| dc.contributor.author | Christine K. Ormsbee | |
| dc.date.accessioned | 2016-01-14T19:53:23Z | |
| dc.date.accessioned | 2016-03-30T15:34:03Z | |
| dc.date.available | 2016-01-14T19:53:23Z | |
| dc.date.available | 2016-03-30T15:34:03Z | |
| dc.date.issued | 2001-01-01 | |
| dc.identifier.citation | Ormsbee, C. K. (2001). Effective Preassessment Team Procedures: Making the Process Work for Teachers and Students. Intervention in School and Clinic, 36(3), 146-153. doi: 10.1177/105345120103600303 | en_US |
| dc.identifier.uri | https://hdl.handle.net/11244/25225 | |
| dc.description.abstract | Preassessment procedures were mandated in the majority of states nearly two decades ago as a gatekeeping system for special education. These building teams were given the charge of providing technical assistance to general educators who had children in their classrooms who were not meeting learning and behavioral expectations. When implemented effectively, these building teams provide consultation and collaboration to teachers to meet the needs of children with learning and behavioral problems in both general and special education classrooms. In this article, suggestions are made for making preassessment teams an effective support system for all teachers. | en_US |
| dc.language.iso | en_US | en_US |
| dc.publisher | Intervention in School and Clinic | |
| dc.title | Effective Preassessment Team Procedures: Making the Process Work for Teachers and Students | en_US |
| dc.type | Research Article | en_US |
| dc.description.peerreview | Yes | en_US |
| dc.description.peerreviewnotes | https://us.sagepub.com/en-us/nam/manuscript-submission-guidelines | en_US |
| dc.identifier.doi | 10.1177/105345120103600303 | en_US |
| dc.rights.requestable | false | en_US |
