. It has recently released two new resources. To access these free professional development resources, visit the Iris Center here. Visit the IRIS Center website for a vast array of resources on important educational topics. Special education teachers are a great resource because they have lots of knowledge, experience and great resources. This paper reports the results of the evaluation study of the Integrated Program, a special education teacher preparation model at Fitchburg State College. Unfortunately, educators face significant challenges in helping these students meet the rigorous expectations tied to college-and-career readiness standards. Course content is presented during formal learning seminars scheduled at schools in the communities. This instructional module includes a detailed overview of transition planning processes and practices at system entry and incarceration, as well as system exit and aftercare. The module presents audio interviews with experts in the field. Collaborative Model. evidence suggests that special education, math, and science are the fields with the highest turnover and that special education teachers are more likely to depart than other teacher groups (Ingersoll, 2001). In response to these important issues, the Office of Special Education Programs (OSEP)-funded IRIS Center has developed an online learning module, Youth with Disabilities in Juvenile Corrections (Part 2): Transition and Reentry to School and Community. According to the IRIS center, “RTI uses a prevention and intervention model as opposed to the traditional model of identifying students, which most schools have used for years and has been criticized as a “wait to fail” model” (The IRIS Center, page 2). Its primary objective is to create resources about evidence-based practices for use in preservice preparation and professional development … These include the following OSEP-funded model demonstration project leads: The module also highlights the work of these projects, which have been designed to: We encourage you to explore the Youth with Disabilities in Juvenile Corrections (Part 2): Transition and Reentry to School and Community module. Co-Teaching Models Between General and Special Education Teachers Complementary Teaching Station Teaching Parallel Teaching Alternative Teaching Shared Teaching • Lead teacher uses pre-assessment to determine students' need for support. The traditional model often results in later identification of a learning disability, whereas the RTI model can identify much earlier. About the IRIS Center. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E170001. Who – general and special education teachers, interventionists, reading and math coaches, etc. Connie L. Lurie College of Education Department of Special Education Department Chair Chris Hagie, Ph.D. Education Specialist Credentials: Mild/Moderate Disabilities Moderate/Severe Disabilities Early Childhood Special Education Master's Degree: Education, Special Education Internships: Mild/Moderate Disabilities Moderate/Severe Disabilities Students observe professional personnel teaching children and followup their observations through discussion with a college faculty member. 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