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E-raamat: Dropout Prevention

3.00/5 (12 hinnangut Goodreads-ist)
, (University of Southern Maine, United States)
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"Subject Areas/Keywords: academic achievement, adolescents, at-risk students, attendance, behavior problems, children, dropout prevention, early identification, early intervention, elementary, high school completion, interventions, middle school, MTSS, multi-tiered systems of support, response to intervention, retention, RTI, school reform, school success, secondary, student engagement, students Description: Meeting a crucial need, this book presents effective prevention and intervention methods that canhelp 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 facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials. "--



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 facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials.

This book is in The Guilford Practical Intervention in the Schools Series.

Arvustused

This carefully researched book provides insights and, more important, clear direction for those committed to dropout prevention and intervention. With an emphasis on multi-tiered systems of support such as response to intervention, the authors provide an action plan to stop student disengagement from learning, which can start as early as elementary school. The book identifies critical measurable indicators of dropout risk and offers evidence-based practices to reduce risk at both the elementary and secondary levels. I highly recommend this book for educators looking for ways to reach their most challenging students and create positive learning outcomes.--Kathleen L. Vespia, EdD, Secondary Education Coordinator, Salve Regina University

One of the few resources on dropout prevention that thoroughly examines how to organize evidence-based practices within a multi-tiered system of support. This is a superb resource that integrates depth of scholarship with practical application. The book focuses on implementing academic interventions and social/behavioral supports to create effective school environments that increase student engagement. The authors have made a major contribution to addressing a complex and persistent challenge.--A. James Artesani, EdD, College of Education and Human Development, University of Maine

Provides a well-researched and holistic approach. The authors clearly understand both the complexity of this issue and how to apply strategies that have been proven to be successful. All preservice teachers would be fortunate to take a course that incorporates this text, and master's and doctoral students in education leadership would add much to their knowledge and expertise. This is also a much-needed professional development resource for those already working in schools. It addresses the full range of dropout prevention needs at all levels and what can be done about them.--Marty Duckenfield, former Public Information Director, National Dropout Prevention Center, Clemson University -

