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This go-to resource guides educators on how to incorporate
equitable practices in a PBIS framework. The authors cover core
concepts including school-wide positive behavioral interventions
and supports (SWPBIS) and multi-tiered system of supports (MTSS),
define equity, and present methods for enhancing implementation
practices through an equity mindset. Chapters also include an
analysis of team structures and the evaluation of baseline data
sources, walking readers through how to incorporate effective
practices to support an integrated MTSS framework and produce
sustainable outcomes. This book is ideal for educators, behavioral
specialists, and administrators who wish to promote a positive
school climate and purposeful educational relationships.
This go-to resource guides educators on how to incorporate
equitable practices in a PBIS framework. The authors cover core
concepts including school-wide positive behavioral interventions
and supports (SWPBIS) and multi-tiered system of supports (MTSS),
define equity, and present methods for enhancing implementation
practices through an equity mindset. Chapters also include an
analysis of team structures and the evaluation of baseline data
sources, walking readers through how to incorporate effective
practices to support an integrated MTSS framework and produce
sustainable outcomes. This book is ideal for educators, behavioral
specialists, and administrators who wish to promote a positive
school climate and purposeful educational relationships.
From leading authorities, this indispensable work is now in a
revised and expanded second edition, presenting state-of-the-art
tools and procedures for practitioners. The book shows how to use
response to intervention (RTI) to evaluate K-12 students for
specific learning disabilities (SLD). The second edition gives
increased attention to optimizing the instructional environment in
the context of a multi-tiered system of supports (MTSS). Procedures
are described for screening at-risk students; using RTI to
intensify instruction in reading, writing, and math; identifying
SLD; determining eligibility for special education; and planning
individualized education programs. Case examples and pointers for
practice are woven throughout. In a convenient large-size format,
the book includes reproducible tools that can be downloaded and
printed for repeated use. New to This Edition *Incorporates
contemporary perspectives on SLD, upgraded procedures for
implementing an MTSS, new approaches to measuring RTI, and
enhancements in using classroom observations. *Chapter on best
practices in academic screening, including important dos and
don'ts. *Separate chapters on using RTI for reading, written
expression, and mathematics. *Chapter on RTI and special education
law, focusing on what practitioners need to know. This book is in
The Guilford Practical Intervention in the Schools Series, edited
by Sandra M. Chafouleas.
From leading authorities, this indispensable work is now in a
revised and expanded second edition, presenting state-of-the-art
tools and procedures for practitioners. The book shows how to use
response to intervention (RTI) to evaluate K-12 students for
specific learning disabilities (SLD). The second edition gives
increased attention to optimizing the instructional environment in
the context of a multi-tiered system of supports (MTSS). Procedures
are described for screening at-risk students; using RTI to
intensify instruction in reading, writing, and math; identifying
SLD; determining eligibility for special education; and planning
individualized education programs. Case examples and pointers for
practice are woven throughout. In a convenient large-size format,
the book includes reproducible tools that can be downloaded and
printed for repeated use. New to This Edition *Incorporates
contemporary perspectives on SLD, upgraded procedures for
implementing an MTSS, new approaches to measuring RTI, and
enhancements in using classroom observations. *Chapter on best
practices in academic screening, including important dos and
don'ts. *Separate chapters on using RTI for reading, written
expression, and mathematics. *Chapter on RTI and special education
law, focusing on what practitioners need to know. This book is in
The Guilford Practical Intervention in the Schools Series, edited
by Sandra M. Chafouleas.
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