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The number of levels or "tiers of intervention" ranges from 2-4. Feasibility and consequences of response to intervention: Examination of the issues and scientific evidence as a model for the identification of individuals with learning disabilities.
The tiers vary in their intensiveness (i.e., frequency and duration), instructor expertise, and size and homogeneity of student groupings.
Students who are responsive to the intervention are reintegrated into the traditional program of instruction.
Students determined to be unresponsive are promoted to the next "tier" of intervention, different in content or rigor. Retrieved March 31, 2005, from Pisha, B., & Coyne, P. Smart from the start: The promise of universal design for learning.
For example, teachers may apply a criterion to student performance on the previous year's high-stakes assessment; newly test all students and compare their performance to norms (local- or classroom-based) or criterions; or use a benchmark demonstrated to predict end-of-year performance on high-stakes tests or graduation requirements (Fuchs & Fuchs, 2006).
Although this approach has long been in use, in recent years it has been called into question by some professionals and academics (Speece & Shekitka, 2002). Fidelity of problem-solving implementation and relationship to student performance.