Improving the Upside-Down Response-to-Intervention Triangle with a Systematic, Effective Elementary School Reading Team

Autor/inn/en	Abbott, Mary; Wills, Howard
Titel	Improving the Upside-Down Response-to-Intervention Triangle with a Systematic, Effective Elementary School Reading Team
Quelle	In: Preventing School Failure, 56 (2012) 1, S.37-46 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2011.555793
Schlagwörter	Response to Intervention; Data; Decision Making; Reading Instruction; Urban Schools; Elementary Schools; Data Collection; Educational Assessment; Team Teaching; Selection; Kindergarten; Grade 1; Grade 2; Grade 3; Problem Solving; Educational Improvement; Outcomes of Education; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Daten; Decision-making; Entscheidungsfindung; Leseunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Data capture; Datensammlung; Education; assessment; Bewertungssystem; Teamteaching; Auslese; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Problemlösen; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg
Abstract	In today's educational environment, schools struggle to meet the academic needs of every student. Many schools are challenged by the use of a response-to-intervention framework in which too many students need strong interventions. This article details a data-driven, decision-making response-to-intervention reading team model in which teachers, staff, and administrators from a school actively take responsibility for and monitor the school's academic results to improve classroom and intervention instruction. (Contains 3 figures and 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10