| Description |
1 online resource (336 pages). |
|
text file |
| Series |
Guilford practical intervention in schools
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Guilford practical intervention in the schools series.
|
| Bibliography |
Includes bibliographical references (pages 319-330) and index. |
| Contents |
Introduction to the systems-oriented plan for academic achievement -- SOPAA key definitions, history, components, and roles -- Preliminary considerations for SOPAA implementation -- Initial steps of the TAPS process: requests for academic support and preparation for the intervention planning meeting -- Secondary steps of the TAPS process: intervention planning, follow-ups, and summative reviews of interventions effectiveness -- Assessment for instruction -- Maximizing implementation through targeted professional development -- Maximizing intervention delivery through recruiting and raining school volunteers -- Obtaining support for the SOPAA through effective communication with school leaders -- Obtaining nd sustaining support for the SOPAA through effective communication with teachers -- Using the SOPAA with multidisciplinary co-facilitators -- Evidence-based and learner-verified intervention programs in reading, mathematics, and writing -- Case illustrations of SOPAA implementation -- USing the SOPAA to support graduate students' training and applied experiences in schools. |
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Appendix A : summary of the SOPAA components and roles -- Appendix B : Preparation for SOPAA implementation (Part 1): schoolwide capacity assessment of relevant characteristics -- Appendix C : Preparation for SOPAA implementation (Part 2): TAPS support teacher self-Assessment of relevant characteristics and experiences. |
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Appendix D : SOPAA implementation planning summary checklist -- Appendix E : Request for TAPS (Targeted Assistance Program for Students) form -- Appendix F : TAPS case tracking form -- Appendix G : TAPS intervention planning form (IPF) and record -- Appendix H : TAPS case rating scale -- Appendix I : Comments and suggestions related to completing the TAPS intervention planning form (IPF) -- Appendix J : Request for information from the TAPS Support Coordinator -- Appendix K : Intervention support options identified by the TAPS Support Coordinator. |
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Appendix L : TAPS summative review of intervention effectiveness Form (SRF) -- Appendix M : Summary of TAPS activities and estimated time needed for the TAPS support teacher to complete each activity for a TAPS case -- Appendix N : Recommended professional development topics for the TAPS reading teacher -- Appendix O : Recommended professional development topics for the TAPS math Teacher -- Appendix P : Recommended professional development topics for the TAPS writing teacher -- Appendix Q : Yearly professional development planning guide -- Appendix R : Professional development documentation form. |
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Appendix S : Teacher survey about the potential value and feasibility of the SOPAA and TAPS -- Appendix T : Follow up letter to distribute to teachers after the SOPAA introductory presentation -- Appendix U : Teacher end-of-the-year survey about the SOPAA and TAPS process. |
| Summary |
This book presents a schoolwide model of instructional support designed to make the most of available time, resources, and personnel-- one that is also fully compatible with other problem-solving models, such as response to intervention. The authors provide a comprehensive and cohesive framework for linking assessment and intervention. They show how to interweave evidence-based instruction with targeted professional development and other components that support improved learning outcomes for all K & ndash;8 students. Helpful tables describe dozens of research-based assessments and interventi. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Learning disabled children -- Education.
|
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Learning disabled children -- Education. |
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Learning disabled children. |
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Remedial teaching.
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Remedial teaching. |
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Response to intervention (Learning disabled children)
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Education.
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Response to intervention (Learning disabled children) |
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Education. |
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EDUCATION -- Special Education -- Learning Disabilities. |
| Genre/Form |
Electronic books.
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Electronic books.
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| Added Author |
Schulte, Ann C., 1955-
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Johnson, Kent.
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| Other Form: |
Print version: Begeny, John C. Enhancing Instructional Problem Solving : An Efficient System for Assisting Struggling Learners. New York : Guilford Publications, Inc., ©2012 9781462504770 |
| ISBN |
9781462504909 (electronic book) |
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1462504906 (electronic book) |
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9781462504770 (paperback ; alkaline paper) |
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1462504779 (paperback ; alkaline paper) |
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1280484128 |
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9781280484124 |
| Standard No. |
9786613579102 |
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