{"title":"Educational Leadership \u0026 Organisation","description":"\u003cdiv style=\"text-align: center;\"\u003e\u003cimg src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/Education_Leadership_1.png?v=1757639744\" alt=\"\"\u003e\u003c\/div\u003e","products":[{"product_id":"9781589010017","title":"School Board Battles","description":"\u003cp\u003eIf there is a \"culture war\" taking place in the United States, one of the most interesting, if under-the-radar, battle-grounds is in local school board elections. Rarely does the pitch of this battle reach national attention, as it did in Kansas when the state school board-led by several outspoken conservative Christians-voted to delete evolution from the state's science curriculum and its standardized tests in August 1999. That action rattled not only the educational and scientific communities, but concerned citizens around the nation as well. While the movement of the Christian Right into national and state politics has been well documented, this is the first book to examine their impact on local school board politics. While the Kansas decision was short-lived, during the past decade in school districts around the country, conservative Christian majorities have voted to place limits on sex education, to restrict library books, to remove references to gays and lesbians in the classroom, and to promote American culture as superior to other cultures. School Board Battles studies the motivation, strategies, and electoral success of Christian Right school board candidates. Based on interviews, and using an extensive national survey of candidates as well as case studies of two school districts in which conservative Christians ran and served on local boards; Melissa M. Deckman gives us a surprisingly complex picture of these candidates. She reveals weaker ties to national Christian Right organizations-and more similarities between these conservative candidates and their more secular counterparts than might be expected. Deckman examines important questions: Why do conservative Christians run for school boards? How much influence has the Christian Right actually had on school boards? How do conservative Christians govern? School Board Battles is an in-depth and in-the-trenches look at an important encounter in the \"culture war\"-one that may well determine the future of our nation's youth.\u003c\/p\u003e","brand":"GEORGETOWN UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":43414752788525,"sku":"9781589010017","price":116.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781589010017.jpg?v=1782624157"},{"product_id":"9781589010765","title":"Ten Thousand Democracies","description":"\u003cp\u003eThe essence of democracy is popular sovereignty. The people rule. In the United States, citizens exercise this right through elected officials who they believe will best represent their own values and interests. But are those interests and values always being followed? Authors Michael B. Berkman and Eric Plutzer provide the first systematic examination of the extent to which the governments closest to the American public - its 10,000-plus local school boards - respond to the wishes of the majority. \"Ten Thousand Democracies\" begins with a look at educational reforms from the Progressive era in the late 19th and early 20th centuries through the civil rights movement and ending with Pennsylvania's 2004 tax relief measure. Berkman and Plutzer explore what factors determine education spending levels in school districts, including the effects of public opinion, the nature of local political institutions, and the roles played by special interests. The authors show how board members are selected, how well the boards represent minorities, whether the public can bypass the board through referenda, and how the schools are financed. By providing an innovative statistical portrait that combines public opinion data with Census data for these school districts, the authors answer questions central to democratic control of our schools: how responsive are school boards to their public and when? How powerful are such special interests such as teachers' unions and senior citizens? By using the lens of America's public school districts to examine the workings of democracy, \"Ten Thousand Democracies\" offers new insight not only into the forces shaping local education policy but also how democratic institutions may function throughout all levels of government.\u003c\/p\u003e","brand":"GEORGETOWN UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":43414754066477,"sku":"9781589010765","price":116.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781589010765.jpg?v=1782624204"},{"product_id":"9781589010901","title":"School's In","description":"\u003cp\u003eFor most of the history of the United States, citizens and elected officials alike considered elementary and secondary education to be the quintessential state and local function. Only in the past four decades, from Lyndon B. Johnson's signing of the landmark Elementary and Secondary Education Act of 1965 to George W. Bush's ambitious but controversial \"No Child Left Behind\" initiative, has Washington's influence over America's schools increased significantly. Today, many Americans have become more convinced that the U.S. government and the states should play an increasingly important role in the nation's schools. In \"School's In\", Paul Manna looks over forty years of national education policymaking and asserts that although Washington's influence