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, edited by T. Chris Riley-Tillman.
Mục lục
I. Systemwide Dropout Prevention1. The Dropout Crisis2. School, Family, and Community Partnerships3. Academic and Behavior Links to Inform Dropout Prevention Methods II. Dropout Prevention at the Elementary Level4. A Process, Not an Event: Early Identification of Dropout Risk5. Tier 2 and Tier 3 Problem Solving at the Elementary Level: Are We Closing the Gap?6. Early Intervention: Elementary Evidence-Based Resources (with Jennifer L. Robert)III. Dropout Prevention in Middle School and High School7. Time Is of the Essence: Early Warning Systems for Middle School and High School8. Tier 2 and Tier 3 Problem Solving at the Secondary Level9. Middle School and High School Evidence-Based Resources (with Jennifer L. Robert)10. The Role of Technical Education, Alternative High Schools, and Postsecondary Options in Dropout Prevention Conclusion: Time for a Change Appendix: Reproducible Materials Appendix A. Checklist for Monitoring and Improving Family Engagement Appendix B. Academic Intervention Record Form Appendix C. Building an Early Warning System Appendix D. Evidence-Based Interventions Appendix E. Online Resources for Dropout Prevention and Intervention Methods
Giới thiệu về tác giả
C. Lee Goss, Psy D, 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. Andren, Psy D, 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 Psy D 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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