DanielsonC. (2007). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
6.
DenoS. L. (2002). Problem solving as “best practice.” In ThomasA.GrimesJ. (Eds.), Best practices in school psychology IV (pp. 37–56). Bethesda, MD: NASP.
7.
FuchsD.FuchsL. S. (2005). Responsiveness-to-intervention: A blueprint for practitioners, policymakers, and parents. Teaching Exceptional Children, 38, 57–61.
8.
FullanM. G.HargreavesA. (1991). What's worth fighting for: Working together for your school. Andover, MA: The Regional Laboratory for Educational Improvement of the Northeast and Islands.
9.
GajdaR.KolibaC. J. (2008). Evaluating and improving the quality of teacher collaboration: A field-tested framework for secondary school leaders. NASSP Bulletin, 92, 133–153.
Hawaii State Department of Education, Office of Curriculum, Instruction, and Support Services Branch. (2003). Comprehensive student support system operations manual. Retrieved January 20, 2009, from http://sssb.k12.hi.us/csss.
KovaleskiJ. F. (2002). Best practices in operating pre-referral intervention teams in Pennsylvania. In ThomasA.GrimesJ. (Eds.), Best practices in school psychology IV (pp. 645–655). Bethesda, MD: NASP.
14.
McTigheJ. (2008, October). Connecting content and kids: Integrating differentiation and understanding by design. Workshop presented at the Wisconsin Association for Supervision and Curriculum Development Conference, Appleton, WI.
15.
MellardD.ByrdS. E.JohnsonE.TollefsonJ. M.BoescheL. (2004). Foundations and research on identifying model responsiveness-to-intervention sites. Learning Disability Quarterly, 27, 243–256.
O'ConnorR. E.HartyK. R.FulmerD. (2005). Tiers of intervention in kindergarten through third grade. Journal of Learning Disabilities, 38, 532–538.
18.
Ohio Department of Education. (2007a). A comprehensive system of learning supports guidelines. Retrieved February 4, 2009, from http://www.edresourcesohio.org.
19.
Ohio Department of Education. (2007b). Twice exceptional guide: Preparing Ohio schools to close the achievement gap for gifted students with disabilities. Retrieved February 4, 2009, from http://www.edresourcesohio.org.
20.
TillyW. D.ReschlyD. J.GrimesJ. (1999). Disability determination in problem-solving systems: Conceptual foundations and critical components. In ReschlyD.TillyW. D.GrimesJ. (Eds.), Special education in transition: Functional assessment and noncategorical programming (pp. 285–321). Long-mont, CO: Sopris West.
21.
TomlinsonC. A. (2005). Quality curriculum and instruction for highly able students. Theory Into Practice, 44, 160–166.
VaughnS.Linan-ThompsonS.HickmanP. (2003). Response to instruction as a means of identifying students with learning/reading disabilities. Exceptional Children, 69, 391–409.
24.
WigginsG. (1998). Educative assessment: Designing assessments to inform and improve student performance. Hoboken, NJ: Jossey-Bass.
25.
ZehrM.A. (2006). Team teaching helps close language gap. Education Week, 26(14), 26–29.