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Special Education and Teaching Commons™
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Full-Text Articles in Special Education and Teaching
The Use And Effectiveness Of A Targeted Math Intervention For Third Graders, Juli Pool, Gabriel Carter, Evelyn Johnson, Deborah Carter
The Use And Effectiveness Of A Targeted Math Intervention For Third Graders, Juli Pool, Gabriel Carter, Evelyn Johnson, Deborah Carter
Juli Lull Pool
Students who fail to develop proficiency in math skills in the primary grades are more likely to experience difficulties in the math curriculum later on. These students may be in need of a more targeted intervention, or Tier 2 supports, in mathematic instruction. Although the instructional principles of an effective math intervention are becoming better understood, the practice of designing and implementing an effective Tier 2 math intervention system challenges many schools. This article documents a case study of one school’s experience in designing a Tier 2 math intervention system for 10 third graders to provide a model of effective …
Systematic Implementation Of A Tier 2 Behavior Intervention, Deborah Carter, Gabriel Carter, Evelyn Johnson, Juli Pool
Systematic Implementation Of A Tier 2 Behavior Intervention, Deborah Carter, Gabriel Carter, Evelyn Johnson, Juli Pool
Juli Lull Pool
Schools are increasingly adopting tiered models of prevention to meet the needs of diverse populations of students. This article outlines the steps involved in designing and implementing a systematic Tier 2 behavior intervention within a tiered service delivery model. An elementary school example is provided to outline the identification, implementation, and data-based decision-making process. Recommendations are provided for teachers related to supporting the effective and systematic implementation of Tier 2 behavior supports.
Tier 2 Team Processes And Decision-Making In A Comprehensive Three-Tiered Model, Juli Pool, Deborah Carter, Evelyn Johnson
Tier 2 Team Processes And Decision-Making In A Comprehensive Three-Tiered Model, Juli Pool, Deborah Carter, Evelyn Johnson
Juli Lull Pool
Three-tiered models of academic and behavioral support are being increasingly adopted across the nation, and with that adoption has come an increasing message that designing and implementing effective practices alone is not enough. Systems are needed to help staff to collectively implement best practices. These systems, as well as effective processes for collecting and using data for decision-making, are necessary at each tier. This article outlines the systems considerations and decision-making processes for Tier 2 adopted by one elementary school in the implementation of a combined response to intervention (RTI) and school-wide positive behavior support (SWPBS) model.