Enhancing instructional problem solving: an efficient system for assisting struggling learners
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York [u.a.
Guilford Press
2012
|
| Series: | The Guilford practical intervention in the schools series
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XVI, 336 S. |
| ISBN: | 9781462504770 |
Staff View
MARC
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| 245 | 1 | 0 | |a Enhancing instructional problem solving |b an efficient system for assisting struggling learners |c by John C. Begeny, Ann C. Schulte, and Kent Johnson |
| 264 | 1 | |a New York [u.a. |b Guilford Press |c 2012 | |
| 300 | |a XVI, 336 S. | ||
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| 490 | 0 | |a The Guilford practical intervention in the schools series | |
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Response to intervention (Learning disabled children) | |
| 650 | 4 | |a Learning disabled children |x Education | |
| 650 | 4 | |a Remedial teaching | |
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Record in the Search Index
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| adam_text | IMAGE 1
CONTENTS
PART I. PREPARING FOR IMPLEMENTATION 1. INTRODUCTION TO THE
SYSTEMS-ORIENTED PLAN FOR ACADEMIC ACHIEVEMENT 3 HOW THIS BOOK MAY HELP
SCHOOLS MEET THE NEEDS OF STRUGGLING LEARNERS 5 INTRODUCTION TO THE SIX
SOPAA COMPONENTS 6
IS THE SOPAA SUITABLE FAR YOUR SCHOOL? 7 FOUNDATIONAL PRINCIPLES OF THE
SOPAA 11 PRINCIPLE 1: USE STUDENT OUTCOME DATA AS AN IMPORTANT BASIS FOR
INSTRUCTIONAL DECISIONS 11 PRINCIPLE 2: USE RESEARCH TO GUIDE PRACTICE
11
PRINCIPLE 3: PREVENT LEARNING PROBLEMS BY ENSURING STRONG CORE
INSTRUCTIONAL PROGRAMS 12 PRINCIPLE 4: USE A STRUCTURED AND STANDARD
APPROACH TO ADDRESSING COMMON LEARNING DIFFICULTIES 12 PRINCIPLE 5:
INTEGRATE NEW PRACTICES WITH EXISTING PROCEDURES AND PLAN
FOR SYSTEMS SUPPORT TO ACHIEVE SUSTAINABILITY 13 OVERVIEW OF THE
REMAINING CHAPTERS AND FEATURES TO SUPPORT SOPAA IMPLEMENTATION 13
COMPANION WEBSITE 15 AUTHORS NOTE 15
2. SOPAA KEY DEFINITIONS, HISTORY, COMPONENTS, AND ROLES
DEFINITIONS AND ABRIEF HISTORICAL OVERVIEW 16 TRIADIC AND ORGANIZATIONAL
CONSULTATION 17 PRESCRIPTIVE PROBLEM SOLVING 18 A HISTORICAL OVERVIEW OF
SCHOOL-BASED CONSULTATION AND PROBLEM SOLVING 19 THE SOPAA COMPONENTS 21
COMPONENT 1: TAPS 22 COMPONENT 2: ASSESSMENT FOR INSTRUCTION 23
CORNPONENT 3: MAXIRNIZED INTERVENTION PERSONNEL AND RESOURCES 23
COMPONENT 4: TARGETED PROFESSIONAL DEVELOPMENT 24
CORNPONENT 5: METHODS FOR CORNRNUNICATION AND GENERATING SUPPORT 25
XI
16
IMAGE 2
XII CONTENTS
COMPONENT 6: ADAPTABLE AND INCREMENTAL IMPLEMENTATION 25 RELATIONSHIP OF
THE SIX SOPAA COMPONENTS 26 DESIGNATED ROLES OF THE SOPAA 27 THE SOPAA
LEAD COORDINATOR 27
TAPS SUPPORT TEACHERS IN READING, MATH, AND WRITING 28 THE TAPS
INTERVENTION SUPPORT COORDINATOR 29 CONCLUDING COMMENTS 29
3. PRELIMINARY CONSIDERATIONS FOR SOPAA IMPLEMENTATION
SELECTING EVIDENCE-BASED INTERVENTION PROGRAMS TO USE WITH TAPS 30
