Transforming Schools (eBook)

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. 

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