Collaborating with teachers to support student achievement through early intervening services

Journal of Occupational Therapy, Schools, and Early Intervention

Volumn 1, Issue 3-4, 2008, Pages 263-270

  Cahill, Susan M ^a   Holt, Carrie ^b   Cassidy, Meribeth ^c  

^a UNIVERSITY OF CHICAGO   (United States)

^b Community Consolidated School District #15 ^*  (United States)

^c Schaumburg School District #54   (United States)

Author keywords

Collaboration; Early intervening services; RtI

Indexed keywords

EID: 85009553380     PISSN: 19411243     EISSN: 19411251     Source Type: Journal    
DOI: 10.1080/19411240802589288     Document Type: Article

References (25)

1. Alkins, K., Banks-Santilli, L., Elliot, P., Guttenberg, N., & Kamil, M. (2006). Project quest: A journey of discovery with beginning teachers in urban schools. Equity & Excellence in Education, 39(1), 65-80.
2. American Occupational Therapy Association. (2002). Occupational therapy practice framework: Domain and process. American Journal of Occupational Therapy, 56, 609-639.
3. Ardon, S., Witt, J., Connell, J., & Koenig, J. (2005). Application of a three-tiered response to intervention model for instructional planning, decision making, and the identification of children in need of services. Journal of Psychoeducational Assessment, 23, 362-380.
4. Antunez, B. (2003). Assessing English language learners in the great city schools. Washington, DC: Council of Great City Schools. Retrieved on November 25, 2007 from http://www.cgcs.org/pdfs/AssessmentGuidance.pdf.
5. Bradley, R., Danielson, L. & Doolittle, J. (2005). Response to intervention. Journal of Learning Disabilities, 38(6), 485-486.
6. Burdette, P. (2007). Response to intervention as it relates to early intervening services: Recommendations. Alexandria, VA: National Association of State Directors of Special Education.
7. Cahill, S. (2007). A perspective on response to intervention. American Occupational Therapy Association’s School Systems Special Interest Section Quarterly, 14(3), 1-4.
8. Clark, G. F. (2007). AOTA Audio-insight Seminars-Response to intervention: A role for occupational therapy practitioners. Retrieved on March 7, 2007 from http://www.aota.org.
9. Hamilton, L., & Berends, M. (2006). Instructional practices related to standards and assessments. (WR-374-EDU). Santa Monica, CA: Rand.
10. Individuals with Disabilities Education Improvement Act. (2004). Pub. L. 108-446, 20 U.S.C. § 1413.
11. Institute of Education Sciences. (2007). Status and trends in education of racial and ethnic minorities. Washington DC: United Stated Department of Education.
12. Johnson, E., Mellard, D., Fuchs, D., & McKnight, M. (2006). Response to intervention (RtI): How to do it. Retrieved on October 15, 2007 from http://www.nrcld.org.
13. Margolis, J. (2006). New teachers, high stakes diversity and the performance-based conundrum. Urban Review, 38(1), 27-44.
14. Margolis, J., & Nagel, L. (2006). Education reform and the role of administrators in mediating teacher stress. Teacher Education Quarterly, 33(4), 143-149.
15. National Center for Culturally Responsive Educational Systems. (2006). Preventing disproportionality by strengthening district policies and procedures: An assessment of strategic planning process. Retrieved on September 29, 2007 from http://www.urbanschools.org/professional/tools.attachment/district_rubric_final/district_RUBRIC_FINAL.pdf
16. O’Connor, C., & DeLuca Fernandez, S. (2006). Race, class, and disproportionality: Reevaluating the relationship between poverty and special education placement. Educational Researcher, 35(6), 6-11.
17. Office of Special Education and Rehabilitative Services. (2007). Questions and answers on response to intervention and early intervening services. Retrieved on September 25, 2007 from http://www.nrcld.org/presentations/2007/OSEP_RTI-EIS.pdf
18. Olsen, J. (2003). Printing teacher’s guide (4th ed). Cabin John, MD: Jan Olsen.
19. Scruggs, T., & Mastropieri, M. (2002). On babies and bathwater: Addressing the problems of identification of learning disabilities. Learning Disability Quarterly, 25, 155-168.
20. Stecher, B., Hamilton, L., & Naftel, S. (2005). Introduction to first-year findings from the implementing standards-based accountability (ISBA) project. (WR-255 EDU). Santa Monica, CA: Rand.
21. Surber, J. (2002). Flexible service delivery. School Administrator (60)3, 26.
22. Truscott, S., Cohen, C., Sams, D., Sanborn, K., & Frank, A. (2005). The current state(s) of prereferral intervention teams: A report from two national surveys. Remedial and Special Education, 26(3), 130-140.
23. VanDerHeyden, A., Witt, J., & Barnett, D. (2005). The emergence and possible futures of response to intervention. Journal of Psychoeducational Assessment, 23, 339-361.
24. Vaughn, S., & Fuchs, L. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3), 137-146.
25. Viadero, D. (2007). Teachers say NCLB has changed classroom practice. Education Week, 26(42), 6-22.