LEADER 02948oam 2200517 450 001 9910817510803321 005 20240206011541.0 010 $a1-943874-40-9 035 $a(OCoLC)1126349705 035 $a(MiFhGG)GVRL59S7 035 $a(EXLCZ)994100000010766084 100 $a20191025h20202020 uy 0 101 0 $aeng 135 $aurun#---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBest practices at tier 3 $eintensive interventions for remediation, Elementary /$fPaula Rogers, W. Richard Smith, Austin Buffum, Mike Mattos 210 1$aBloomington, Indiana :$cSolution Tree Press,$d[2020] 210 4$d?2020 215 $a1 online resource (xii, 248 pages) $cillustrations 225 0 $aGale eBooks 311 $a1-943874-39-5 320 $aIncludes bibliographical references and index. 327 $a1. The power and purpose of tier 3 intensive interventions -- 2. The need for collective commitment and reponsibility -- 3. Collaborative team structures at tier 3 -- 4. Tier 3 design to ensure high levels of learning -- 5. Convergent assessment for targeting at tier 3 -- 6. Behavior supports at tier 3 -- 7. Academic instruction at tier 3 -- 8. Personalized learning for teams. 330 $a"In Best Practices at Tier 3: Intensive Interventions for Remediation, Elementary, authors Paula Rogers, W. Richard Smith, Austin Buffum, and Mike Mattos provide grades K-5 educators research-based response to intervention (RTI) strategies to meet the needs of students who have fallen the furthest behind in the classroom. These students struggle with what is being taught currently in the classroom as well as the basic, foundational skills that are taught in previous school years. The best way educators can intervene when students struggle is by implementing an effective RTI process through a supportive professional learning community (PLC) framework. By reading Best Practices at Tier 3, educators will learn how to improve their school's Tier 3 intensive interventions so that students receive the support they need to learn at the highest levels"--$cProvided by publisher. 606 $aEducation, Elementary$zUnited States 606 $aResponse to intervention (Learning disabled children)$zUnited States 606 $aRemedial teaching$zUnited States 606 $aEffective teaching$zUnited States 615 0$aEducation, Elementary 615 0$aResponse to intervention (Learning disabled children) 615 0$aRemedial teaching 615 0$aEffective teaching 676 $a372.973 700 $aRogers$b Paula$01634736 702 $aSmith$b W. Richard 702 $aBuffum$b Austin G. 702 $aMattos$b Mike$g(Mike William), 712 02$aSolution Tree. 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910817510803321 996 $aBest practices at tier 3$93975096 997 $aUNINA LEADER 03096nam 22006855 450 001 9910255327303321 005 20250610110140.0 010 $a9781137469847$b(electronic bk.) 010 $a1137469846 024 7 $a10.1057/978-1-137-46984-7 035 $a(CKB)3710000001108779 035 $a(MiAaPQ)EBC4826384 035 $a(DE-He213)978-1-137-46984-7 035 $a(Perlego)3488173 035 $a(MiAaPQ)EBC29132635 035 $a(EXLCZ)993710000001108779 100 $a20170318d2016 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aOutsourcing Border Control $ePolitics and Practice of Contracted Visa Policy in Morocco /$fby Federica Infantino 205 $a1st ed. 2016. 210 1$aNew York :$cPalgrave Macmillan US :$cImprint: Palgrave Pivot,$d2016. 215 $a1 online resource (xv, 94 pages) 225 1 $aMobility & Politics,$x2731-3875 311 08$a9781137469830 311 08$a1137469838 320 $aIncludes bibliographical references and index. 327 $a1. Bordering Outside the State -- 2. Outsourcing in Practice -- 3. The Politics of Private-Public Cooperation. 330 $aThis book explores the everyday practices of border control and implementation of mobility policy in the European Schengen area by analyzing consular visas services on the edges of the territory. Using an original case study, private contractors that implement EU visa policy on governments' behalf, the author focuses on visa application centers located in Morocco and run by the two major contractors of European Member States, the transnational corporations VFSGlobal and TLSContact. The analysis builds on ethnographic research that encompasses the making of EU visa policy at the European, national and local levels. It aims at uncovering the reasons that have led to the adoption of outsourcing as a normal and legitimized mode to implement EU visa policy and the effects of that choice. . 410 0$aMobility & Politics,$x2731-3875 606 $aEurope$xPolitics and government 606 $aEmigration and immigration 606 $aComparative government 606 $aPolitical planning 606 $aPublic administration 606 $aEuropean Politics 606 $aHuman Migration 606 $aComparative Politics 606 $aPublic Policy 606 $aPublic Administration 615 0$aEurope$xPolitics and government. 615 0$aEmigration and immigration. 615 0$aComparative government. 615 0$aPolitical planning. 615 0$aPublic administration. 615 14$aEuropean Politics. 615 24$aHuman Migration. 615 24$aComparative Politics. 615 24$aPublic Policy. 615 24$aPublic Administration. 676 $a341.484 686 $a28.04.56$2EP-CLASS 700 $aInfantino$b Federica$4aut$4http://id.loc.gov/vocabulary/relators/aut$0784692 906 $aBOOK 912 $a9910255327303321 996 $aOutsourcing border control$91745020 997 $aUNINA