dentify adequate or inadequate growth trends and support timely instructional decisions.Student performance: Priority should be given to using actual student performance on the instructional curriculum to guide decisions regarding teaching effectiveness and learning progress。Continuum of evidence-based interventions: An integrated and linked curriculum should be available such that:A core curriculum is provided for all students。A modification of this core is arranged for students who are identified as nonresponsive。A specialized and intensive curriculum is developed for students whose performance is deemed nonresponsive to the modified core. Elements of this continuum must have empirical evidence to support efficacy (intervention is linked to outcome), effectiveness (intervention outcomes are achievable and replicable in applied settings), relevant (intervention can be implemented by natural implementers and with high fidelity), and durable (intervention implementation is sustainable and student outcomes are durable).
Implementation fidelity: Team-based structures and procedures are in place to ensure and coordinate appropriate adoption and accurate and sustained implementation of the full continuum of intervention practices (Brown-Chidsey & Steege, 2005; Christ, Burns, & Ysseldyke, 2005; Fuchs & Deshler, 2007; Fuchs & Fuchs, 2007; Fuchs, Mock, Morgan, & Young, 2003; Gresham, 2005; Gresham et al., 2005; Kame'enui, 2007; National Association of State Directors of Special Education, 2006; Severson, Walker, Hope-Doolittle, Kratochwill, & Gresham, 2007).
According to Sungai (2007), a comparison of RTI in early literacy and social behavior reveals similarities within core RTI characteristics (see Figure 1).
Mattaini (2001) explained, 'Extensive redesign of overall systems, like entire schools, could dramatically reduce the level of violence, threats and coercion in schools, but this is generally unrealistic' (p. 430).
According to Baugous and Bendery (2000), a research project was designed to increase students' time on task by decreasing the frequency of disruptive behaviors. First and third grade students were the targeted populations. By means of teacher, student, and parent surveys; teacher checklists; and anecdotal records, the types and frequency of disruptive behaviors that affected time on task were documented. An important intervention included a positive discipline program. After implementing interventions, students increased their awareness of appropriate classroom behavior, and there was a decrease in the number of behavioral disruptions per day (Baugous & Bendery, 2000).
Some things that were included in the school-wide discipline plan were ecological arrangements, behavioral guidelines, supervision, and classroom management strategies. The program effectively reduced the level of disruptive behavior and enhanced the academic performance and school survival skills of at-risk and target students. By using this program, teachers were able to shift their focus from discipline problems toward instructional matters.
Marzano (2003) recommends a multi-faceted approach to discipline which includes the combined use of the following strategies: reinforcement, punishment, no immediate consequences and combined punishment and reinforcement.
Reinforcement- involving some type of recognition or reward for positiv
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