Teacher Preparation for Response to Intervention in Middle and High Schools. TQ Research & Policy Brief

Autor/inn/en	Reschly, Daniel J.; Wood-Garnett, Stephanie
Institution	National Comprehensive Center for Teacher Quality
Titel	Teacher Preparation for Response to Intervention in Middle and High Schools. TQ Research & Policy Brief
Quelle	(2009), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; Middle School Students; Educational Needs; Intervention; Elementary Secondary Education; Federal Legislation; Disabilities; Secondary School Teachers; Classrooms; Teacher Competencies; Response to Intervention; Educational Strategies; Behavior Problems; Academic Achievement; Teacher Educators; Learning Problems; Decision Making; Identification + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Educational need; Bildungsbedarf; Bundesrecht; Handicap; Behinderung; Classroom; Klassenraum; Lehrkunst; Lehrstrategie; Schulleistung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lernproblem; Decision-making; Entscheidungsfindung; Identifikation; Identifizierung
Abstract	Response to intervention (RTI) is a decision-making process for (1) identifying gaps between current and desired results; (2) designing, implementing, and revising interventions; (3) matching the degree of educational needs to the intensity of interventions; and (4) implementing interventions at multiple tiers. The process can be applied to individuals, groups, or systems. RTI is not an intervention; rather, it is a data-based strategy to develop effective interventions and evaluate outcomes. Application of RTI principles significantly enhances the likelihood of resolving common academic and behavioral problems and improving system outcomes. Although knowledge of RTI applications at the secondary level continues to emerge, RTI implementation by secondary-level teachers has significant promise for improving interventions. RTI applications in elementary schools are generally well known and widely endorsed, but RTI applications in middle and high school classrooms are less well developed and implemented. This TQ Research & Policy Brief describes the preparation of middle and high school teachers to use the RTI process to improve classroom and school results and to achieve the key goals of the Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind (NCLB) Act (2002), and the Individuals with Disabilities Education Improvement Act (IDEA, 2004). This brief is intended for teachers at the middle and high school levels and for the university faculty and continuing professional development personnel who educate teachers. "Response to Intervention Innovation Configuration: Teacher Competencies" is appended. (Contains 9 figures and 1 table.) (ERIC).
Anmerkungen	National Comprehensive Center for Teacher Quality. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 877-322-8700; Fax: 202-223-8939; e-mail: tqcenter@air.org; Web site: http://www.tqsource.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10