over American schools has indeed increased, we should neither overestimate the expansion of federal power nor underestimate the resiliency and continuing influence of the states. States are developing comprehensive - often innovative - education policies, and a wide array of educational issues have appeared on the political agenda at the state and national levels. Manna believes that this overlap is no accident. At the core of his argument is the idea of \"borrowing strength\", a process by which policy entrepreneurs at one level of government attempt to push their agendas by leveraging the capabilities possessed by other governments in the federal system. Our nation's education agenda, he says, has taken shape through the interaction of policy makers at national and state levels who borrow strength from each other to develop and enact educational reforms. Based on analyses of public laws, presidential speeches, congressional testimony, public opinion, political advertising, and personal interviews, \"School's In\" draws on concepts of federalism and agenda-setting to offer an original view of the growing federal role in education policy. It provides insights not only about how education agendas have changed and will likely unfold in the future, but also about the very nature of federalism in the United States.\u003c\/p\u003e","brand":"GEORGETOWN UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":43414754132013,"sku":"9781589010901","price":63.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781589010901.jpg?v=1782624207"},{"product_id":"9781591472827","title":"Bullying Prevention","description":"\u003cp\u003eBullying is the most prevalent form of violence in American schools. In their new book \"\"Bullying Prevention\"\", authors Pamela Orpinas and Andy Horne bring together years of experience in research and applied behavioral sciences to show how educators, school psychologists, counselors, and other professionals can address the problem of bullying and aggression in schools. Readers will find definitions, statistics, and theories that will help them identify and characterize bullying. They will learn about the authors' School Social Development and Bullying Prevention Model, a blueprint for schools that students, teachers, and parents enjoy being a part of. This model shows how school professionals can prevent and reduce bullying by creating a positive environment and by ensuring all children have the social skills to communicate well and solve problems without aggression. The book has guidance in selecting research-based bullying prevention programs, and steps for assessing a school's needs and for evaluating a program's effectiveness. The book also offers practical strategies for helping the children who are targets of bullying, and discusses counseling and family interventions for children who continue to bully despite positive changes in the school and classroom environment. A rich resource section contains a wide range of bullying-related readings, manuals, and tools available on the Internet.\u003c\/p\u003e","brand":"AMERICAN PSYCHOLOGICAL ASSOCIATION","offers":[{"title":"Default Title","offer_id":43414763798573,"sku":"9781591472827","price":57.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781591472827.jpg?v=1782625433"},{"product_id":"9781591473480","title":"Harm Reduction With High School Students","description":"\u003cp\u003eHarm Reduction With High School Students illustrates a brief intervention for working with risk-taking high school students that emphasizes helping students to recognize the potential outcomes of their risky behavior and creating motivation for change. Dr. Mary E. Larimer works in this session with a high school boy who regularly drinks to excess. After taking an assessment of his risk-taking behavior, Dr. Larimer goes over the assessment with her client and, in a neutral, nonjudgmental manner, brings him to recognize the harm he is doing to himself and, potentially, to others.\u003c\/p\u003e","brand":"AMERICAN PSYCHOLOGICAL ASSOCIATION","offers":[{"title":"Default Title","offer_id":43414763864109,"sku":"9781591473480","price":265.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781591473480.jpg?v=1782625442"},{"product_id":"9781591473527","title":"Consulting with Teachers","description":"\u003cp\u003eCarlson and Glasser demonstrate effective techniques for psychologists, counselors, and social workers consulting with teachers individually and in groups. This program provides a step-by-step, empirically supported approach.\u003c\/p\u003e","brand":"AMERICAN PSYCHOLOGICAL ASSOCIATION","offers":[{"title":"Default Title","offer_id":43414763896877,"sku":"9781591473527","price":265.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781591473527.jpg?v=1782625442"},{"product_id":"9781593851262","title":"Think First","description":"\u003cp\u003eThis highly practical book presents a complete anger and aggression management training program for middle and high school students. The volume incorporates a newly revised version of the author's proven \"\"Think First\"\" manual, which includes step-by-step skills training guidelines and 20 reproducible handouts and forms. Also provided are a clear rationale for the program and thorough instructions for screening and assessing those students who could benefit most from participation. Showing how to integrate small-group cognitive-behavioral skills training into an effective schoolwide disciplinary framework, the book offers vital tools for promoting prosocial behavior and decreasing violence risks among all students. It is an essential resource for professionals who seek both a better understanding of adolescent aggression and nuts-and-bolts strategies for dealing with it.