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 LEADER 01798nam 2200397Ia 450 001 996396630403316 005 20200824124857.0 035 $a(CKB)4330000000350233 035 $a(EEBO)2248519242 035 $a(OCoLC)ocm13114294e 035 $a(OCoLC)13114294 035 $a(EXLCZ)994330000000350233 100 $a19860206d1660 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 14$aThe spirit of error, found and discovered, in the accounted pastors and teachers of the island Bermuda, in the VVest-Indies$b[electronic resource] $etheir principles and practice also tryed by the true spirit, and found to be contrary to the Scriptures of truth, and disproved by them, though pleaded for by the strongest arguments, the said teachers could bring forth : in an answer to some queries that were sent unto them, by us called Quakers : which answer was subscribed with all their names hereafter mentioned : their deceit unfolded for the peoples sake of the island /$fby ... Richard Pinder 210 $a[London $cPrinted for Robert Wilson ...$d1660] 215 $a24 p 300 $aCaption title. 300 $aMarginal notes. 300 $aImprint from colophon. 300 $aReproduction of original in Huntington Library. 330 $aeebo-0113 606 $aSociety of Friends$xDoctrines 606 $aSociety of Friends$zBermuda Islands 615 0$aSociety of Friends$xDoctrines. 615 0$aSociety of Friends 700 $aPinder$b Richard$fd. 1695.$01005067 801 0$bEAA 801 1$bEAA 801 2$bm/c 801 2$bWaOLN 906 $aBOOK 912 $a996396630403316 996 $aThe spirit of error, found and discovered, in the accounted pastors and teachers of the island Bermuda, in the VVest-Indies$92348527 997 $aUNISA