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ERIC Number: EJ916312
Record Type: Journal
Publication Date: 2010-Dec
Pages: 6
Abstractor: ERIC
Reference Count: 2
ISSN: ISSN-1529-8957
Closing the Loop on Classroom Interventions
McCue, Patrick
Principal Leadership, v11 n4 p56-61 Dec 2010
No Child Left Behind's mandate to close the achievement gap for students with disabilities and the emergence of response to intervention (RTI) as a means to address students' learning needs have led many schools to use more preventive academic supports within the general education classroom. The use of a diagnostic, intervention-based approach to determine the level of support a student requires is a welcome shift from the traditional reliance on standardized psychological or achievement testing to identify a disability. The classroom performance assessment (CPA) model developed by Wayne A. Secord was seen by the Irondequoit High School administrators as a way to strengthen support for students by integrating teachers into the student study team (SST) process. This framework--one of the earliest research-based models of RTI--enables schools to collect baseline data to identify academic needs or issues that interfere with learning and develop strategies for providing targeted support.
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001