\u003c\/p\u003e","brand":"GUILFORD PUBLICATIONS","offers":[{"title":"Default Title","offer_id":43414770941997,"sku":"9781593851262","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781593851262.jpg?v=1782625454"},{"product_id":"9781593851415","title":"Assessing Culturally and Linguistically Diverse Students","description":"\u003cp\u003eThis is the first book to present a practical, problem-solving approach with hands-on tools and techniques for assessing English-language learners and culturally diverse students from kindergarten to Grade 6. Meeting the crucial needs among practitioners and special educators working in today's schools, this resource contains research-based, step-by-step procedures for conducting effective interviews with students, parents, and teachers. Topics covered include: * making the best use of interpreters * addressing special issues in the pre-referral process * conducting accurate, unbiased assessments of academic achievement, intellectual functioning, language proficiency, and acculturation. Among the book's special features are reproducible worksheets, questionnaires, and checklists - including several in both English and Spanish - in a ready-to-use, large-size format.\u003c\/p\u003e","brand":"GUILFORD PUBLICATIONS","offers":[{"title":"Default Title","offer_id":43414770974765,"sku":"9781593851415","price":110.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781593851415.jpg?v=1782625455"},{"product_id":"9781593855789","title":"Social Work in Schools","description":"\u003cp\u003eThis accessible and authoritative text gives social workers the tools they need for effective and ethical practice in school settings. Readers learn practical skills for observation, assessment, intervention, and research that will enable them to respond to the needs of diverse students from preschool through the secondary grades. The book presents strategies for dealing with particular problems, such as violence, trauma, parental absence, substance abuse, bereavement, and mental health concerns. Also reviewed are developmental issues that can interfere with school success. Specific guidelines for implementing interventions, including group work, are provided. Student-friendly features include many concrete examples; study and discussion questions; and reproducible letters, forms, and checklists.\u003c\/p\u003e","brand":"GUILFORD PUBLICATIONS","offers":[{"title":"Default Title","offer_id":43414772121645,"sku":"9781593855789","price":99.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781593855789.jpg?v=1782625493"},{"product_id":"9781598570373","title":"Alternate Assessments Based on Alternate Achievement Standards","description":"\u003cp\u003eWhat really works in alternate assessment based on alternate achievement standards? Every state is working to know the answer - both to comply with federal requirements for evaluating students with severe cognitive disabilities, and to ensure that all students reach their full potential. This comprehensive book is the first to gather today's best knowledge about alternate assessments so professionals can act quickly to shape the future of this rapidly developing field. An urgently needed resource for assessment developers, researchers, policy makers, special education directors, and students in graduate-level courses in both special education and assessment, this book is a rigorous investigation of the challenges, recent successes, and key components of assessing alternate achievement standards. Top assessment experts show readers the following: what we know about alternate assessments. Readers will start with the foundational knowledge they need for effective development and implementation. They'll learn how to determine which students should take alternate achievement standards assessments, what these assessments should measure, how to align assessments with state standards, and how to set standards for and evaluate the success of these unique assessments. What's working today in states across the country. Diverse examples of programs from seven states - complete with insightful commentary from the experts behind the programs - give readers an inside look at approaches such as skills checklists, portfolios, and performance tasks. It includes in-depth information on program development and technical data. With this big-picture examination of one of the most critical new topics in education, researchers and practitioners will work together toward alternate assessments that accurately pinpoint the strengths and needs of students with severe cognitive disabilities - so their teachers can help improve academic outcomes for all students.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414773497901,"sku":"9781598570373","price":97.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598570373.jpg?v=1782625648"},{"product_id":"9781598571103","title":"Pediatric Test of Brain Injury (TM) (PTBI (TM))","description":"\u003cp\u003eThis user-friendly Stimulus Book gives clinicians all the visual stimuli needed to conduct PTBI (TM) effectively. With this book clinicians will develop the best possible supports for children with brain injury and prepare them for successful return to the classroom.  