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Download full textBlum, Marcia; Davis, Jackie; Duran, Lillian; Meyer, Elaine; Young, Robin Miller; Missall, Kristen; Pei-Fang, Rachel Wu; Reese, Melanie; Shepley, Collin; Stewart, Lisa; Taylor, Antoinette – Division for Early Childhood of the Council for Exceptional Children, 2021
In early care and education, a multitiered system of support (MTSS) framework is a way to provide high-quality teaching and responsive caregiving through the delivery of differentiated support for all young children. In an early childhood MTSS framework, the needs of every child, regardless of ability, eligibility status, cultural and linguistic…
Descriptors: Multi Tiered Systems of Support, Early Childhood Education, Special Needs Students, Intervention
Montgomery County Public Schools, 2015
Montgomery County Public Schools (MCPS) is more than a school system, it is a community. It's a community of people working together to provide Montgomery County students with an education that prepares them for success today, tomorrow, and in the years to come. That is MCPS' core purpose: to prepare students to thrive in their future. The Annual…
Descriptors: Public Schools, Counties, Achievement Gap, Academic Achievement
Pennisi, Elizabeth – Scientist, 1991
Discussed is a program that awards money to institutions that want to develop teacher training programs with national significance. Information on how the funds can be used and how the funds are distributed is included. (KR)
Descriptors: Elementary School Science, Elementary Secondary Education, Eligibility, Federal Programs
Peer reviewedMarston, Doug; Muyskens, Paul; Lau, Matthew; Canter, Andrea – Learning Disabilities: Research & Practice, 2003
This article describes the problem-solving model (PSM) used in the Minneapolis Public Schools to guide decisions regarding intervention in general education, special education referral, and evaluation for special education eligibility for high-incidence disabilities. Program evaluation indicates students received special education services earlier…
Descriptors: Academic Failure, Classification, Definitions, Disability Identification
Dunst, Carl J. – Orelena Hawks Puckett Institute (NJ1), 2006
Procedures for using a decision algorithm for determining whether an infant or toddler is eligible for Part C early intervention is the focus of this eligibility determination practice guideline. An algorithm is a step-by-step problem-solving procedure or decision-making process that results in a solution or accurate decision in a finite number of…
Descriptors: Early Intervention, Eligibility, Young Children, Evaluation Methods
Direct linkHarris-Murri, Nancy; King, Kathleen; Rostenberg, Dalia – Education and Treatment of Children, 2006
The purpose of this article is to present an argument for the need for culturally responsive Response to Intervention (RTI) as an approach for reducing disproportionate minority representation in Special Education Programs for Students with Emotional Disturbances. We present an overview of the RTI model as initially intended for use in determining…
Descriptors: Federal Legislation, Intervention, Emotional Disturbances, Learning Disabilities
Bolt, Sara E. – California School Psychologist, 2005
Considerable variation exists across response-to-intervention (RTI) approaches. There is currently insufficient research on outcomes associated with these different RTI approaches to inform decision-making. However, school psychologists who are asked to work within an RTI model need guidance to select an approach that has a high likelihood of…
Descriptors: Student Needs, Problem Solving, Kindergarten, Reading Difficulties
