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Tables of Contents for Meeting the Challenge
Chapter/Section Title
Page #
Page Count
Acknowledgements
7
2
Introduction
9
1
Who Can Use This Book
9
1
How We Got Here
10
1
What's Ahead
11
2
How To Assess Struggling Students
13
12
The First Step in Helping Your Student
13
1
The Early Intervention Team
14
1
The Intervention Team Process
14
1
Classroom-Based Assessments
15
6
Observation
15
1
Baseline Data
15
1
Designing Assessments
15
2
Guidelines for Data Analysis
17
4
Developing Your Intervention Plan
21
3
Choosing the Objective
21
1
Choosing Alternative Strategies
21
1
Implementing the Plan
22
1
Reviewing Progress
22
1
Special Education Referral
23
1
Why Do All This?
24
1
Students with Challenging Behavior
25
16
Students Without IEPs
25
1
Students with IEPs
26
1
Observation-Based Assessments
26
1
Elements of Behavior
26
1
Principles of Observation-Based Assessments
26
1
Functional Behavioral Assessments
27
3
Developing a Behavior Intervention Plan
30
6
Ways To Encourage Positive Behaviors
33
3
Classroom and School Strategies
36
1
Classroom Behavioral Supports
36
1
School-Wide Behavioral Policies
37
1
Positive School-Wide and District-Wide Programs
37
4
The Collaborative Team Process
41
16
How Teams Work
42
1
Types of Teams
42
1
Characteristics of Collaborative Teams
42
1
Collaborative Instruction
43
2
Models of Collaborative Instruction
43
2
Working as an Instructional Team
45
1
The Forgotten Team Members
45
3
Special Area Teachers
46
2
Paraeducators
48
1
Teaming for Students with Severe Needs
48
4
Components of Inclusion
49
1
Accessing the General Education Curriculum
50
1
Planning for Inclusion
50
2
Transition Planning
52
2
Make Teaming Work
54
2
Why Should I Work with the Team?
56
1
Developing Educationally Relevant IEPs
57
10
Your Role in Writing IEPs
57
1
General Education Teachers
57
1
Special Educators
58
1
How To Write Goals, Objectives, and Benchmarks
58
2
Important Characteristics to Keep in Mind
58
1
What Should You Include in an IEP?
59
1
Using State or Local Standards
60
2
Selecting Content Standards
60
1
Selecting Standards for Social and Behavior Skills
60
1
Steps for Writing Goals from Standards
60
2
Making IEPs Measurable
62
5
Four Components of Goals, Objectives, and Benchmarks
62
1
How To Write Performance Criteria
62
2
How To Break Down Goals into Objectives
64
1
How Many Objectives or Benchmarks Should You Write?
64
2
Meeting IEP Expectations
66
1
Making Accommodations and Modifications
67
10
A Continuum of Support
67
3
A Word About Fairness
68
1
Principles for Selection
68
2
Accommodations
70
2
Accommodations for Instruction
70
2
Accommodations for Assessment
72
1
Modifications
72
2
Modifications for Instruction
72
2
Modifications for Assessment
74
1
State-Wide and District-Wide Assessments
74
3
Alternate Assessments
75
2
Communicating with Parents
77
14
Your First Contact
77
1
Encouraging Parent Support
78
8
Guidelines for Positive Parent-Teacher Communication
78
2
Understanding Parents' Perspective
80
1
Considerations for Students Without IEPs
81
1
Considerations for Students with IEPs
81
1
Communicating with Hard-to-Reach Parents
81
2
Communicating with Hands-On Parents
83
3
Parent-Teacher Conferences
86
5
Before the Conference
86
1
Prepare for the Conference
86
1
Set the Stage
87
1
During the Conference
87
4
Glossary
91
2
References
93
2
Resources
95
6
Appendix Toolkit
101