Enhancing instructional problem solving : an efficient system for assisting struggling learners / John C. Begeny, Ann C. Schulte, Kent Johnson.
Material type: TextSeries: Guilford practical intervention in the schools seriesPublication details: New York : Guilford Publications, 2012.Description: 1 online resource (336 pages)Content type:- text
- computer
- online resource
- 9781462504909
- 1462504906
- 9781462504770
- 1462504779
- 1280484128
- 9781280484124
- 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
- Response to intervention (Learning disabled children)
- 371.9 23
- LC4705 .B45 2012eb
Item type | Home library | Collection | Call number | Materials specified | Status | Date due | Barcode | |
---|---|---|---|---|---|---|---|---|
Electronic-Books | OPJGU Sonepat- Campus | E-Books EBSCO | Available |
Includes bibliographical references (pages 319-330) and index.
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.
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.
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