This thesis articulates the importance of the use of efficient and effective student data documentation systems as classroom teachers determine the next instructional steps to support their students' abilities to demonstrate independent proficiency within grade level academic material. While operating under the broader structure of a Response to Intervention (RTI) framework, action research methodologies were used to address the question: How can deliberate documentation systems enhance the ongoing performance of an RTI program in a K-4 elementary school setting? This research examines various student data documentation systems, tracks student academic growth, explores the opinions of highly experienced classroom teachers, and discusses the characteristics of effective student data documentation systems. This thesis introduces the pedagogical process of Student Need-Based Education, in which educational decisions are intentionally structured according to the current academic, social-emotional/behavioral, or physical needs of students.
|Commitee:||Cox Caniglia, Noel, Watson, Wendy|
|School Location:||United States -- Arizona|
|Source:||MAI 53/01M(E), Masters Abstracts International|
|Subjects:||Pedagogy, Elementary education|
|Keywords:||Action research, Assessment, Data documentation, Differentiation, Response to intervention, Student need-based education|
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