LEADER 01319nam--2200385---4500 001 990003198900203316 005 20090220145535.0 010 $a978-92-9168-317-8 035 $a000319890 035 $aUSA01000319890 035 $a(ALEPH)000319890USA01 035 $a000319890 100 $a20090220a20089999km-y0ITAy0103----ba 101 $aeng 102 $aLU 105 $ay---z---001yy 200 1 $aAssessing illicit drugs in wastewater$epotential and limitations of a new monitoring approach$fEuropean monitoring centre for drugs and drug addiction 210 $aLuxembourg$cOffice for official publications of the European Communities$d2008 215 $a100 p.$d21 cm 225 2 $aEMCDDA insights$v9 410 0$12001$aEMCDDA insights$v9 606 0 $aDroghe$xRifiuti industriali$2BNCF 606 0 $aAcque reflue$2BNCF 676 $a362.2937094 699 $a15.05$bNarcotici 712 02$aOSSERVATORIO EUROPEO DELLE DROGHE E DELLE TOSSICODIPENDENZE 801 0$aIT$bsalbc$gISBD 856 4 $uhttp://www.emcdda.europa.eu$4.$zAccesso online 912 $a990003198900203316 951 $aCDE 15.05 (XI)$bCDE 2154$cCDE 15.05$d00151311 959 $aBK 969 $aCDE 979 $aMARIAS$b90$c20090220$lUSA01$h1455 996 $aAssessing illicit drugs in wastewater$91015190 997 $aUNISA LEADER 04821nam 2200553 450 001 9910467317703321 005 20200520144314.0 035 $a(CKB)4330000000017410 035 $a(OCoLC)945180190 035 $a(CaBNvSL)swl00406292 035 $a(MiAaPQ)EBC4427060 035 $a(Au-PeEL)EBL4427060 035 $a(CaPaEBR)ebr11163827 035 $a(OCoLC)945612127 035 $a(EXLCZ)994330000000017410 100 $a20190123d2015 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 14$aThe impact of reforms and interventions on K-12 education /$fDeAnna M. Burney 210 1$aNew York, NY :$cMomentum Press,$d[2015] 210 4$dİ2015 215 $a1 online resource (x, 189 pages) $cillustrations 225 1 $aEducational psychology collection 300 $aCo-published with Cognella Academic Publishing. 311 $a1-60650-790-7 320 $aIncludes bibliographical references (pages 149-182) and index. 327 $a1. The modern K-12 education system -- Introduction -- Elements of successful learning environments -- Legislative acts -- Response to intervention -- Linking assessment and intervention to student improvement -- 327 $a2. Education laws -- Overview -- Overview educational law -- The historical progression of tax-funded educational programs -- Structure: general education -- Progressing through the mainstream educational system -- U.S. education legislation -- Current provision of IDEIA 2004 -- Least restrictive environment -- IEP process -- Qualifications for 504 services -- Appropriate accommodation defined -- Retaining 504 services -- 327 $a3. The theories behind current educational interventions -- Introduction -- Theoretical perspectives of learning -- Behavior modification -- Behavior modification techniques -- Contingencies -- Assessment -- Education and behavioral change -- Academic and behavior interventions defined -- Behavior-improvement plan explained -- Integrating academic and behavior supports within an RtI frameworK. -- Effective and reliable integration assessment -- Teaching strategies -- Moving up the triangle -- 327 $a4. Reactions and roadblocks to intervention models -- Purpose of response to intervention (RtI) -- Response to intervention defined -- Empirical validated interventions -- Relationship between IDEA and RtI -- Implementation of RtI in schools -- Progress monitoring and tiered service delivery -- Assessment of responsiveness -- Fidelity of implementation -- Strategies of implementing the three intervention tiers -- Roles and responsibilities of RtI -- Using RtI to improve student social and academic behavior? -- Response to intervention outcomes -- 327 $a5. Progress measurement and assessment of schools and students -- Introduction -- Progress monitoring defined -- Purpose of assessment monitoring plan and data collection -- Response to intervention -- Research outcomes for formative assessment practices -- Developing a progressing monitoring plan -- Using progress outcome monitoring data -- Guidelines for evaluating the assessment, monitoring the plan -- Alignment of data outcomes with curriculum and instruction -- Improving teacher instructional strategies -- Progress monitoring assessment -- Curriculum-based assessment -- Fidelity of implementation -- Research-based interventions -- Research-based interventions and eligibility for special education -- Data-based decision making -- Conclusion -- 327 $aBibliography -- Index. 330 3 $aThis book is designed to address the state of twenty-first century education practices pertaining to all students who enter a school classroom. Thus, this book will discuss a variety of topics that deal with special-education law, theoretical perspectives on scientific-based interventions, progress monitoring, as well as academic skill and interventions for reading, mathematics, and written language. Educational and psychological al practitioners will especially find this book a tremendous help when seeking understanding of Response to Intervention, its purpose, and practical use. Even more, when discovering the presentation of scientific-based interventions that can be used within the classroom or prescribed within a psychological report. 410 0$aEducational psychology collection. 606 $aSpecial education$zUnited States 608 $aElectronic books. 615 0$aSpecial education 676 $a371.90973 700 $aBurney$b DeAnna M.$0912333 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910467317703321 996 $aThe impact of reforms and interventions on K-12 education$92043073 997 $aUNINA