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.
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.
John C. Begeny, PhD, is Associate Professor in the School Psychology Program at North Carolina State University and a psychologist in North Carolina. He was awarded the Ernest A. Lynton Citation for Distinguished Engaged Scholarship. Dr. Begeny's research interests include academic consultation, methods to improve children's reading abilities, international education, and strategies to narrow the gap between research and practice in education. Ann C. Schulte, PhD, is Professor in the Department of Psychology at North Carolina State University. She serves on the editorial boards of multiple journals, including Journal of School Psychology, School Psychology Review, and Learning Disabilities Research & Practice. Dr. Schulte's research focuses on school-based services for children with disabilities and improvement of achievement outcomes for this population. Kent Johnson, PhD, is Founder and Executive Director of Morningside Academy, a laboratory school in Seattle, Washington. Morningside Academy investigates effective curriculum materials and teaching methods, and has provided training and consulting in instruction to over 125 schools and agencies in the United States and Canada. Dr. Johnson has published many articles and books on research-based curriculum and teaching methods.
Inhaltsangabe
I. Preparing for Implementation 1. Introduction to the Systems-Oriented Plan for Academic Achievement 2. SOPAA Key Definitions, History, Components, and Roles 3. Preliminary Considerations for SOPAA Implementation II. The Six SOPAA Components 4. Initial Steps of the TAPS Process: Requests for Academic Support and Preparation for the Intervention Planning Meeting 5. Secondary Steps of the TAPS Process: Intervention Planning, Follow-Ups, and Summative Reviews of Intervention Effectiveness 6. Assessment for Instruction 7. Maximizing Implementation through Targeted Professional Development 8. Maximizing Intervention Delivery through Recruiting and Training School Volunteers 9. Obtaining Support for the SOPAA through Effective Communication with School Leaders 10. Obtaining and Sustaining Support for the SOPAA through Effective Communication with Teachers 11. Using the SOPAA with Multidisciplinary Co-Facilitators III. Additional Information and Guidance 12. Evidence-Based and Learner-Verified Intervention Programs in Reading, Mathematics, and Writing 13. Case Illustrations of SOPAA Implementation 14. Using the SOPAA to Support Graduate Students' Training and Applied Experiences in Schools Epilogue Appendices
I. Preparing for Implementation 1. Introduction to the Systems-Oriented Plan for Academic Achievement 2. SOPAA Key Definitions, History, Components, and Roles 3. Preliminary Considerations for SOPAA Implementation II. The Six SOPAA Components 4. Initial Steps of the TAPS Process: Requests for Academic Support and Preparation for the Intervention Planning Meeting 5. Secondary Steps of the TAPS Process: Intervention Planning, Follow-Ups, and Summative Reviews of Intervention Effectiveness 6. Assessment for Instruction 7. Maximizing Implementation through Targeted Professional Development 8. Maximizing Intervention Delivery through Recruiting and Training School Volunteers 9. Obtaining Support for the SOPAA through Effective Communication with School Leaders 10. Obtaining and Sustaining Support for the SOPAA through Effective Communication with Teachers 11. Using the SOPAA with Multidisciplinary Co-Facilitators III. Additional Information and Guidance 12. Evidence-Based and Learner-Verified Intervention Programs in Reading, Mathematics, and Writing 13. Case Illustrations of SOPAA Implementation 14. Using the SOPAA to Support Graduate Students' Training and Applied Experiences in Schools Epilogue Appendices
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