Chapter
Part I--Preparing for Implementation
Part II--The Six SOPAA Components
Chapter 1--Introduction to the Systems-Oriented Plan for Academic Achievement
How This Book May Help Schools Meet the Needs of Struggling Learners
Introduction to the Six SOPAA Components
Is the SOPAA Suitable for Your School?
Foundational Principles of the SOPAA
Principle 1: Use Student Outcome Data as an Important Basis for Instructional Decisions
Principle 2: Use Research to Guide Practice
Principle 3: Prevent Learning Problems by Ensuring Strong Core Instructional Programs
Principle 4: Use a Structured and Standard Approach to Addressing Common Learning Difficulties
Principle 5: Integrate New Practices with Existing Procedures and Plan for Systems Support to Achieve Sustainability
Overview of the Remaining Chapters and Features to Support SOPPA Implementation
Chapter 2--SOPAA Key Definitions, History, Components, and Roles
Definitions and a Brief Historical Overview
Triadic and Organizational Consultation
Prescriptive Problem Solving
A Historical Overview of School-Based Consultation and Problem Solving
Component 2: Assessment for Instruction
Component 3: Maximized Intervention Personnel and Resources
Component 4: Targeted Professional Development
Component 5: Methods for Communication and Generating Support
Component 6: Adaptable and Incremental Implementation
Relationship of the Six SOPAA Components
Designated Roles of the SOPAA
The SOPAA Lead Coordinator
TAPS Support Teachers in Reading, Math, and Writing
The TAPS Intervention Support Coordinator
Chapter 3--Preliminary Considerations for SOPAA Implementation
Selecting Evidence-Based Intervention Programs to Use with TAPS
Incremental Implementation of the SOPAA with a Multiyear Plan
SOPAA Implementation Requirements
Potential Need for a SOPAA Preparation Year
Time and Material Resources Needed for SOPAA Implementation
Time Needed Weekly for SOPAA Implementation
Additional Time Needed for SOPAA Implementation
Material Resources Needed for Implementation
Implementation Readiness Assessments
Using the SOPAA with or without Other Models of Problem Solving, Such as RTI
Step-by-Step Suggestions for Using This Book to Implement the SOPAA
Part II--The Six SOPAA Components
Chapter 4--Initial Steps of the TAPS Process: Requests for Academic Support and Preparation for the Intervention Planning Meeting
Requesting Academic Support
How Classroom Teachers Should Request Support
Information That Should Be Provided in the Requestfor Academic Support
When Classroom Teachers Should Request Support
The TAPS Support Teacher’s Preparation for the Intervention Planning Meeting
Conduct a Targeted Skills Observation
Develop Intervention Options
Share Intervention Options with the Teacher
Prepare Clarification Questions
Begin Thinking about How to Develop and Facilitate the Intervention Plan
Rationale for the TAPS Request for Support Process
Chapter 5--Secondary Steps of the TAPS Process: Intervention Planning, Follow-Ups, and Summative Reviews of Intervention Effectiveness
The Intervention Planning Meeting
Goal 1: Share Results of Skills Observation, Confirm Teacher’s Concern, and Determine Severity of Student’s Deficit
Goal 2: Select an Intervention Program to Implement
Goal 3: Develop a Comprehensive Intervention Plan
Extended Comments for Item 3 of the IPF
Completing the Intervention Planning Meeting
Follow-Up Meetings throughout Intervention Plan Implementation
Initial Review of the Intervention Plan
Periodic Follow-Up Meetings
The TAPS Summative Review of Intervention Effectiveness
Goal 1: Summarize Intervention Effectiveness
Goal 2: Summarize Intervention Implementation Integrity
Goal 3: Summarize Upcoming Instructional Plans
Chapter 6--Assessment for Instruction
Standards-Based School Reform and Assessment in Schools
Norm-Referenced Assessment
Assessment for Instructional Decision Making
Three Instructionally Oriented Assessment Approaches
Curriculum-Based Measurement
Mastery Measurement/Task Analytic Approaches to Assessment
Computer-Adaptive Criterion-Referenced Testing
Assessment Strategies for the TAPS Targeted Skills Observation
Framework Guiding Assessment in the Targeted Skills Observation
The Targeted Skills Observation
Prereading and Reading Skills
Early Numeracy and Mathematics Assessment
Written Expression Assessment
Progress Monitoring in TAPS
Progress Monitoring in TAPS with CBM
Considerations for Using Universal Screening
Chapter 7--Maximizing Implementation through Targeted Professional Development
Ongoing Professional Development for Each TAPS Teacher
Developing Expertise within an Academic Area
Comparative Forms of Professional Development
SOPAA Professional Development Activity Recommendationsfor TAPS Teachers
Inservice SOPAA Professional Development for Teachers
Focus Areas of SOPAA Inservice Professional Development
A Framework for Training Teachers to Use Intervention Programs
Professional Development That Occurs during the TAPS Process
Chapter 8--Maximizing Intervention Delivery through Recruiting and Training School Volunteers
Advantages of Including School Volunteers
Preliminary Considerations for Developing a SOPAA Volunteer Program
What Is the SOPAA Volunteer’s Primary Function?
Is a Volunteer Program Appropriate for Your School?
Which Intervention Programs Should Volunteers Implement?
When Should the SOPAA Volunteer Program Planning and Implementation Begin?
Is Financial Support Needed to Begin the Volunteer Program?
What Type of Volunteer Screening Is Required?
What Will Be the Name of the Volunteer Program?