This book is part of PTBI (TM), a criterion-referenced, standardized test designed for use with children ages 6-16 recovering from brain injury. An effective and innovative tool that takes just 30 minutes to complete, PTBI assesses the skills children need to return to school and function in the general education curriculum.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414774906925,"sku":"9781598571103","price":353.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598571103.jpg?v=1782625707"},{"product_id":"9781598571110","title":"Pediatric Test of Brain Injury (TM) (PTBI (TM))","description":"\u003cp\u003eThis user-friendly Examiner's Manual gives clinicians the background information they need to implement PTBI (TM) effectively, including  an overview of the test's development, framework, and rationale general guidance on optimizing the testing environment and conducting the test detailed information on administering and scoring each of the 10 individual PTBI (TM) subtests complete technical data, including evidence for construct-identification validity, score validity, reliability, and minimization of bias a case example demonstrating successful use of the tool  This manual is part of PTBI (TM), a criterion-referenced, standardized test designed for use with children ages 6-16 recovering from brain injury. An effective and innovative tool that takes just 30 minutes to complete, PTBI assesses the skills children need to return to school and function in the general education curriculum.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414774939693,"sku":"9781598571110","price":353.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598571110.jpg?v=1782625708"},{"product_id":"9781598571707","title":"The Self-Assessment and Program Review for Positive Behavior Interventions and Supports (SAPR-PBIS)","description":"\u003cp\u003eFor all K-12 students and staff to benefit from positive behaviour interventions and supports (PBIS), effective, evidence-based practices need to be in place schoolwide. Now there's a valid and reliable tool that checks the effectiveness of your whole school's PBIS efforts-without any need for an outside evaluator.       SAPR (TM)-PBIS is the most efficient, comprehensive way to compare your current PBIS efforts with evidence-based practices and benchmarks. Six to ten team members from your school fill out individual self-assessments, rating themselves on key building blocks of successful PBIS. Then your whole team comes together to discuss results, set clear goals for improvement, and assess progress.       Proven in pilot studies to improve students' social outcomes and staff satisfaction, SAPR (TM)-PBIS gives your team the critical information you need to      Strengthen all three tiers of schoolwide PBIS   Link assessment results with step-by-step, evidence-based action items    Boost teamwork and build consensus   Track progress toward your PBIS goals   Troubleshoot stalled progress toward goals   Reduce time spent managing behaviour issues        With this highly reliable, easy-to-use tool, you can be confident that your school is implementing evidence-based PBIS practices that help improve all students' social and academic outcomes.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414775562285,"sku":"9781598571707","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598571707.jpg?v=1782625737"},{"product_id":"9781598572315","title":"Cultural Reciprocity in Special Education","description":"\u003cp\u003eTo succeed in increasingly diverse classrooms, tomorrow's special educators need explicit training on working effectively with all families. Prepare the next generation of teachers with this accessible text, developed by two highly respected experts on cultural and linguistic diversity and inclusive education.       Ideal for use as a supplementary textbook in a wide range of courses related to special education, this book gives educators a practical framework for cultural reciprocity a process that helps professionals and families examine their own values, respect each other's differences, and collaborate skilfully to benefit children.       Educators will learn how to        strengthen awareness of their own cultural identities and roles   explore how their values and beliefs might affect interactions with families   sidestep stereotypes by treating each family and situation as unique   ensure successful IEP meetings through effective cross-cultural communication   avoid \"\"right versus wrong\"\" assumptions about parenting styles and practices   understand how diverse families might view key special education goals independence, individuality, and work   combine ideas from different value systems to arrive at solutions that work for everyone          challenge the ways in which mainstream culture shapes special education policies and practices  The authors draw on their own experiences and research to describe applications of cultural reciprocity, including reader-friendly textboxes and memorable personal anecdotes.       To give special educators a deeper, more nuanced understanding of cultural reciprocity, the text also includes three chapter-long case studies that further illustrate the process at work. Readers will learn from the challenges and successes of an African American researcher working with a group of teenage mothers; two teacher educators collaborating on the Special Educators Entering a Diverse Society (SEEDS) project; and an Asian Indian teacher educator leading a class of mostly Caucasian students.       