INCREMENTAL IMPLEMENTATION OF THE SOPAA WITH A MULTIYEAR PLAN 33 SOPAA
IMPLEMENTATION REQUIREMENTS 38 POTENTIAL NEED FOR A SOPAA PREPARATION
YEAR 38 TIME AND MATERIAL RESOURCES NEEDED FOR SOPAA IMPLEMENTATION 40
TIME NEEDED WEEKLY FOR SOPAA IMPLEMENTATION 40 ADDITIONAL TIME NEEDEDFOR
SOPAA IMPLEMENTATION 42 MATERIAL RESOURCES NEEDEDFOR IMPLEMENTATION 42
IMPLEMENTATION READINESS ASSESSMENTS 45
USING THE SOPAA WITH OR WITHOUT OTHER MODELS OF PROBLEM SOLVING, SUCH AS
RTI 46 STEP-HY-STEP SUGGESTIONS FOR USING THIS BOOK TO IMPLEMENT THE
SOPAA 48 SUMMARY 49
PART 11. THE SIX SOPAA COMPONENTS
4. INITIAL STEPS OF THE TAPS PROEESS: REQUESTS FOR AEADEMIC SUPPORT AND
PREPARATION FOR THE INTERVENTION PLANNING MEETING
REQUESTING ACADEMIC SUPPORT 53 HOW CLASSROOM TEACHERS SHOULD REQUEST
SUPPORT 55 INFORMATION THAT SHOULD BE PROVIDED IN THE REQUEST FOR
ACADEMIC SUPPORT 55 WHEN CLASSROOM TEACHERS SHOULD REQUEST SUPPORT 57
THE TAPS SUPPORT TEACHER S PREPARATION FOR THE INTERVENTION PLANNING
MEETING 58
CONDUCT A TARGETED SKILLS OBSERVATION 59 DEVELOP INTERVENTION OPTIONS 60
SHARE INTERVENTION OPTIONS WITH THE TEACHER 61 PREPARE CLARIFICATION
QUESTIONS 62
BEGIN THINKING ABOUT HOW TO DEVELOP AND FACILITATE THE INTERVENTION PLAN
63 RATIONALE FOR THE TAPS REQUEST FOR SUPPORT PROCESS 64 SUMMARY 65
30
53
5. SEEONDARY STEPS OF THE TAPS PROEESS: INTERVENTION PLANNING,
FOLLOW-UPS, 66 AND SUMMATIVE REVIEWS OF INTERVENTION EFFEETIVENESS
THE INTERVENTION PLANNING MEETING 66 GOAL 1: SHARE RESULTS OF SKILLS
OBSERVATION, CONFIRM TEACHER S CONCERN, AND DETERMINE SEVERITY OF
STUDENT S DEFICIT 67 GOAL 2: SELECT AN INTERVENTION PROGRAM TO IMPLEMENT
67 GOAL 3: DEVELOP A COMPREHENSIVE INTERVENTION PLAN 70 EXTENDED
COMMENTS FOR ITEM 3 OF THE IPF 72
COMPLETING THE INTERVENTION PLANNING MEETING 76 FOLLOW-UP MEETINGS
THROUGHOUT INTERVENTION PLAN IMPLEMENTATION 77 INITIAL REVIEW OF THE
INTERVENTION PLAN 77 PERIODIC FOLLOW-UP MEETINGS 78
IMAGE 3
CONTENTS XIII
THE TAPS SUMMATIVE REVIEW OFINTERVENTION EFFECTIVENESS 79 GOAL 1:
SUMMARIZE INTERVENTION EFFECTIVENESS 79 GOAL 2: SURNMARIZE INTERVENTION
IRNPLEMENTATION INTEGRITY 84 GOAL 3: SUMMARIZE UPCORNING INSTRUCTIONAL
PLANS 86 SUMMARY 87
6. ASSESSMENT FOR INSTRUCTION 88
STANDARDS-BASED SCHOOL REFORM AND ASSESSMENT IN SCHOOLS 89
NORM-REFERENCED ASSESSMENT 89 ASSESSMENT FOR INSTRUCTIONAL DECISION
MAKING 90 THREE INSTRUCTIONALLY ORIENTED ASSESSMENT APPROACHES 91
CURRICULUM-BASED MEASURERNENT 91 MASTERY MEASURERNENT/TASK ANALYTIC
APPROACHES TO ASSESSRNENT 105 COMPUTER-ADAPTIVE CRITERION-REFERENCED
TESTING 106 ASSESSMENT STRATEGIES FOR THE TAPS TARGETED SKILLS
OBSERVATION 106
FRARNEWORK GUIDING ASSESSMENT IN THE TARGETED SKILLS OBSERVATION 107 THE
TARGETED SKILLS OBSERVATION 108 PREREADING AND READING SKILLS 108 EARLY
NUMERACY AND MATHEMATICS ASSESSMENT 111
WRITTEN EXPRESSION ASSESSMENT 114 PROGRESS MONITORING IN TAPS 115
PROGRESSMONITORING IN TAPS WITH CBM 116 UNIVERSAL SCREENING 119
CONSIDERATIONS FOR USING UNIVERSAL SCREENING 121
7. MAXIMIZING IMPLEMENTATION THROUGH TARGETED PROFESSIONAL DEVELOPMENT
