Enhancing instructional problem solving : an efficient system for assisting struggling learners /

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...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Begeny, John C.
Otros Autores: Schulte, Ann C., 1955-, Johnson, Kent
Formato: Electrónico eBook
Idioma:Inglés
Publicado: New York : Guilford Publications, 2012.
Colección:Guilford practical intervention in the schools series.
Temas:
Learning disabled children > Education.
Remedial teaching.
Response to intervention (Learning disabled children)
Education.
Remedial Teaching
Enfants en difficulté d'apprentissage > Éducation.
Enseignement correctif.
Réponse à l'intervention (Enfants en difficulté d'apprentissage)
EDUCATION > Special Education > Learning Disabilities.
Education
Learning disabled children > Education
Remedial teaching
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.

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