LEADER 00772nam0-22002891i-450- 001 990001102290403321 035 $a000110229 035 $aFED01000110229 035 $a(Aleph)000110229FED01 035 $a000110229 100 $a--------d--------km-y0itay50------ba 101 0 $aeng 200 1 $a<>Flow of High Polymers$eContinuum and Molecular Rheology$fStanley Middleman 210 $aNew York$cInterscience$d1968 610 0 $aLiquidi 610 0 $aGas 610 0 $aFluidi quantici 676 $a532 676 $a533 700 1$aMiddleman,$bStanley$015362 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990001102290403321 952 $a25-164$b17581$fFI1 959 $aFI1 996 $aFlow of High Polymers$9338048 997 $aUNINA LEADER 02643oam 2200517 450 001 9910812898203321 005 20190911103511.0 010 $a1-4522-8474-1 010 $a1-4522-1054-3 010 $a1-4129-6640-X 035 $a(OCoLC)806059154 035 $a(MiFhGG)GVRL8TRR 035 $a(EXLCZ)992670000000308950 100 $a20080729h20092009 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$aUsing RTI for school improvement $eraising every student's achievement scores /$fCara Shores, Kim Chester 210 $aThousand Oaks, Calif. ;$aLondon $cCorwin$dc2009 210 1$aThousand Oaks, California :$cCorwin Press,$d[2009] 210 4$d?2009 215 $a1 online resource (xi, 214 pages) $cillustrations 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 $a1-4522-1930-3 311 $a1-4129-6641-8 320 $aIncludes bibliographical references (p. 183-188) and index. 327 $aContents; Acknowledgments; About the Authors; 1 - Creating a Vision and Framework; Selecting and Implementing Ongoing Assessment; 3 - Determining Appropriate Research-Based Interventions; 4 - Providing Effective Instruction for All; 5 - Establishing an Intervention Structure for At-Risk Student; 6 - Delivering Intensive Intervention to Non-Responders; 7 - Bringing it All Together; Resource A; Resource B: Part 1; Resource B: Part 2; Resource B: Part 3; Resource C; Resource D: Part 1; Resource D: Part 2; Resource E; Resource F: Part 1; Resource F: Part 2; Index 330 8 $aThis title illustrates how integrating RTI into all aspects of a school can go beyond assessing learning disabilities to make a significant positive impact on schoolwide student achievement. The authors show how educators can successfully implement each tier to provide effective instruction for all learners, develop an intervention approach for students at risk, and provide intensive intervention for non-responding learners. 606 $aSchool improvement programs$zUnited States 606 $aRemedial teaching$zUnited States 606 $aResponse to intervention (Learning disabled children) 615 0$aSchool improvement programs 615 0$aRemedial teaching 615 0$aResponse to intervention (Learning disabled children) 676 $a371.010973 700 $aShores$b Cara$01662999 702 $aChester$b Kim 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910812898203321 996 $aUsing RTI for school improvement$94020010 997 $aUNINA