Type of Recruitment Needed
Individuals to Target for Recruitment
Describing the SOPAA Volunteer Programand Identifying Suitable Volunteers
Time Frame for Recruiting
Monitoring Implementation Integrity after General Training
Coordinating Volunteers and Facilitating Intervention Support
Sustaining the SOPAA Volunteer Program
Data Collection and Program Evaluation
Teachers’ Knowledge of the Program and Volunteers’ Training
A Rewarding Experience for the Volunteer
Ongoing and Clear Communication with the Volunteers
Chapter 9--Obtaining Support for the SOPAA through Effective Communication with School Leaders
Communication with Possible Co-Facilitators of the SOPAA
What and When to Communicate with a Possible Co-Facilitator
Communication with the School Principal
When to Communicate with the Principal
Preparing for the Meeting with the School Principal
Presenting an Overview of the SOPAA
Presenting a Rationale for the SOPAA
Discussing Needed Time and Resources for SOPAA Implementation
Developing an Implementation Plan
Summary of the SOPAA Meetings with the Principal and Planning for Next Steps
Generating Additional Support for the SOPAA
Generating Support from Other Leaders within the School
Generating Support and Resources from Leaders beyond the School Level
Chapter 10--Obtaining and Sustaining Support for the SOPAA through Effective Communication with Teachers
Communication with Teachers Who Will Request Academic Support through the SOPAA
Introduction to Instructional Problem Solving
Definition and Overview of the SOPAA Components
Rationale for the SOPAA and How It Aligns with Existing School Procedures
When and How Teachers Request Academic Support
The Intervention Planning Meeting
Intervention Follow‑Up Meetings
Intervention Implementation Support and Monitoring
Summative Review of Intervention Effectiveness
Other Components Designed to Improve Student Learning through the SOPAA
Summary of the Responsibilities for SOPAA Implementation
Evaluating Teachers’ Support of the SOPAA
Initiating Follow-Up with Teachers after the SOPAA Introductory Presentation
Obtaining and Sustaining Support for the SOPAA and the TAPS Process
Summary Review of Multiple Students
End-of-Year Summary of Teachers’ Perceptions
Chapter 11--Using the SOPAA with Multidisciplinary Co-Facilitators
Review of SOPAA Components and Roles
Identifying SOPAA Co-Facilitators
How Co-Facilitators Interact during Implementation of the SOPAA
Co-Facilitation Activities That Include All SOPAA Roles
Co-Facilitation between the Lead Coordinator and TAPS Teachers
Co-Facilitation between the Lead Coordinator and TAPS Support Coordinator
Co-Facilitation between TAPS Teachers and the TAPS Support Coordinator
Advantages of Co-Facilitating the SOPAA
Distributed Responsibilities Means Less Time for Each Facilitator
Multiple Perspectives Should Improve SOPAA Implementation Decisions
Multiple Facilitators Should Strengthen SOPAA Implementation Sustainability
Other Potential Benefits of Collaborative Facilitation
Part III--Additional Information and Guidance
Chapter 12--Evidence-Based and Learner-Verified Intervention Programs in Reading, Mathematics, and Writing
Core Mathematics Programs
Effective Math Intervention Programs
A Comprehensive Corrective Writing Program
Reading and Writing, or Language Arts?
Chapter 13--Case Illustrations of SOPAA Implementation
Case Illustration 1: Kennedy Elementary School
Case Illustration 2: Pineview Charter School
Case Illustration 3: Dobbs Elementary School
Case Illustration 4: East Davis Elementary School
Chapter 14--Using the SOPAA to Support Graduate Students’ Training and Applied Experiences in Schools
Basic Rationale for Using SOPAA Features in Graduate Students’ Training
Organizational Consultation and Preparing for Systems-Level Change
Implementing and/or Facilitating Evidence-Based Intervention Programs
Academic Assessment and Progress Monitoring
Professional Development and Communication
Appendix A--Summary of the SOPAA Components and Roles
Appendix B--Preparation for SOPAA Implementation (Part 1): Schoolwide Capacity Assessment of Relevant Characteristics
Appendix C--Preparation for SOPAA Implementation (Part 2): TAPS Support Teacher Self-Assessment of Relevant Characteristics and Experiences
Appendix D--SOPAA Implementation Planning Summary Checklist
Appendix E--Request for TAPS (Targeted Assistance Program for Students) Form
Appendix F--TAPS Case Tracking Form
Appendix G--TAPS Intervention Planning Form (IPF) and Record
Appendix H--TAPS Case Rating Scale
Appendix I--Comments and Suggestions Related to Completing the TAPS Intervention Planning Form (IPF)
Appendix J--Request for Information from the TAPS Support Coordinator
Appendix K--Intervention Support Options Identified by the TAPS Support Coordinator
Appendix L--TAPS Summative Review of Intervention Effectiveness Form (SRF)
Appendix M--Summary of TAPS Activities and Estimated Time Needed for the TAPS Support Teacher to Complete Each Activity for a TAPS Case
Appendix N--Recommended Professional Development Topics for the TAPS Reading Teacher
Appendix O--Recommended Professional Development Topics for the TAPS Math Teacher
Appendix P--Recommended Professional Development Topics for the TAPS Writing Teacher
Appendix Q--Yearly Professional Development Planning Guide
Appendix R--Professional Development Documentation Form
Appendix S--Teacher Survey about the Potential Value and Feasibility of the SOPAA and TAPS
Appendix T--Follow-Up Letter to Distribute to Teachers after the SOPAA Introductory Presentation
Appendic U--Teacher End-of-Year Survey about the SOPAA and TAPS Process
Enhancing Instructional Problem Solving
：An Efficient System for Assisting Struggling Learners
( The Guilford Practical Intervention in the Schools Series )
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