A Practitioner’s Guide to Supporting Graduate and Professional Students
A Practitioner’s Guide to Supporting Graduate and Professional Students

Author: Valerie A. Shepard

Publisher: Routledge

Published: 2022-02-24

Total Pages: 206

ISBN-13: 1000535851

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This guide helps faculty and student affairs practitioners better serve graduate and professional school students as they navigate what can be an isolating, taxing, and unfamiliar context. Providing actionable strategies, as well as a common language for practitioners to advocate for themselves and for their students, this book is a quick start manual that defines current issues around graduate and professional student development. Drawing together current resources and research around post-baccalaureate student outcomes, this book explores the diverse student needs of graduate and professional students and provides a clear understanding of their social, personal, and psychological development and how to support their success. Case studies showcase specific examples of practice including a holistic development model for graduate training; integrating academic, personal, professional, and career development needs; promising practices for engagement; a diversity, equity, and inclusion approach to access and outcomes; how graduate schools can be important partners to student affairs professionals; and examples of assessment in action. This book provides tools, resources, communication strategies, and actionable theory-to-practice connections for practitioners, professionals, and faculty at all levels who work to support post-baccalaureate student thriving. Appendix available for download online at www.routledge.com/9780367639884 on the tab that is entitled "Support Material."

RTI
RTI

Author: Daryl F. Mellard

Publisher: Corwin Press

Published: 2007-11-01

Total Pages: 169

ISBN-13: 1452208190

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This comprehensive yet accessible reference covers the three tiers of RTI, schoolwide screening, progress monitoring, challenges to implementation, and changes in school structures and individual staff roles.

Your Complete Guide to Transition Planning and Services
Your Complete Guide to Transition Planning and Services

Author: Mary Morningstar

Publisher: Paul H Brookes Publishing

Published: 2018

Total Pages: 260

ISBN-13: 9781681252575

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"As a practical introductory resource for transition coordinators and secondary special education teachers, this book offers a comprehensive look at the different roles and responsibilities of stakeholders throughout transition planning. The book synthesizes evidence-based strategies and suggestions for best practice with vignettes and Tips for Transition. This resource includes forms to help special educators and transition coordinators plan activities and instruction, develop transition goals and IEPs, identifying post-school goals, and more"--

Designated Vocational Instruction
Designated Vocational Instruction

Author: Ann Kellogg

Publisher:

Published: 1995

Total Pages: 128

ISBN-13:

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This resource and planning guide is designed to help Wisconsin school districts, community agency personnel, and education practitioners implement the designated vocational instruction (DVI) approach and thereby accelerate and enhance the ability of disabled students to meet specific instructional competencies and educational outcomes. The following topics are discussed in nine chapters: objectives and components of the DVI approach and the need for structured support services; strategies for gaining administrative support (DVI instructor and administrator roles); curriculum-based vocational assessment (collecting/using assessment data, implementing curriculum-based vocational assessment, developing a planning framework); development of instructional strategies (competency-based curriculum, motivational techniques, instructional strategies); collaboration; collaborative transition programming (principles of transition, state and federal interrelated transition laws, incorporating transition services into Individualized Education Programs); inservice training strategies (inservice planning/mechanics, effective information processing, troubleshooting); family involvement (involving parents in their children's education, understanding families' feelings, effective parent-teacher relationships); and skills employers want (acknowledging the problem, defining the skills employers want, solving the skills gap problem). End-of-chapter reference lists contain a total of 197 references. Appended are the following: transition needs assessment and information transmittal forms; functional skills inventory; and transition follow-up and program evaluation surveys. (MN)