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Problem-solving-based overview has been well-known as a cornerstone of stronger academic results for all kids, but beforehand no unmarried source has all in favour of the whole variety of problem-solving-based methods. This ebook fills an important desire through bringing jointly leaders within the box to check the country of the technology and supply a convenient primer on perform. provided are a conceptual framework and updated instruments for settling on and remediating the numerous environmental elements which can give a contribution to educational, emotional, or behavioral problems. insurance comprises problem-solving-based functions of such tools as interviews, observations, score scales, curriculum-based size, sensible behavioral overview, and released exams.
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Extra info for Assessment for Intervention: A Problem-Solving Approach (The Guilford School Practitioner Series)
Though we might not all agree with the politics and the outcomes of the standards-setting process, arguments over priorities among problems decrease once standards have been established. Where standardized tests were once ignored, educators now are constrained to focus on achievement outcomes. Academic problems directly related to state standards now are given highest priority. THE INCREASED NEED FOR PROGRESS MONITORING The dramatic increase in pressure on the schools to document student attainment has resulted in a much sharper focus on assessment procedures.
This conclusion is supported by observation of time allocation to subject matter during the school day. Particularly in the elementary school years, far more time is allocated to fostering development in reading, writing, and arithmetic than other subjects. At the secondary level, language, literature, and mathematics are consistently required of all students, especially those who plan to attend college. In addition to the prominence of literacy and numeracy in curriculum organization, evidence of the primary nature of these two sets 14 INTRODUCTION of outcomes can be obtained from emphasis in national assessments of student achievement.
This perspective means that teachers make judgments based not only on their experience with broad cultural norms but also on the behavior of students in the context of their classrooms and schools. The local frame of reference will always affect an individual’s judgment. This point is important to remember when choices must be made among problems to be solved. The standards-based reform movement clearly illustrates how standards other than those derived from prevailing norms influence problem identification.