Developing the Capacity to Implement Tier 2 and Tier 3 Supports: How Do We Support Our Faculty and Staff in Preparing for Sustainability?

Autor/inn/en	Oakes, Wendy Peia; Lane, Kathleen Lynne; Germer, Kathryn A.
Titel	Developing the Capacity to Implement Tier 2 and Tier 3 Supports: How Do We Support Our Faculty and Staff in Preparing for Sustainability?
Quelle	In: Preventing School Failure, 58 (2014) 3, S.183-190 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2014.895575
Schlagwörter	Instructional Leadership; Teamwork; Program Implementation; Faculty Development; Capacity Building; Prevention; Intervention; Sustainability; Models; Evidence; Expertise; Elementary School Students; Elementary School Teachers; Secondary School Teachers; High School Students; Disability Identification; Measures (Individuals) + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Prävention; Vorbeugung; Nachhaltigkeit; Analogiemodell; Evidenz; Expert appraisal; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Messdaten
Abstract	School-site and district-level leadership teams rely on the existing knowledge base to select, implement, and evaluate evidence-based practices meeting students' multiple needs within the context of multitiered systems of support. The authors focus on the stages of implementation science as applied to Tier 2 and Tier 3 supports; the importance of school-site expertise to select, implement, and monitor the use of evidence-based Tier 2 and Tier 3 practices to address the academic, behavioral, and social needs of students; and evidence-based guidelines for professional development. Together these practices ensure school-site leadership teams focus available resources for addressing data-based needs and achieving desired student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10