Explicit Instruction: Systematic instructional approach that includes a set of delivery and design procedures derived from effective schools' research merged with behavior analysis; essential components... More »

"Instead of concentrating on the "bar" that kids are supposed to be clearing, we're focusing on taking students from "where they are and moving them forward." [Read full story »]

— Paul A. Jebe, Principal, CO

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Should interventions in Tier 2 and Tier 3 follow the alignment of the core curriculum?

Response from Karen Wixson, Ph.D.: The general answer to this question is "yes"—Tier 2 and Tier 3 interventions should be aligned with the core curriculum.  However...[read full response]

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Joseph F. Kovaleski

Joseph Kovaleski
 Joseph F. Kovaleski

Joseph F. Kovaleski, D.Ed., NCSP, is Professor of Educational and School Psychology and Director of the Program in School Psychology at the Indiana University of Pennsylvania. He is also co-principal investigator for the Pennsylvania RTI Project through the Pennsylvania Training and Technical Assistance Network (PaTTAN).

Dr. Kovaleski earned his doctorate in school psychology from the Pennsylvania State University. He began his professional career as a school psychologist and preschool coordinator with the Carbon-Lehigh (PA) Intermediate Unit.  He subsequently worked as Director of Special Services in the South Plainfield (NJ) Public Schools, Supervisor of Clinical Services with the Lancaster-Lebanon (PA) Intermediate Unit, and Director of Pupil Services with the Cornwall-Lebanon (PA) School District. From 1990-1997, he served as Director of the Instructional Support Team (IST) Project for the Instructional Support System of Pennsylvania.

Dr. Kovaleski has consulted with school districts and departments of education throughout the United States. His professional interests include system-wide efforts for school restructuring, the application of student assessment to classroom instruction, and implementing response-to-intervention assessment programs in the context of whole-school reform.
 


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