Guardado en:
| Autores principales: | , |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2012
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| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=EJ978841 |
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- School Librarians and Response to Intervention Robins, Jennifer Antrim, Patricia Librarians School Libraries Response to Intervention Federal Legislation Online Surveys Academic Achievement Librarian Teacher Cooperation Intervention Program Implementation Interviews Response to Intervention (RtI) is a three-tiered model of instruction that increases learning for all students. RtI meets the requirements of the No Child Left Behind Act to provide research-based instruction and interventions for students as needed. RtI is supported with federal funds from the Individuals with Disabilities Education Act and federal Race to the Top grant funding. School districts nationwide are adopting RtI. For this study school librarians in schools that practice RtI participated in an online survey. Results indicate that seven processes are needed to implement RtI programs. Sixty-two percent of the surveyed librarians have a role in one or more of these processes. The school librarian's involvement differs depending on which processes are supported. Data demonstrate that, in support of RtI activities, librarians have opportunities to lead and assist teachers and to impact student achievement through each of the seven processes: getting started, training staff, planning interventions, assessing students, scheduling interventions, implementing interventions, and evaluating the RtI program. (Contains 2 figures.)