Bringing Instructional Support Teams to Scale

Joseph F. Kovaleski · Michael C. Glew

59 citations0/0 files storedRemedial and Special Education

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Behavioral and Psychological Studies Collaborative Teaching and Inclusion Educational Assessment and Improvement

Abstract

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.

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2003Responsiveness–to–Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct 2003Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems 1982The Coaching of Teaching.2004The voice of evidence in reading research.2003Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities 2005Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies 2001Critical Elements of Classroom and Small‐Group Instruction Promote Reading Success in All Children 1998Treatment Validity: A Unifying Concept for Reconceptualizing the Identification of Learning Disabilities.

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2009Hispanic Representation in Special Education: Patterns and Implications 2012Maximizing the effectiveness of building teams in response to intervention implementation 2012A randomized wait-list controlled analysis of the implementation integrity of team-initiated problem solving processes 2011Action research for teacher candidates: using classroom data to enhance instruction

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