A key text for future special educators and a valuable resource for inservice training this book will help teachers build strong collaborative relationships with diverse families and ensure that all children receive the best possible education.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414776840237,"sku":"9781598572315","price":73.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598572315.jpg?v=1782625796"},{"product_id":"9781598572513","title":"The Self-Assessment and Program Review for Positive Behavior Interventions and Supports (SAPR-PBIS)","description":"\u003cp\u003eFor all K-12 students and staff to benefit from positive behaviour interventions and supports (PBIS), effective, evidence-based practices need to be in place schoolwide. Now there's a valid and reliable tool that checks the effectiveness of your whole school's PBIS efforts-without any need for an outside evaluator.       SAPR (TM)-PBIS is the most efficient, comprehensive way to compare your current PBIS efforts with evidence-based practices and benchmarks. Six to ten team members from your school fill out individual self-assessments, rating themselves on key building blocks of successful PBIS. Then your whole team comes together to discuss results, set clear goals for improvement, and assess progress.       Proven in pilot studies to improve students' social outcomes and staff satisfaction, SAPR (TM)-PBIS gives your team the critical information you need to      Strengthen all three tiers of schoolwide PBIS   Link assessment results with step-by-step, evidence-based action items    Boost teamwork and build consensus   Track progress toward your PBIS goals   Troubleshoot stalled progress toward goals   Reduce time spent managing behaviour issues        With this highly reliable, easy-to-use tool, you can be confident that your school is implementing evidence-based PBIS practices that help improve all students' social and academic outcomes.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414777167917,"sku":"9781598572513","price":97.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598572513.jpg?v=1782625813"},{"product_id":"9781598573893","title":"The IEP Checklist","description":"\u003cp\u003eHow can you design effective IEPs that improve student outcomes and meet legal requirements? This one-stop IEP guide has the answers your team needs to create great IEPs and put them into action. You'll start with a solid introduction to IEPs: their purpose, their major components, and the legal mandates they need to meet. Then you'll get a comprehensive framework for IEP development, featuring a unique, in-depth checklist that breaks the whole IEP process into small, manageable steps and walks you through each one. Packed with invaluable planning tips, vivid examples, and practice activities, this book is your whole school team's step-by-step guide to meaningful, legally compliant IEPs that help students reach their goals and meet state standards.   IEP TEAM MEMBERS WILL LEARN TO  assess a student's present level of performance  effectively collaborate during an IEP meeting use student-centered planning to foster empowerment and leadership develop meaningful IEP goals that can be easily communicated and measured write short-term objectives aligned with the student's IEP goals collect and report data on student progress toward IEP goals and objectives  use progress monitoring data to make instructional decisions identify accommodations that support a student's specific academic needs support successful transitions from school to adulthood   PRACTICAL MATERIALS: Activities and examples to guide and improve IEP development; reflection questions that deepen understanding; realistic dialogues that highlight key challenges and solutions; ready-to-use tools that help ensure meaningful, compliant IEPs.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414778216493,"sku":"9781598573893","price":75.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598573893.jpg?v=1782625858"},{"product_id":"9781598576047","title":"Classroom Assessment Scoring System (CLASS)","description":"\u003cp\u003eWith the infant version of the trusted, widely used CLASS(TM) tool, early childhood programs have an accurate and reliable way to assess teacher-infant interactions, a primary component of positive early experiences. Developed for use with children from birth to 18 months, the CLASS(TM) Infant tool specifically focuses on how teachers engage with infants and support their learning and development during everyday routines and activities.  With clear guidance and background information, this manual gives you a comprehensive introduction to the CLASS(TM) Infant tool and how to use it effectively. You'll see how this standardized tool* Assesses 4 dimensions of teacher-child interactions: relational climate, teacher sensitivity, facilitated exploration, and early language support* Establishes an accurate picture of interactions through repeated observation and scoring cycles* Highlights areas of strength and areas for growth useful for guiding professional development effortsComprehensive and reader-friendly, this manual provides helpful information on infant development, the theoretical and empirical foundations of the CLASS(TM) Infant tool, an overview of procedures for using the tool, and detailed descriptions and examples for each dimension the tool assesses.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414778544173,"sku":"9781598576047","price":119.