Response to Intervention: Instructional Challenges for Teachers in High Need Contexts

by Sharon L. Nichols, Felicia Castro-Villarreal & Amanda Ramirez
This study adds to our understanding of how elementary school teachers in culturally and linguistically diverse contexts think about the implementation and impact of Response-to-Intervention practices.
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When the Achievement Gap Becomes High Stakes for Special Education Teachers: Facing a Dilemma with Integrity

by Heinrich Mintrop & Robin Zane
The study uses the concept of integrity to analyze teachers’ agency in situations of strain or crisis.
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IEP Measurable Annual Goals and Benchmark Objectives: Independence as a Synonym for Intrinsic Motivation

by Hope Nye
To support every student’s educational progress, the IDEA provides a framework through a system of measurable annual goals listed within student IEPs. Benchmark objectives following the gradual release of responsibility model of instruction scaffold supports for students to master skills identified within their measurable annual goals. When fading these supports through benchmark objectives, students transition from external to internal motivation when achieving independence with their target skill.