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Direct linkHarlacher, Jason E.; Potter, Jon B.; Weber, Jill M. – Intervention in School and Clinic, 2015
Core instruction is an important part of an effective response to intervention (RTI) model. To implement RTI effectively, school teams should regularly examine the effectiveness of their core instruction to determine if at least 80% of students meet the proficiency standard with core support alone. However, some educators may not have the skills…
Descriptors: Instructional Improvement, Teamwork, Response to Intervention, Reading Instruction
Green, Joanne; Matthews, Susan; Carter, Emilie; Fabrizio, John; Hoover, Jane; Schoenfeld, Naomi A. – Intervention in School and Clinic, 2013
Recent years have brought many changes to the ways in which schools in the United States address learning disabilities in their students. In an attempt to provide all students with appropriate reading instruction and to identify struggling students in a more timely manner, the 2004 revision of the Individuals with Disabilities Education Act…
Descriptors: Student Needs, Response to Intervention, Learning Disabilities, Special Education
Hunter, William; Jasper, Andrea D.; Williamson, Robert L. – Intervention in School and Clinic, 2014
In common planning time (CPT), middle school educators have an opportunity to share their experience and expertise during a designated period. Common planning time is especially beneficial in the collaborative process in which special and general educators can address the needs of students with exceptionalities. This column provides an outline on…
Descriptors: Inclusion, Middle School Teachers, Teacher Collaboration, Communities of Practice
Radley, Keith C.; Jenson, William R.; Clark, Elaine; Hood, Julia A.; Nicholas, Peter – Intervention in School and Clinic, 2014
Children with autism spectrum disorder (ASD) display impairments in social interactions and communication that appear at early ages. Fewer social engagements of children with ASD with peers often lead to long-term negative outcomes, such as social isolation and restricted language and cognitive skills. Although there is a clear need for social…
Descriptors: Multimedia Instruction, Intervention, Interpersonal Competence, Social Development
Cote, Debra L. – Intervention in School and Clinic, 2011
Students with mild and moderate disabilities need to be skillful at problem solving. This article provides an overview of a problem-solving intervention designed to teach students with mild and moderate disabilities the skills of problem solving. An explanation of the assessments, materials, instructional outline, and methods is presented.…
Descriptors: Intervention, Mild Disabilities, Problem Solving, Skill Development
Jenkins, Amelia – Intervention in School and Clinic, 2010
The content mastery center (CMC) model is responsive to the federal requirements of providing access to the general education curriculum for students with disabilities and allowing special education teachers to meet the highly qualified requirement by providing consultation and support services in the content areas. The CMC model has been…
Descriptors: Teacher Responsibility, Inclusive Schools, Mainstreaming, Program Implementation
