A Team-Based Approach to Improving Core Instructional Reading Practices Within Response to Intervention

• Published in: Intervention in school and clinic Vol. 50; no. 4; pp. 210 - 220
• Main Authors: Harlacher, Jason E., Potter, Jon B., Weber, Jill M.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-03-2015; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Cooperative Planning; Core Curriculum; Educational Practices; Educational Strategies; Instructional Effectiveness; Instructional Improvement; Integrated Services; Intervention; Meetings; Program Descriptions; Program Implementation; Reading comprehension; Reading Improvement; Reading Instruction; Response to Intervention; Students; Teaching Methods; Teamwork; reform; effective; processes; school; academic; collaboration; instruction; reading; intervention
• ISSN: 1053-4512; 1538-4810
• DOI: 10.1177/1053451214546405

Core instruction is an important part of an effective response to intervention (RTI) model. To implement RTI effectively, school teams should regularly examine the effectiveness of their core instruction to determine if at least 80% of students meet the proficiency standard with core support alone. However, some educators may not have the skills necessary to hold a meeting that focuses exclusively on core instruction. To provide educators with a format to lead such a meeting, the authors describe a grade-level team meeting in which the purpose is to use data to analyze the effectiveness of core instruction in reading. A sample agenda and detailed case example are provided.