124
ONGOING PROFESSIONAL DEVELOPMENT FOR EACH TAPS TEACHER 125 DEVELOPING
EXPERTISE WITHIN AN ACADEMIC AREA 126 COMPARATIVE FORMS OF PROFESSIONAL
DEVELOPRNENT 126 SOPAA PROFESSIONAL DEVELOPMENT ACTIVITY RECOMMENDATIONS
FOR TAPS TEACHERS 127 INSERVICE SOPAA PROFESSIONAL DEVELOPMENT FOR
TEACHERS 136 FOCUS AREAS OF SOPAA INSERVICE PROFESSIONAL DEVELOPMENT 136
A FRAMEWORK FOR TRAINING TEACHERS TO USE INTERVENTION PROGRAMS 138
PROFESSIONAL DEVELOPMENT THAT OCCURS DURING THE TAPS PROCESS 143
8. MAXIMIZING INTERVENTION DELIVERY THROUGH RECRUITING AND TRAINING 144
SCHOOL VOLUNTEERS
ADVANTAGES OFINCLUDING SCHOOL VOLUNTEERS 145 PRELIMINARY CONSIDERATIONS
FOR DEVELOPING A SOPAA VOLUNTEER PROGRAM 146 WH AT IS THE SOPAA
VOLUNTEERS PRIRNARY FUNCTION? 146 IS A VOLUNTEER PROGRAM APPROPRIATE FOR
YOUR SCHOOL? 147
WHICH INTERVENTION PROGRAMS SHOULD VOLUNTEERS IMPLEMENT? 147 WHEN SHOULD
THE SOPAA VOLUNTEER PROGRAM PLANNING AND IRNPLERNENTATION BEGIN? 148 IS
FINANCIAL SUPPORT NEEDED TO BEGIN THE VOLUNTEER PROGRAM? 150
WH AT TYPE OFVOLUNTEER SCREENING IS REQUIRED? 151 WHAT WILL BE THE NAME
OF THE VOLUNTEER PROGRAM? 151 RECRUITING VOLUNTEERS 152 T.L/PEOF
RECRUITMENT NEEDED 152
INDIVIDUALS TO TARGETFOR RECRUITRNENT 153 RECRUITMENT STRATEGIES 153
DESCRIBING THE SOPAA VOLUNTEER PROGRAM AND IDENTIFYING SUITABLE
VOLUNTEERS 155 TIME FRAMEFOR RECRUITING 156
IMAGE 4
XIV
CONTENTS
TRAINING VOLUNTEERS 156 VOLUNTEER ORIENTATION 157 GENERAL TRAINING
OPTIONS 157 MONITORING IMPLEMENTATION INTEGRITY AFTER GENERAL TRAINING
159 COORDINATING VOLUNTEERS AND FACILITATING INTERVENTION SUPPORT 159
SUSTAINING THE SOPAA VOLUNTEER PROGRAM 160 DATA COLLECTION AND PROGRAM
EVALUATION 160 TEACHERS KNOWLEDGE OF THE PROGRAM AND VOLUNTEERS
TRAINING 163 AREWARDING EXPERIENCE FOR THE VOLUNTEER 164
ONGOING AND CLEAR COMMUNICATION WITH THE VOLUNTEERS 165
9. OBTAINING SUPPORT FOR THE SOPAA THROUGH EFFECTIVE COMMUNICATION
WITH SCHOOL LEADERS
COMMUNICATION WITH POSSIBLE CO-FACILITATORS OF THE SOPAA 166 WHAT AND
WHEN TO COMMUNICATE WITH A POSSIBLE CO-FACILITATOR 167 COMMUNICATION
WITH THE SCHOOL PRINCIPAL 167 WHEN TO COMMUNICATE WITH THE PRINCIPAL 168
PREPARINGFOR THE MEETING WITH THE SCHOOL PRINCIPAL 168 PRESENTING AN
OVERVIEW OF THE SOPAA 169 PRESENTING A RATIONALE FOR THE SOPAA 169
DISCUSSING NEEDED TIME AND RESOURCES FOR SOPAA IMPLEMENTATION 174
DEVELOPING AN IMPLEMENTATION PLAN 178
SUMMARY OF THE SOPAA MEETINGS WITH THE PRINCIPAL AND PLANNINGFOR NEXT
STEPS 178 GENERATING ADDITIONAL SUPPORT FOR THE SOPAA 179 GENERATING
SUPPORTFROM OTHER LEADERS WITHIN THE SCHOOL 180 GENERATING SUPPORT AND
RESOURCES FROM LEADERS BEYOND THE SCHOOL LEVEL 181
166
10. OBTAINING AND SUSTAINING SUPPORT FOR THE SOPAA THROUGH EFFECTIVE 182
COMMUNICATION WITH TEACHERS
COMMUNICATION WITH TEACHERS WHO WILL REQUEST ACADEMIC SUPPORT THROUGH
THE SOPAA 182 INTRODUCTION TO INSTRUCTIONAL PROBLEM SOLVING 183
DEFINITION AND OVERVIEW OF THE SOPAA COMPONENTS 185 RATIONALE FOR THE
SOPAA AND HOW IT ALIGNS WITH EXISTING SCHOOL PROCEDURES 185
