Before the Special Education Referral: Leading Intervention Teams

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Corwin Press, Oct 29, 2008 - Education - 168 pages
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Step by step, this resource helps school leaders develop teacher teams to provide focused instructional interventions before a referral for special education evaluation is needed.
 

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Contents

Chapter 1 An Introduction to Prereferral Intervention Teams
1
Variations on a Theme
2
Educational Leaders Role
4
Conclusion
7
Chapter 2 The Analysis and DecisionMaking Phase
9
Costs and Benefits
10
Establishing and Analyzing the Task
17
Establishing Authority
20
Conclusion
66
Chapter 5 The Assistance Phase
69
Technology
70
Assistance with Group Processes
71
Conclusion
74
Chapter 6 Evaluating Prereferral Intervention Teams
77
Evaluation Tools
78
Data Analysis and Action Planning
87

Conclusion
22
Chapter 3 The Planning and Preparation Phase
23
Determining Group Composition
24
Designing and Communicating the Task
27
School and District Supports
32
The Team Charter
37
Conclusion
40
Chapter 4 The StartUp Phase
41
Task Redefinition
42
Norms and Roles
43
The StartUp Meeting
45
The Importance of the StartUp Meeting
48
Initial Prereferral Intervention Team Training
49
Staff Awareness
61
Staff Training
62
Conclusion
91
Chapter 7 Connecting Prereferral Intervention Teams and Response to Intervention
93
The Connection
94
Implementation Decisions
95
Universal Screening Decisions
96
Intervention Tier Decisions
97
Intervention Management Team Training and Staff Awareness
100
Identifying the AtRisk Pool
102
Conclusion
104
Final Thoughts
105
The Implementation Plan
107
Resource B Implementation Tools
111
References
143
Index
145
Copyright

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About the author (2008)

Matthew Jennings is currently the superintendent of schools for the Alexandria Township Public School System. Prior to serving in this position, Jennings served as an assistant superintendent of schools, a director of student services, a supervisor of curriculum and instruction, and a classroom teacher.

In addition to presenting at numerous state and national conferences, Jennings has served as an organizational behavior consultant to school districts throughout New Jersey. He works as an adjunct professor for Rutgers University, where he teaches courses on curriculum development, school administration, and the supervision of instruction. His work has been published in Kappan, Preventing School Failure, the New Jersey English Journal, Channels, and The Writing Teacher. His most recent publication, Leading Meetings, Teams and Work Groups in Schools and Districts, was released by the Association for Supervision and Curriculum Development in June of 2007. He earned his master’s degree and doctorate in educational administration from Rutgers University.

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