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598576047.jpg?v=1782625875"},{"product_id":"9781598576412","title":"MEISR (TM) Manual 2\/e","description":"\u003cp\u003eYoung children grow and learn when they participate fully in everyday routines and activities. Assess this critical dimension of child development with the MEISR (TM), an easy-to-use tool for creating a profile of the functional behaviors of children from birth to 3 years of age.  A rich learning opportunity for both families and professionals-and an ideal starting point for talking to parents about their child's functioning-the MEISR helps build an understanding of a child's engagement, independence, and social relationships within the context of 14 common family routines. Completed by caregivers and easy to use with them during home visits, the MEISR helps paint a picture of the child's functional abilities and highlights future learning opportunities.  In this comprehensive MEISR manual, you'll discover how to:  * introduce the MEISR to families  * implement and score the MEISR  * interpret results accurately * review the MEISR with families and develop individualized intervention priorities * integrate the Routines-Based Interview (RBI) with the MEISR * use results of the MEISR to inform federal child outcome reporting  * monitor your program's effectiveness with the help of data from the MEISR  Make the MEISR a part of your early intervention program, and you'll have a powerful tool that helps families enhance natural learning opportunities and support their child's engagement.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414778576941,"sku":"9781598576412","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598576412.jpg?v=1782625875"},{"product_id":"9781598576429","title":"MEISR (TM) Forms","description":"\u003cp\u003eAvailable in packs of 5, these are the 24-page forms needed to conduct the Measure of Engagement, Independence, and Social Relationships (MEISR (TM)) assessment.  Young children grow and learn when they participate fully in everyday routines and activities. Assess this critical dimension of child development with the MEISR (TM), an easy-to-use tool for creating a snapshot of the functional behaviors of children from birth to 3 years of age.  A rich learning opportunity for both families and professionals-and an ideal starting point for talking to parents about their child's functioning-the MEISR helps build an understanding of a child's engagement, independence, and social relationships within the context of common family routines. Completed by caregivers and easy to use with them during home visits, the MEISR helps paint a picture of the child's functional abilities and highlights future learning opportunities.  With the results of the MEISR, you can  Start important conversations with families about their child's participation in everyday activities Support child engagement-an important prerequisite to learning Empower families to enhance natural learning opportunities Help families choose functional skills to address within the IFSP Help your team determine Child Outcome Summary (COS) ratings Develop individualized intervention priorities\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414778609709,"sku":"9781598576429","price":64.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598576429.jpg?v=1782625877"},{"product_id":"9781612506944","title":"Meeting Wise","description":"\u003cp\u003eWhat's the scarcest resource in schools? Almost any educator will answer, \"Time.\" The lack of time for colleagues to work together is one of the biggest barriers to improving teaching and learning. All too often, educators also say that the biggest waste of time ismeetings. People in schools attend dozens, if not hundreds, of meetings a year. How can that time be used wisely?  This book, by two editors of Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning,attempts to bring about a fundamental shift in how educators think about the meetings they attend. The authors make the case that these gatherings are potentially the most important venue where adult and organizational learning can take place in schools, and that making more effective use of this time is an important key to increasing student achievement.  In Meeting Wise, the authors show why planning meetings is a high-leverage strategy for changing how people work together in the service of school improvement. To this end, they have created a meeting-planning \"checklist\" to develop a common language for discussing and improving the quality of meetings. In addition, they provide guidelines for readers on \"wise facilitating\" and \"wise participating,\" and also include \"top tips\" and \"common dilemmas.\"  Simple, succinct, and practical, Meeting Wise is designed to be read and applied at every level of the educational enterprise, from district leadership meetings and professional developmentsessions to teacher-team meetings and even teachers' meetings with parents and students.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414782312493,"sku":"9781612506944","price":69.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781612506944.jpg?v=1782626046"},{"product_id":"9781612507415","title":"Summer Melt","description":"\u003cp\u003eUnder increasing pressure to raise graduation rates and ensure that students leave high school college- and career-ready, many school and district leaders may believe that, when students graduate with college acceptances in hand, their work is done. But as Benjamin L. Castleman and Lindsay C. Page show, summer can be a time of significant attrition among collegeintending seniors - especially those from low-income families. Anywhere from 10 to 40 percent of students presumed to be headed to college fail to matriculate at any postsecondary institution in the fall following high school.  