Transforming Schools: A Problem-Solving Approach to School Change
May 2017 · Guilford Publications
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About this ebook
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.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
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 con...
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About the author
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-level change. 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.
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-level change. 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.
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 Transformin...
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