WHEN AND HOW TEACHERS REQUEST ACADEMIC SUPPORT 186 THE INTERVENTION
PLANNING MEETING 187 INTERVENTION FOLLOW-UP MEETINGS 188 INTERVENTION
IMPLEMENTATION SUPPORT AND MONITORING 189
SUMMATIVE REVIEW OF INTERVENTION EFFECTIVENESS 190 OTHER COMPONENTS
DESIGNED TO IMPROVE STUDENT S LEARNING THROUGH THE SOPAA 190 SUMMARY OF
THE RESPONSIBILITIES FOR SOPAA IMPLEMENTATION 191 EVALUATING TEACHERS
SUPPORT OF THE SOPAA 192 INITIATING FOLLOW-UP WITH TEACHERS AFTER THE
SOPAA INTRODUCTORY PRESENTATION 192 OBTAINING AND SUSTAINING SUPPORT FOR
THE SOPAA AND THE TAPS PROCESS 192
CASE-BY-CASE REVIEWS 193 SUMMARY REVIEW OF MULTIPLE STUDENTS 194
END-OF-YEAR SUMMARY OFTEACHERS PERCEPTIONS 195
11. USING THE SOPAA WITH MULTIDISCIPLINARY CO-FACILITATORS 197
REVIEW OF SOPAA COMPONENTS AND ROLES 197 IDENTIFYING SOPAA
CO-FACILITATORS 198 HOW CO-FACILITATORS INTERACT DURING IMPLEMENTATION
OFTHE SOPAA 199 CO-FACILITATION ACTIVITIES THAT INCLUDE ALL SOPAA ROLES
200
CO-FACILITATION BETWEEN THE LEAD COORDINATOR AND TAPS TEACHERS 202
IMAGE 5
CONTENTS
CO-FAEILITATION BETWEEN THE LEAD COORDINATOR AND TAPS SUPPORT
COORDINATOR 203 CO-FAEILITATION BETWEEN TAPS TEAEHERS AND THE TAPS
SUPPORT COORDINATOR 204 CONCLUDING COMMENTS 207 ADVANTAGES OF
CO-FACILITATING THE SOPAA 207
DISTRIBUTED RESPONSIBILITIES MEANS LESS TIME FOR EAEH FAEILITATOR 209
MULTIPLE PERSPEETIVES SHOULD IMPROVE SOPAA IMPLEMENTATION DEEISIONS 209
MULTIPLE FACILITATORS SHOULD STRENGTHEN SOPAA IMPLEMENTATION
SUSTAINABILITY 210 OTHER POTENTIAL BENEFITS OF COLLABORATIVE
FACILITATION 210
PART 11I.ADDITIONAL INFORMATION AND GUIDANCE
12. EVIDENCE-BASED AND LEARNER-VERIFIED INTERVENTION PROGRAMS IN
READING, MATHEMATICS, AND WRITING
READING 216 GARE READING PROGRAMS 219 PHONEMIE AWARENESS PLUS 220
PHONIES PLUS 222
READING FLUENEY 223 VDCABULARY 229 COMPREHENSION 230 MATHEMATICS 232
CORE MATHEMATIES PROGRAMS 233 EFFEETIVE MATH INTERVENTION PROGRAMS 233
WRITING 240 WRITING TOOL SKILLS 241
WRITING MEEHANIES 241 COMPOSITION 242 A COMPREHENSIVE CORREETIVE WRITING
PROGRAM 242 READING AND WRITING, OR LANGUAGE ARTS? 242
13. CASE ILLUSTRATIONS OF SOPAA IMPLEMENTATION
CASE ILLUSTRATION 1: KENNEDY ELEMENTARY SCHOOL 246 CASE ILLUSTRATION 2:
PINEVIEW CHARTER SCHOOL 250 CASE ILLUSTRATION 3: DOBBS ELEMENTARY SCHOOL
253 CASE ILLUSTRATION 4: EAST DAVIS ELEMENTARY SCHOOL 259
SUMMARY 262
14. USING THE SOPAA TO SUPPORT GRADUATE STUDENTS TRAINING
AND APPLIED EXPERIENCES IN SCHOOLS
BASIC RATIONALE FOR USING SOPAA FEATURES IN GRADUATE STUDENTS TRAINING
264 TRAINING ACTIVITIES 264 TRIADIE CONSULTATION 265 ORGANIZATIONAL
CONSULTATION AND PREPARINGFOR SYSTEMS-LEVEL CHANGE 265
IMPLEMENTING AND/OR FAEILITATING EVIDENEE-BASED INTERVENTION PROGRAMS
265 AEADEMIE ASSESSMENT AND PROGRESS MONITORING 266 PROFESSIONAL
DEVELOPMENT AND COMMUNIEATION 266
EPILOGUE
XV
215
246
263
267
|
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| indexdate | 2024-07-10T00:16:24Z |
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| language | English |
