Status of Main Author

Faculty

Document Type

Article

Publication Date

4-24-2019

Abstract

Students with severe and persistent academic or behavioral challenges may benefit from data-based individualization (DBI). Starting with an evidence-based standard protocol and systematic progress monitoring, teachers can evaluate growth and implement individualized interventions to meet students’ needs. Specifically, this article addresses the systematic use of student data to determine content and pacing for intensive reading instruction. Insights from implementing this approach with struggling first grade readers in Tier 3 of an RTI framework are provided. Evidence-based standard protocols, strategic data collection and management, and team collaboration are crucial elements for successful implementation.

Publication Title

Intervention in School and Clinic

Version

Accepted manuscript

DOI

doi.org/10.1177/1053451219837634

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