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010   $a1-943874-40-9
035   $a(OCoLC)1126349705
035   $a(MiFhGG)GVRL59S7
035   $a(EXLCZ)994100000010766084
100   $a20191025h20202020  uy             0
101 0 $aeng
135   $aurun#---uuuua
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aBest practices at tier 3 $eintensive interventions for remediation, Elementary /$fPaula Rogers, W. Richard Smith, Austin Buffum, Mike Mattos
210  1$aBloomington, Indiana :$cSolution Tree Press,$d[2020]
210  4$d?2020
215   $a1 online resource (xii, 248 pages) $cillustrations
225 0 $aGale eBooks
311   $a1-943874-39-5 
320   $aIncludes bibliographical references and index.
327   $a1. The power and purpose of tier 3 intensive interventions -- 2. The need for collective commitment and reponsibility -- 3. Collaborative team structures at tier 3 -- 4. Tier 3 design to ensure high levels of learning -- 5. Convergent assessment for targeting at tier 3 -- 6. Behavior supports at tier 3 -- 7. Academic instruction at tier 3 -- 8. Personalized learning for teams.
330   $a"In Best Practices at Tier 3: Intensive Interventions for Remediation, Elementary, authors Paula Rogers, W. Richard Smith, Austin Buffum, and Mike Mattos provide grades K-5 educators research-based response to intervention (RTI) strategies to meet the needs of students who have fallen the furthest behind in the classroom. These students struggle with what is being taught currently in the classroom as well as the basic, foundational skills that are taught in previous school years. The best way educators can intervene when students struggle is by implementing an effective RTI process through a supportive professional learning community (PLC) framework. By reading Best Practices at Tier 3, educators will learn how to improve their school's Tier 3 intensive interventions so that students receive the support they need to learn at the highest levels"--$cProvided by publisher.
606   $aEducation, Elementary$zUnited States
606   $aResponse to intervention (Learning disabled children)$zUnited States
606   $aRemedial teaching$zUnited States
606   $aEffective teaching$zUnited States
615  0$aEducation, Elementary
615  0$aResponse to intervention (Learning disabled children)
615  0$aRemedial teaching
615  0$aEffective teaching
676   $a372.973
700   $aRogers$b Paula$01544084
702   $aSmith$b W. Richard
702   $aBuffum$b Austin G.
702   $aMattos$b Mike$g(Mike William),
712 02$aSolution Tree.
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801  1$bMiFhGG
906   $aBOOK
912   $a9910794164403321
996   $aBest practices at tier 3$93798006
997   $aUNINA