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ERIC Number: EJ1151410
Record Type: Journal
Publication Date: 2017-Sep
Pages: 16
Abstractor: ERIC
ISSN: ISSN-1096-2506
A Team Approach to Data-Driven Decision-Making Literacy Instruction in Preschool Classrooms: Child Assessment and Intervention through Classroom Team Self-Reflection
Abbott, Mary; Beecher, Constance; Petersen, Sarah; Greenwood, Charles R.; Atwater, Jane
Young Exceptional Children, v20 n3 p117-132 Sep 2017
Many schools around the country are getting positive responses implementing Response to Intervention (RTI) within a Multi-Tiered System of Support (MTSS) framework (e.g., Abbott, 2011; Ball & Trammell, 2011; Buysee & Peisner-Feinberg, 2009). RTI refers to an instructional model that is based on a student's response to instruction. RTI instruction is often divided into three tiers, namely, Tier 1 (T1) whole class instruction, Tier 2 (T2) small group intervention, and Tier 3 (T3) individualized intervention. RTI emphasizes (1) universal screening to identify children who need additional support; (2) a continuum of best practice interventions that increase in intensity; and (3) ongoing progress monitoring (PM; Abbott et al., 2008). At the classroom level, a team is created and may include the classroom teacher, paraprofessionals, and sometimes special education teachers and administrators. The classroom team works to create an action-oriented plan through data-driven decision making (DDDM), which is a process used to make instructional decisions based on verifiable data. This article describes L3D, which is a preschool literacy program, grounded in DDDM that was developed across two federally-funded research projects (Greenwood, Abbott, Atwater, Beecher, & Petersen, 2012; Sheridan, Carta, Knoche, Abbott, & Clarke, 2011). The first project investigated different components within an MTSS model and created a DDDM tool called the Tune-Up Checklist (TUC; see Appendix A; Abbott, Knoche, Beecher, Peterson, & Payette, 2012). The TUC is a self-reflection tool that guides instructional implementation. The second project expanded the TUC to include fidelity of implementation checklists and created L3D.
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Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: H327A110052; R324A090075