PART I SYSTEMWIDE DROPOUT PREVENTION
1 The Dropout Crisis
3(11)
High School Completion Benefits Everyone
4(1)
International Educational Status
5(1)
Why Do Students Drop Out?
6(1)
Dropping Out Is a Process, Not an Event
6(1)
Individual Variables
7(1)
Home and Family Variables
7(1)
School Variables
8(1)
Community Variables
8(1)
Protective Factors
8(1)
Turning the Tide
9(1)
Educational Legislation
9(1)
School Reform
10(1)
Multi-Tiered Systems of Support
11(2)
Summary
13(1)
2 School, Family, and Community Partnerships
14(14)
School Reform for Dropout Prevention
14(1)
A Sense of Belonging
14(2)
The Role of Consensus and Team Building
16(2)
Family Collaboration
18(1)
School Readiness
19(1)
Family Engagement in Schools
19(5)
Community Partnerships
24(3)
Summary
27(1)
3 Academic and Behavior Links to Inform Dropout Prevention Methods
28(11)
Academic and Behavior Links
28(2)
Research to Practice
30(1)
Student Engagement
31(1)
Focus on Reading
32(1)
Dropout Prevention and MTSS
33(3)
Summary
36(3)
PART II DROPOUT PREVENTION AT THE ELEMENTARY LEVEL
4 A Process, Not an Event: Early Identification of Dropout Risk
39(14)
Risk Indicators
39(1)
School Engagement
40(1)
School Readiness
41(1)
Academic Performance
42(2)
Attendance
44(1)
Behavior
45(1)
Retention
45(1)
Early Identification
46(1)
Summative and Formative Assessment
47(2)
Universal Screening Recommendations
49(1)
Academic Screeners
50(1)
Behavioral Screeners
51(1)
A Team Approach
51(1)
Summary
52(1)
5 Tier 2 and Tier 3 Problem Solving at the Elementary Level: Are We Closing the Gap?
53(12)
The Problem-Solving Model
53(2)
Identify and Define the Problem
55(1)
Explore Alternative Interventions
56(1)
Apply Selected Intervention
56(1)
Look at Effects
56(1)
Data Management Systems
57(1)
Academic Assessments: Curriculum-Based Measurement
58(1)
Behavioral Assessments
58(3)
Data-Based Decision Making
61(1)
Rates of Progress
61(2)
Benchmark Scores
63(1)
Summary
64(1)
6 Early Intervention: Elementary Evidence-Based Resources with Jennifer L. Robert
65(28)
The Importance of Early Intervention
66(1)
Why Evidence Matters
67(1)
Tier 1
68(2)
Core Instruction
70(1)
Tier 1 Reading Instruction
71(2)
Tier I Math Instruction
73(1)
Positive Behavioral Interventions and Supports
73(3)
Family Involvement
76(1)
Tiers 2 and 3 Targeted Interventions
77(1)
Attendance
78(1)
Academic Interventions
78(2)
Executive Functioning Skills
80(4)
Behavioral Interventions
84(3)
Progress Monitoring
87(1)
Summary
88(5)
PART III DROPOUT PREVENTION IN MIDDLE SCHOOL AND HIGH SCHOOL
7 Time Is of the Essence: Early Warning Systems for Middle School and High School
93(12)
At-Risk Indicators
93(2)
Attendance
95(1)
Academic Performance
96(1)
Behavior
97(1)
Early Warning Systems
98(1)
Early Warning Systems within MTSS
99(2)
Developing EWS
101(1)
Summary
102(3)
8 Tier 2 and Tier 3 Problem Solving at the Secondary Level
105(10)
Problem Solving
105(1)
Identify the Problem
106(2)
Define the Problem
108(1)
Explore Alternative Interventions
109(2)
Apply Selected Intervention
111(1)
Look at Effects
112(2)
Summary
114(1)
9 Middle School and High School Evidence-Based Resources with Jennifer L. Robert
115(16)
Tier 1
115(1)
Universal Screening
116(1)
Effective Teaching Practices
117(1)
Reading Instruction
117(2)
Math Instruction
119(1)
Mentorship and Coaching
119(1)
Tier 2 and Tier 3 Targeted Interventions
119(2)
Academic Interventions
121(1)
Behavioral Interventions
122(3)
Targeted Transition Interventions
125(1)
Executive Functioning
125(1)
Community Collaboration
126(2)
Clinical and Mental Health Support
128(1)
Intervention Integrity
128(1)
Professional Development
129(1)
Summary
130(1)
10 The Role of Technical Education, Alternative High Schools, and Postsecondary Options in Dropout Prevention
131(10)
Career and Technology Education
131(2)
Work-Based Learning
133(1)
Career Academies
133(1)
Benefits of CTE
133(1)
Alternative Schooling
134(3)
Postsecondary Options
137(1)
Characteristics of Successful Programs
138(1)
Student Engagement
138(1)
Relationship Building
139(1)
Flexibility
139(1)
Summary
140(1)
11 Conclusion: Time for a Change
141(6)
The Promise of Converging Research
141(2)
Facilitating a Paradigm Shift in Education
143(1)
Future Directions
144(3)
APPENDIX. REPRODUCIBLE MATERIALS
Appendix A Checklist for Monitoring and Improving Family Engagement
147(2)
Appendix B Academic Intervention Record Form
149(2)
Appendix C Building an Early Warning System
151(1)
Appendix D Evidence-Based Interventions
152(4)
Appendix E Online Resources for Dropout Prevention and Intervention Methods
156(3)
References 159(14)
Index 173
C. Lee Goss, PsyD, NCSP, is a Lecturer in the Educational and School Psychology Programs at the University of Southern Maine. She has provided school psychology services, professional development, and consultation for schools and districts in multi-tiered, system-wide prevention and early intervention methods. In private practice, Dr. Goss takes a collaborative and comprehensive multidisciplinary approach to supporting children and adolescents at risk for academic, social, and mental health problems that often result in underachievement and school failure. Her research interests include prevention, early intervention, and problem-solving methods to inform effective interventions and dropout prevention.

Kristina J. Hokkanen, PsyD, NCSP, has practiced as a school psychologist in Maine schools since 2005. She served as Assistant Professor of Educational and School Psychology at the University of Southern Maine, and continues to be affiliated with the University as a supervising licensed psychologist for PsyD school psychology interns and practicum students and as a member of the School Psychology Advisory Board. Dr. Andren's research interests include assessment and intervention within a multi-tiered systems of support (MTSS) framework. Her current work focuses on the application of MTSS methods--such as response to intervention--to reading initiatives, schoolwide practices, and dropout prevention.
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