A Model of MTSS: Integrating Precision Teaching of Mathematics and a Multi-Level Assessment System in a Generative Classroom

Autor/inn/en	Weisenburgh-Snyder, Amy B.; Malmquist, Susan K.; Robbins, Joanne K.; Lipshin, Alison M.
Titel	A Model of MTSS: Integrating Precision Teaching of Mathematics and a Multi-Level Assessment System in a Generative Classroom
Quelle	In: Learning Disabilities: A Contemporary Journal, 13 (2015) 1, S.21-41 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Response to Intervention; Precision Teaching; Progress Monitoring; Mathematics Instruction; Protocol Analysis; Problem Solving; Educational Assessment; Teaching Methods; Educational Environment; Administrator Attitudes; Student Attitudes; Teacher Attitudes; Educational Objectives; Case Studies; Disabilities; Achievement Tests; Standardized Tests; Grade 4; Grade 5; Grade 6; Elementary School Students; Decision Making; Pretests Posttests; Student Evaluation; Theory Practice Relationship; Instructional Effectiveness; Washington; Iowa Tests of Basic Skills; Woodcock Johnson Tests of Achievement; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Education; assessment; Bewertungssystem; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Lehrerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Case study; Fallstudie; Case Study; Handicap; Behinderung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Decision-making; Entscheidungsfindung; Schulnote; Studentische Bewertung; Theorie-Praxis-Beziehung; Unterrichtserfolg
Abstract	In the generative classroom, teachers provide well-designed learning environments that result in the combination, recombination, and reorganization of repertoires such that new untaught repertoires are likely to occur. One component that can contribute to such generativity is Precision Teaching (PT), a frequency building instructional intervention. A multi-level assessment system, combined with evidence-based practices of teaching and learning can result in systematically accelerated student progress in mathematics thus enhancing RtI frameworks. Additionally, PT contributes to nourishing a Multi-tiered System of Support (MTSS) implementation by creating a common language between and amongst students, teachers, families, and administrators. In this unique blended system, the data collected by administrators, teachers, and students are continuously assessed and used to inform instruction and teacher training needs. A graphic presentation of these data on the Standard Celeration Chart (SCC) guides goal setting and interventions. This paper presents a case study detailing the rapid progress of a class of students during one academic school year using PT. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06