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41. Parents and Families Q2
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... is working with me in helping with his reading, but he is now having problems in Language and Math. I have asked the school to test him but they have declined. Can you give me any help on what to do now? ...
42. Behavior Supports Q7
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... places a student at risk to self or others that expedite movement to a Tier 3   intervention. Even though we may consider intensive interventions without testing to see if a Tier  2 program might work, ...
43. Tiered General Q8
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... by the test authors? When considering intensity and duration, review current progress monitoring data at your school to determine how and when current decisions about students are being made.  From ...
44. RTI and Special Education - Q5
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Ask the Experts RTI and Special Education How does "extended time" or other accommodations fit into the RTI model? Response from Daryl Mellard, Ph.D.: Extended time for tests is not an intervention. ...
45. RTI and Special Education - Q16
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... If a student scores in the upper percentile for reading and math, but tested low with comprehension should the low comprehension score be  a flag for concern? What about those areas that are not "scored" ...
46. RTI and Special Education - Q17
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Ask the Experts RTI and Special Education Can a school district deny allowable testing accommodations when taking the NWEA for students with a documents disability indicating the necessary modifications? ...
47. Assessment - General - Q6
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... to the test.”   I cringe at the amount of skill and drill that is occurring at our school.  Many teachers practice fluency by reading letters, letter sounds or nonsense words off anchor ...
48. Assessment - Universal Screening - Q7
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... our school will have spent about 60% to 70% of the year doing DIBELS tests for benchmarks and progress monitoring. (We will have spent about 70 of the approximately 170 school days actually doing intervention.) ...
49. RTI and Special Education - Q22
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... a student's testing ability (i.e., IQ) and achievement (i.e., performance on academic skills) needs to be large enough for the student to be declared eligible. This means basically, the student needs to ...
... (Archer & Hughes, 2011) so that children with the greatest learning challenges are provided with the most explicit teaching. Teachers and the assigned support staff have regularly scheduled planning time ...
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