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ERIC Number: EJ950513
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1045-988X
Improving the Upside-Down Response-to-Intervention Triangle with a Systematic, Effective Elementary School Reading Team
Abbott, Mary; Wills, Howard
Preventing School Failure, v56 n1 p37-46 2012
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.)
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Grade 1; Grade 2; Grade 3; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)