Summer Melt explores the complex factors that contribute to this trend - the absence of school support, confusion over paperwork, lack of parental guidance, and the teenage tendency to procrastinate. The authors draw on findings from fields such as neuroscience, behavioral economics, and social psychology to contextualize these factors. Drawing on a series of research studies, they show how schools and districts can developeffective, low-cost, scalable responses - including counselor outreach, peer mentoring, and using text messages and social media - to help students stay on track over the summer.  Summer Melt offers very practical guidance for schools and districts committed to helping their students make the transition to college.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414782345261,"sku":"9781612507415","price":73.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781612507415.jpg?v=1782626046"},{"product_id":"9781612509525","title":"Why Knowledge Matters","description":"\u003cp\u003eIn Why Knowledge Matters, influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences.  Hirsch, author of The Knowledge Deficit, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science.  The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas.  Why Knowledge Matters introduces a new generation of American educators to Hirsch's astute and passionate analysis.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414782378029,"sku":"9781612509525","price":76.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781612509525.jpg?v=1782626046"},{"product_id":"9781621480556","title":"Renovacion Escolar","description":"\u003cp\u003eTraduccion en Espanol de School Renewal Spanish translation of School Renewal  Como consecuencia de la actual crisis en educacion, la gente esta empezando a darse cuenta de que las escuelas abarcan mucho mas que la provision de conocimientos y aptitudes a los ninos. Las escuelas son comunidades y, como todas las comunidades, puede ser o no saludables.   Renovacion escolar aborda los problemas y desafios de una comunidad escolar. Mediante el empleo de cuentos, mitos y la experiencia personal de la educacion Waldorf, Torin Finser describe la forma en la que tanto maestros como padres afrontan problemas cotidianos como el agotamiento, los conflictos interpersonales y las trampas de la rutina.   Lo mas importante es que el autor hace hincapie en que una comunidad educativa debe llegar a un acuerdo con las numerosas dimensiones ocultas de cada individuo. Muestra como se pueden cultivar y alimentar estos aspectos poco entendidos de la mente con el fin de mantener viva la escuela y la educacion.   Renovacion escolar no ofrece formulas ni soluciones chapuceras. En su lugar, anima a una nueva manera de pensar acerca de la educacion y el crecimiento personal (para los ninos y los adultos que se preocupan por ellos).   \"...si se me pudiese conceder un deseo en nombre de la renovacion escolar, pediria una mejora significativa en la calidad del sueno de padres y maestros. Ningun otro cambio tiene un potencial mas beneficioso que el de eliminar el estado de agotamiento cronico que se produce a final de semana en la mayoria de escuelas\".   CONTENIDOS   Agradecimientos   1. INTRODUCCION Vidrieras de colores La taza de corazon de Ewen   2. LA HISTORIA DE SARAH Un dia en la vida Tres anos despues Mientras tanto, vuelta a la escuela No tener adonde ir   3. ES UN ACTO DE EQUILIBRIO Dos companeros de viaje Otro companero La chispa de la vida Tecnologia y fe Equilibrio   4. MIRARSE AL ESPEJO Los tres pelos de oro del Diablo El martir Cambio personal Necesito ser querido   5. HERRAMIENTAS PARA EL VIAJE INTERIOR Recuerde cuando Leer el destino Aprender de nuevo a rezar El sueno   6. RELACIONARSE ENTRE SI Los paisajes del alma Estar solo o acompanado Mentorizacion y evaluacion   7. EL APRENDIZAJE DE HABILIDADES DE GRUPO Etapas del desarrollo del grupo La separacion y el regreso Enmarcar Afirmar decisiones   8. LIDERAZGO Y COMUNIDAD Noches de padres Facilitacion Liderazgo La nueva comunidad   Notas\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782607405,"sku":"9781621480556","price":46.99,"currency_code":"AUD","in_stock":true}]},{"product_id":"9781621480631","title":"A Second Classroom","description":"\u003cp\u003eWhat does a healthy, successful school look like? Is it all about measurable outcomes, test scores, and pass\/fail grades set by the government? Can learning be quantified in short-term measurements or does real learning take years to manifest in a career or biography. All seem to agree that a healthy school is also a community and that community depends on the quality of relationships - chiefly the relationships among students, teachers, and parents.  This book features a comprehensive examination of the parent - teacher relationship in all its dimensions, from parent evenings and conferences to communication, conflict, and the life-cycle of parent involvement in their school. In between the chapters on practical advice are sections that consider the issues from a deeper, spiritual dimension. This book is intended to stimulate conversation, self-reflection, and relational practices that awaken community life in and around our schools. ________________________________________  \"The world of parent - teacher relations has grown more complex over the years and at its worst can feel like a minefield. Torin de-mines and demystifies the experience with information, insights, stories, and warmth, creating a safe passage for teachers and parents.