Student grouping for academic intervention review and proposal

Since the Individuals with Disabilities Act (IDEA) of 2004, students are grouped in a variety of ways based on the least restrictive environment (LRE). The LRE is determined by the best setting for learning influenced by the zone of proximal development (ZPD). Student grouping for appropriate setting occurs within the classroom and for class placement within a school. Within-class grouping considers all students as public education classrooms promote inclusive practices in accordance with the Individuals with Disabilities Act, 2004. Meaning, students from the first to the 99th percentile can all be in the same general education classroom. Schools and teachers are tasked with accommodating curriculum and instruction to meet the variety of needs of students within one classroom. MTSS or Multi-Tiered System of Supports helps teachers to determine what student needs are and what interventions should occur to support student learning. Grouping practices vary based on the capacity of the school setting. This thesis seeks to 1) Identify and explain current academic interventions and student grouping practices for these interventions. 2) Provide a conceptualized theory of student grouping practices for academic intervention based on the gaps in the literature. 3) An elucidation of policies and theories through the lens of the researcher’s reflective practice; concluding with a proposal for a randomized control trial to test the proposed conceptualized theory of student grouping.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2021

Author dc:creator

• Meyer, Kristen

Contributors dc:contributor

• Kalantzis, Mary
• Cope, William
• Montebello, Matthew
• Pak, Yoon

• MTSS
• Student Grouping
• Intervention

Statement dc:rights

• Copyright 2020 Kristen Meyer

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/109500

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/109500