Transforming Schools

A Problem-Solving Approach to School Change
1. Auflage 2017
ISBN: 978-1-4625-2957-5
Verlag: Guilford Publications

Buch, Englisch, 245 Seiten, Format (B × H): 203 mm x 264 mm, Gewicht: 499 g

Reihe: The Guilford Practical Intervention in the Schools Series

Presenting a unique team-based problem-solving model, this book shows how to turn K-8 school change from a daunting prospect into an achievable goal supported by a concrete plan. A framework is provided for addressing any schoolwide academic or behavior issue, from reading or math problems to concerns about school safety or tardiness. Four clear-cut steps are described: problem identification, problem analysis, plan development, and plan implementation/evaluation. In a convenient large-size format, the book includes procedures for navigating each step, extended case examples, frequently asked questions, and 13 reproducible forms. Purchasers get access to a companion website where they can download and print the reproducible materials, as well as online-only practice exercises with answers.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Zielgruppe

Professional and Professional Practice & Development

Autoren/Hrsg.

Losoff, Rachel Cohen

Broxterman, Kelly

Fachgebiete

• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Kinder- und Jugendlichenpsychotherapie

Inhaltsverzeichnis

I. Introduction
1. School Change: What You Need to Know
2. The Systems Problem-Solving Model
3. Getting Started
II. Problem Identification
4. An Overview of Problem Identification
5. Academic Application: Addressing Reading in a Rural Elementary School
6. Behavior Application: Addressing Tardiness in an Urban K-8 School
7. Frequently Asked Questions about Problem Identification
III. Problem Analysis
8. An Overview of Problem Analysis
9. Academic Application: Addressing Reading in a Rural Elementary School
10. Behavior Application: Addressing Tardiness in an Urban K-8 School
11. Frequently Asked Questions about Problem Analysis
IV. Plan Development/Plan Evaluation
12. An Overview of Plan Development/Plan Evaluation
13. Academic Application: Addressing Reading in a Rural Elementary School
14. Behavior Application: Addressing Tardiness in an Urban K-8 School
15. Frequently Asked Questions about Plan Development/Plan Evaluation
V. Conclusion
16. Tips for Successful Systems Implementation
Appendices
A. Reproducible Forms
B. Ask Bright Spot Questions—Long Form
C. Environment, Curriculum, Instruction, Learner (ECIL) Guide
D. RIOTS Definitions, Data Collection Questions, and Examples of Data Collection Methods That Link to ECIL Domains
References

Über Autor(innen)

Rachel Cohen Losoff, PhD, NCSP, is Associate Professor in the School Psychology Department at The Chicago School of Professional Psychology, where she teaches courses in systems theory and change and is involved in a multi-year grant to implement the problem-solving model presented in Transforming Schools. Her research and publications focus on the factors that influence the implementation of a systems-level change. Prior to her academic appointment, Dr. Losoff worked as a school psychologist and systems change agent in several elementary schools in the Chicago Public Schools and in two suburban middle schools.

Kelly Broxterman, PhD, NCSP (formerly Kelly McGraw), is Associate Professor in the School Psychology Department at The Chicago School of Professional Psychology. She facilitates a multi-year grant to implement the problem-solving model presented in Transforming Schools in a high-needs school, and is a lead coach for the Illinois MTSS Network. She formerly worked as a school psychologist and district trainer.Dr. Broxterman teaches courses in systems theory and change and conducts research on the factors that influence the implementation of a systems-levelchange. She is the coauthor of RTI Team Building: Effective Collaboration and Data-Based Decision Making and RTI in the Classroom: Guidelines and Recipes for Success.