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dc.contributor.advisor Navarro, Richard en
dc.contributor.author Verduzco, Ramon en
dc.date.accessioned 2020-06-02T02:36:19Z en
dc.date.available 2020-06-02T02:36:19Z en
dc.date.issued 2020-06-01 en
dc.identifier.uri http://hdl.handle.net/10211.3/216158 en
dc.description.abstract My goal is to create a manual to systemically refer students into Special Education as well as providing alternative supports to students who require academic interventions. The manual will provide timelines for yearly meetings. The different tiers of intervention and communication, Grade Level Intervention Team (GLIT) guidelines, Student Support Team procedures, Response to Intervention (RTI) Model intervention practices in Reading, Writing, and Math all included in this manual. The manual gives general education and special education teachers a clear guide to support and refer students who are struggling in the areas of reading, writing, and math. The primary purpose of this project is to provide teachers with a guide to support students to the maximum extent possible, prior to initiating a referral to special education. The project will provide research-based interventions and guided meeting practices for teachers to support students. Teachers will be able to use this manual to help guide meetings on the academic progress of students to provide explicit strategies to support students’ needs. The project will also explore the relationships between teachers, students, parents, and support staff. It will help educators to gather data in academic areas to support the needs of a student before being referred to as Special Education Services (Alfonso & Flanagan, 2018). Students who exhibit academic problems need an intervention to prevent regression. This project provides early systematic assistance to students. The Student Support team’s purpose is to provide strategies in efforts to identify and then serve students who have a disability and require special education and related services. The goal of this project is to investigate teacher perceptions of the Student Support Team (SST) and Response to Intervention (RTI) effectiveness (Swanson et al., 2012). en
dc.format.extent 73 pgs. en
dc.language.iso en en
dc.publisher California State Polytechnic University, Pomona en
dc.rights.uri http://www.cpp.edu/~broncoscholar/rightsreserved.html en
dc.subject GLIT en
dc.subject RTI en
dc.subject grade level intervention team en
dc.subject student support team procedures en
dc.subject response to intervention en
dc.subject special education en
dc.subject support en
dc.subject guided teacher intervention en
dc.title Guided Teachers Intervention to Support Student Support Team Using Response to Intervention en
dc.type Graduate Project en
dc.contributor.department Department of Education en
dc.description.degree M.A. en
dc.contributor.committeeMember Rodarte, Elizabeth en
dc.rights.license All rights reserved en


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