Rural Preassessment Team Members' Perceptions of Effectiveness

Abstract

Preassessment teams are now perceived as a collaborative resource for teachers who have students experiencing learning and behavioral problems. These teams are responsible for providing professional support, identifying and clarifying student problems, designing appropriate interventions, and monitoring student progress. In rural schools, where access to external consultants and research activities is limited and often rare, preassessment teams may be the only opportunity for educators to engage in collaborative problem solving. The purpose of this study was to determine rural preassessment team members' perceptions of effectiveness, identify how they viewed their roles on teams, and delineate how preassessment teams were formulated. Results of a survey of rural school district's preassessment team members indicate they perceive themselves as a very effective support system for their colleagues.