| Popis: |
In the school setting, teams are abundant, often serving multiple purposes, having various titles, and consisting of diverse members. Teams are considered an essential component of Response to Intervention (RtI) and are the vehicle through which data-based decision making occurs at the school, grade, small-group, and individual student level. Thus, high-quality teaming practices are critical for the realization of the potential outcomes associated with RtI and intervention efforts. Existing research has identified various barriers to the implementation of high-quality team practices. This article summarizes the history of teaming in schools, discusses potential barriers, and offers strategies for enhancing team practices and maximizing the outcomes of teaming. © 2012 Wiley Periodicals, Inc. |
