ERIC Number: EJ758836
Record Type: Journal
Publication Date: 2006
Bringing Instructional Support Teams to Scale: Implications of the Pennsylvania Experience
Kovaleski, Joseph F.; Glew, Michael C.
Remedial and Special Education, v27 n1 p16-25 Jan-Feb 2006
The statewide implementation of instructional support teams (ISTs) in Pennsylvania is analyzed in terms of the challenge of bringing team-based problem-solving models to scale. The history of the phase-in of ISTs in more than 1,700 elementary schools is presented, and the salient research conducted on ISTs is reviewed. The results indicate that ISTs are effective in reducing referrals to special education and improving measures of academic learning time. Recommendations for widespread adoption of problem-solving teams are contextualized in a three-tier model of service delivery. Within this model, the use of problem-solving teams of teachers analyzing group data for the purpose of restructuring whole-group instruction is proposed as a method of assisting schools in meeting the requirements of the No Child Left Behind Act.
Descriptors: Federal Legislation, Measures (Individuals), Problem Solving, Teamwork, Instructional Systems, Elementary Education, Case Studies, Statewide Planning, Educational History, Meta Analysis, Time Management, Program Effectiveness, Educational Assessment, Referral
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001