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This ebook is within the Guilford sensible Intervention within the faculties Series.
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Additional resources for Academic and Behavior Supports for At-Risk Students: Tier 2 Interventions
Crepancy between points 1 and 2. The 1 2 Determine a vision for increasing family involvement, including types of families that may be specifically targeted. 3 Determine baseline or current status. 4 Set goals for the year based on the discrepancy between one and two. 6 5 Hold focus groups with teachers, families, and other school staff to determine strategies that fit with the culture of the school and families. Choose strategies and implement. 7 Schedule meetings in advance to Collect data review the to monitor data and, the effectiveness.
One or more within the first 4 months of school). However, it is important to note that the use of ODR data alone has not been common in the research in this area. Typically researchers have used a combination of student behavioral and academic data and perceptions of need according to teachers, administrators, or behavioral support teams. In 3 of the 13 studies, a behavioral screening instrument was utilized to identify students in need of Tier 2 interventions. Two studies used the Social Skills Rating Scale (SSRS; Gresham & Elliot, 1990) and one study used the Systematic Screening for Behavior Disorders (SSBD; Walker & SevWhich children need Tier 2 erson, 1992).
The remainder of the chapter focuses on the current challenges faced by families and ways for school support teams to maximize family involvement. Overview of Family Involvement in Support Plans Today many families are struggling to meet their most basic needs. Families of children who are at risk for failure tend to struggle even more than other families (Stormont, 2007; Turnbull, Turnbull, Shank, Smith, & Leal, 2006). , 2006). Through building positive relationships with families, professionals can help support greater involvement in their children’s education in ways that fit with current family needs and challenges (Esler, Godber, & Christenson, 2002; Swick, 1995).