Response to Intervention within Tier 3: A Model for Data Teams

Autor/inn/en	Sgouros, Ilana; Walsh, Karen
Titel	Response to Intervention within Tier 3: A Model for Data Teams
Quelle	In: Communique, 40 (2012) 8, S.8-9 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Special Education; Reading Skills; Teaching Methods; Curriculum Based Assessment; Response to Intervention; School Districts; Teacher Collaboration; School Psychologists; Individualized Education Programs; Special Education Teachers; Reading Instruction; Administrators; Parents; Outcomes of Education; Academic Achievement; Missouri + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; School district; Schulbezirk; Lehrerkooperation; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Individualized education program; Individualisierendes Lernen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Leseunterricht; Eltern; Lernleistung; Schulerfolg; Schulleistung
Abstract	There is increasing evidence that a significant number of children in America are not learning important basic reading skills. Response to intervention (RTI) for support in reading is appropriate, but what does a school district do about students who are in Tier 3 and not making progress? Teachers and psychologists at the Special School District of St. Louis County (SSD) sought to utilize the proven method of curriculum-based measurement and to combine progress monitoring with the initiation of the elementary level data team model of group collaboration and evaluation of students' data within special education teams. The SSD data teams consist of groups of special educators, school psychologists, and administrators meeting on a regular basis to examine student data and solve instructional problems together. While problem solving is frequently used for students in Tier 1 or Tier 2 of RTI, the systematic data team process for students who are eligible for Individual Educational Programs (IEPs) is not as prevalent. The district initiative was to create a more systemic and systematic process for analyzing student growth and instructional/curriculum changes based on student data. For children with IEPs, specialized instruction can occur within several contexts: whole school approaches, classroom instruction, or small group interventions that are part of their IEPs. Data Teams provide the structure for collaboration among the special education staff while also reinforcing the fidelity of progress monitoring across all the educators who serve students with IEPs. Results are shared with general education teachers and administrators, as well as with parents. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10