A Tiered Instructional Approach to Support Achievement for All Students: Maryland's Response to Intervention Framework

Institution	Maryland State Department of Education
Titel	A Tiered Instructional Approach to Support Achievement for All Students: Maryland's Response to Intervention Framework
Quelle	(2008), (73 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Intervention; Learning Disabilities; Educational Change; Guidelines; Teaching Methods; Public Schools; Academic Achievement; Student Evaluation; Identification; Student Needs; Educational Needs; Family School Relationship; Educational Research; Educational Practices; Educational Environment; Student Improvement; Eligibility; Individualized Education Programs; Evaluation Methods; Decision Making; Documentation; Maryland + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Bildungsreform; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Public school; Öffentliche Schule; Schulleistung; Schulnote; Studentische Bewertung; Identifikation; Identifizierung; Educational need; Bildungsbedarf; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Eignung; Individualized education program; Individualisierendes Lernen; Decision-making; Entscheidungsfindung; Dokumentation
Abstract	This document provides guidance for establishing a tiered instructional approach to support the achievement of all students in Maryland public school, particularly those not demonstrating mastery of grade level content. The framework includes student screening, identification of specific learning needs, provision of appropriate instruction aligned to identified needs and evaluation of student progress. This guidance supports each of the five priorities of the Maryland State Department of Education: (1) Improving student achievement; (2) Building educator capacity to improve achievement; (3) Building an aligned, understandable system of instruction, curriculum and assessment; (4) Fostering positive school environments; and (5) Involving families in education. The document includes: (1) a description of a suggested tiered instructional approach to support achievement for all students that may be implemented as an essential component of the response to intervention process; (2) guidance for the local school system option to use the response to intervention process for identifying specific learning disabilities; and (3) a description of the process followed by a broad-based group of Maryland stakeholders to develop this document for use by local school system professionals. This document is based on current research foundations and best practice knowledge. Five appendixes are included: (1) Tiered Instructional Approach to Support Achievement for All Students (Response to Intervention) Task Force Process; (2) Task Force Membership; (3) Bibliography; (4) Glossary; and (5) Resources. (Contains 1 figure.) [This report represents a collaborative effort of the Division of Special Education/Early Intervention Services; Division of Instruction; and Division of Student, Family, and School Support.] (ERIC).
Anmerkungen	Maryland State Department of Education. 200 West Baltimore Street, Baltimore, MD 21201. Tel: 410-767-0600; Web site: http://www.marylandpublicschools.org/MSDE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10