LEADER 06070nam 2200805 450 001 9910650765103321 005 20200520144314.0 010 $a1-4625-1626-2 010 $a1-4625-1625-4 035 $a(CKB)2550000001297196 035 $a(EBL)1687475 035 $a(OCoLC)879672443 035 $a(SSID)ssj0001195349 035 $a(PQKBManifestationID)11704696 035 $a(PQKBTitleCode)TC0001195349 035 $a(PQKBWorkID)11161590 035 $a(PQKB)10170063 035 $a(Au-PeEL)EBL1687475 035 $a(CaPaEBR)ebr10869355 035 $a(CaONFJC)MIL608330 035 $a(MiAaPQ)EBC1687475 035 $a(OCoLC)316818085 035 $a(EXLCZ)992550000001297196 100 $a20140524h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDropout Prevention /$fC. Lee Goss, Kristina J. Andren 210 1$aNew York :$cGuilford Press,$d2014. 210 4$dİ2014 215 $a1 online resource (194 p.) 225 1 $aGuilford practical intervention in the schools series 300 $aDescription based upon print version of record. 311 $a1-4625-1620-3 311 $a1-306-77079-3 320 $aIncludes bibliographical references and index. 327 $aCover; Half Title Page; Series Page; Title Page; Copyright; Dedication; About the Authors; Preface; Acknowledgments; Contents; Part III. Dropout Prevention in Middle Schooland High School; 7. Time Is of the Essence: Early Warning Systems for Middle School and High School; Part I. Systemwide Dropout Prevention; 1. The Dropout Crisis; High School Completion Benefits Everyone; International Educational Status; Why Do Students Drop Out?; Dropping Out Is a Process, Not an Event; Individual Variables; Home and Family Variables; School Variables; Community Variables; Protective Factors 327 $aTurning the TideEducational Legislation; School Reform; Multi-Tiered Systems of Support; Summary; 2. School, Family, and Community Partnerships; School Reform for Dropout Prevention; A Sense of Belonging; The Role of Consensus and Team Building; Family Collaboration; School Readiness; Family Engagement in Schools; Community Partnerships; Summary; 3. Academic and Behavior Links to Inform Dropout Prevention Methods; Academic and Behavior Links; Research to Practice; Student Engagement; Focus on Reading; Dropout Prevention and MTSS; Summary; Part II. Dropout Prevention at the Elementary Level 327 $a4. A Process, Not an Event: Early Identification of Dropout RiskRisk Indicators; School Engagement; School Readiness; Academic Performance; Attendance; Behavior; Retention; Early Identification; Summative and Formative Assessment; Universal Screening Recommendations; Academic Screeners; Behavioral Screeners; A Team Approach; Summary; 5. Tier 2 and Tier 3 Problem Solving at the Elementary Level: Are We Closing the Gap?; The Problem-Solving Model; Identify and Define the Problem; Explore Alternative Interventions; Apply Selected Intervention; Look at Effects; Data Management Systems 327 $aAcademic Assessments: Curriculum-Based MeasurementBehavioral Assessments; Data-Based Decision Making; Rates of Progress; Benchmark Scores; Summary; 6. Early Intervention: Elementary Evidence-Based Resources; The Importance of Early Intervention; Why Evidence Matters; Tier 1; Core Instruction; Tier 1 Reading Instruction; Tier I Math Instruction; Positive Behavioral Interventions and Supports; Family Involvement; Tiers 2 and 3 Targeted Interventions; Attendance; Academic Interventions; Executive Functioning Skills; Behavioral Interventions; Progress Monitoring; Summary; At-Risk Indicators 327 $aAttendanceAcademic Performance; Behavior; Early Warning Systems; Early Warning Systems within MTSS; Developing EWS; Summary; 8. Tier 2 and Tier 3 Problem Solving at the Secondary Level; Problem Solving; Identify the Problem; Define the Problem; Explore Alternative Interventions; Apply Selected Intervention; Look at Effects; Summary; 9. Middle School and High School Evidence-Based Resources; Tier 1; Universal Screening; Effective Teaching Practices; Reading Instruction; Math Instruction; Mentorship and Coaching; Tier 2 and Tier 3 Targeted Interventions; Academic Interventions 327 $aBehavioral Interventions 330 $a Meeting a crucial need, this book presents effective prevention and intervention methods that can help all students stay--and succeed--in school. The authors emphasize that dropout is a process, not an event. They provide tools for identifying dropout risk (including academic, behavior, and attendance problems) and strategies for problem solving and data-based decision making at the elementary and secondary levels. Illustrative case examples and reproducible checklists and tools enhance this user-friendly resource. The print book has a large-size format with lay-flat binding to facilita 410 0$aGuilford practical intervention in the schools series. 606 $aHigh school dropouts$zUnited States 606 $aDropout behavior, Prediction of 606 $aYouth with social disabilities$xEducation$zUnited States 606 $aSchool improvement programs$zUnited States 606 $aEducational change$zUnited States 615 0$aHigh school dropouts 615 0$aDropout behavior, Prediction of. 615 0$aYouth with social disabilities$xEducation 615 0$aSchool improvement programs 615 0$aEducational change 676 $a371.2/913 686 $aPSY006000$aEDU009000$aSOC025000$aEDU034000$2bisacsh 700 $aGoss$b C. Lee$01152214 702 $aAndren$b Kristina J. 712 02$aMathematica Policy Research, Inc. 712 02$aInstitute of Education Sciences (U.S.) 712 02$aNational Center for Education Evaluation and Regional Assistance (U.S.) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910650765103321 996 $aDropout Prevention$92695983 997 $aUNINA