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| series2 | The Guilford practical intervention in the schools series |
| spelling | Begeny, John C. Verfasser aut Enhancing instructional problem solving an efficient system for assisting struggling learners by John C. Begeny, Ann C. Schulte, and Kent Johnson New York [u.a. Guilford Press 2012 XVI, 336 S. txt rdacontent n rdamedia nc rdacarrier The Guilford practical intervention in the schools series Includes bibliographical references and index Erziehung Response to intervention (Learning disabled children) Learning disabled children Education Remedial teaching Didaktik (DE-588)4070463-4 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Lernstörung (DE-588)4035420-9 gnd rswk-swf Schüler (DE-588)4053369-4 s Lernstörung (DE-588)4035420-9 s Didaktik (DE-588)4070463-4 s DE-604 Schulte, Ann C. Verfasser aut Johnson, Kent R. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024883759&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Begeny, John C. Schulte, Ann C. Johnson, Kent R. Enhancing instructional problem solving an efficient system for assisting struggling learners Erziehung Response to intervention (Learning disabled children) Learning disabled children Education Remedial teaching Didaktik (DE-588)4070463-4 gnd Schüler (DE-588)4053369-4 gnd Lernstörung (DE-588)4035420-9 gnd |
| subject_GND | (DE-588)4070463-4 (DE-588)4053369-4 (DE-588)4035420-9 |
| title | Enhancing instructional problem solving an efficient system for assisting struggling learners |
| title_auth | Enhancing instructional problem solving an efficient system for assisting struggling learners |
| title_exact_search | Enhancing instructional problem solving an efficient system for assisting struggling learners |
| title_full | Enhancing instructional problem solving an efficient system for assisting struggling learners by John C. Begeny, Ann C. Schulte, and Kent Johnson |
| title_fullStr | Enhancing instructional problem solving an efficient system for assisting struggling learners by John C. Begeny, Ann C. Schulte, and Kent Johnson |
| title_full_unstemmed | Enhancing instructional problem solving an efficient system for assisting struggling learners by John C. Begeny, Ann C. Schulte, and Kent Johnson |
| title_short | Enhancing instructional problem solving |
| title_sort | enhancing instructional problem solving an efficient system for assisting struggling learners |
| title_sub | an efficient system for assisting struggling learners |
| topic | Erziehung Response to intervention (Learning disabled children) Learning disabled children Education Remedial teaching Didaktik (DE-588)4070463-4 gnd Schüler (DE-588)4053369-4 gnd Lernstörung (DE-588)4035420-9 gnd |
| topic_facet | Erziehung Response to intervention (Learning disabled children) Learning disabled children Education Remedial teaching Didaktik Schüler Lernstörung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024883759&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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