Identifying Students for Secondary and Tertiary Prevention Efforts: How Do We Determine Which Students Have Tier 2 and Tier 3 Needs?

Autor/inn/en	Lane, Kathleen Lynne; Oakes, Wendy Peia; Ennis, Robin Parks; Hirsch, Shanna Eisner
Titel	Identifying Students for Secondary and Tertiary Prevention Efforts: How Do We Determine Which Students Have Tier 2 and Tier 3 Needs?
Quelle	In: Preventing School Failure, 58 (2014) 3, S.171-182 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2014.895573
Schlagwörter	Disability Identification; Progress Monitoring; Data; Decision Making; Disabilities; Intervention; Special Education; Reliability; Peer Acceptance; Validity; Measures (Individuals); Testing; Outcome Measures; Program Effectiveness; Elementary School Students; Elementary School Teachers; High School Students; Secondary School Teachers; Prevention + Suchen Sie Ihr Suchwort? Daten; Decision-making; Entscheidungsfindung; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Reliabilität; Gültigkeit; Messdaten; Testdurchführung; Testen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prävention; Vorbeugung
Abstract	In comprehensive, integrated, three-tiered models, it is essential to have a systematic method for identifying students who need supports at Tier 2 or Tier 3. This article provides explicit information on how to use multiple sources of data to determine which students might benefit from these supports. First, the authors provide an overview of how to make an assessment schedule for all schoolwide data. Second, the authors outline how to create a blueprint for Tier 2 and Tier 3 supports in a given school, including a description of the strategy or practice; inclusionary criteria; data to monitor progress; and exit criteria. Last, the authors provide an overview of how to connect students to support and monitor their progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10