Featured Terms | Glossary
Inclusion:

(as a service delivery model)

Students with identified disabilities are educated with general education age-/grade-level peers. More »
Voices From the Field

"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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Amy Reschly

Amy L. Reschly, Ph.D., is an assistant professor in the Department of Educational Psychology & Instructional Technology at the University of Georgia.  She received her Ph.D. in Educational Psychology (School Psychology) from the University of Minnesota in 2004 following the completion of an internship in the Minneapolis Public Schools. 

Areas of expertise include engagement and dropout prevention; working with families and schools to promote student success; and, Curriculum-Based Measurement (CBM) and Problem-Solving.  Dr. Reschly is an assistant editor of School Psychology Quarterly and serves on the editorial board for the Journal of School Psychology.  Dr. Reschly and Dr. Sandra Christenson are currently editing a volume, The Handbook on School-Family Partnerships for Promoting Student Competence, for publication with Routledge/Taylor and Francis Group.

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