\"  - Joan Almon, Waldorf educator and cofounder of Alliance for Childhood  \"Readers of my books will appreciate Torin's approach to parent - teacher relations. He looks at the key issues through various lenses and gives both practical and spiritual advice to all who seek to build healthy relationships around our school-age children. I highly recommend this new book!\"  - Thomas Moore, bestselling author of Care of the Soul  \"What Torin has so sensitively crafted here will give you greater simplicity and spaciousness in school community life. I highly recommend this book to all parents and teachers, but especially to those connected to Waldorf schools.\"  - Kim John Payne, M.Ed., author of Simplicity Parenting and Beyond Winning  \"This book is a call for parents and teachers to work more effectively together on behalf of our children. Torin uses a variety of approaches to stimulate conversation and help us strengthen the communities around our schools. I highly recommend this provocative book!\" - David Sobel, author of Place-Based Education: Connecting Classrooms and Communities\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782640173,"sku":"9781621480631","price":57.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621480631.jpg?v=1782626058"},{"product_id":"9781681252810","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Stimulus Book","description":"\u003cp\u003eThe Bilingual English-Spanish Assessment (BESA) was developed in response to the need for valid, reliable instruments for assessment of speech and language ability, along a continuum, in English-Spanish bilingual children ages 4 through 6 years.  The BESA is a comprehensive assessment of a child's speech and language abilities in English and Spanish. Two ancillary questionnaires (BIOS and ITALK) can be used to document language exposure and use, allowing the examiner to develop a profile of any parent and teacher concerns. BESA subtests address the domains of phonology, morphosyntax, and semantics separately for both Spanish and English. There are three standardized and norm-referenced subtests addressing language ability, and one criterion-referenced activity allowing observation of pragmatic language. Administration time varies depending on whether or not both languages are tested and which subtests are included. Administration takes between one hour (for one language) and two hours (for both languages).  The BIOS is typically completed as part of an interview by the examiner. In this survey, parents are asked about the language exposure history of the child. This information helps the examiner know when and in what context each of the child's two languages were used on a year-to-year basis. In addition, parents and teachers are asked what language the child hears and uses during a typical school day, and during a typical weekend day on an hour-by-hour basis. This information provides clinicians with information about relative use and exposure to each language and can help guide whether to test children in Spanish, English, or both. The parent survey (BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey (BIOS-School) can be completed in 5 to 10 minutes.  The ITALK is completed by the examiner as a parent and teacher interview. The ITALK items address relative use of a child's two languages and five areas of speech and language development in Spanish and English (vocabulary, grammar, sentence production, comprehension, and phonology). Parents and teachers are asked to identify the perceived level of the child's performance in each language. This inventory provides a brief indicator of relative language use. It also provides a description of parent and teacher concern and can be used to guide development of the assessment strategy. Results of the inventory can be used to interpret diagnostic results from BESA or other language tests. The ITALK can be completed in 10 minutes or less.  The Pragmatics activity is based on Fey's (1986) model of assertiveness and responsiveness. In an interactive format, children are asked to \"help wrap a present\" with the examiner. Through this realistic situation, obligatory contexts are set up to elicit different assertive and responsive acts. The Pragmatics activity utilizes English, Spanish, or both languages together (via code-switching) depending on the child's preferred language of interaction. The activity should be used to identify children who may encounter difficulties in situations that require the children to be active participants (e.g., classroom).  If administered at the beginning of a battery of tests, the Pragmatics activity provides an excellent opportunity to establish rapport with the child and will also provide clinicians with an indication of how collaborative and interactive the child will be during the rest of the assessment.  This activity takes 5-10 minutes to complete.  The Phonology subtest is a single-word phonological assessment designed primarily to differentially diagnose typical from atypical phonological skills in Spanish-English bilingual children. Analyses are also included that allow the examiner to profile the phonological skills in these children. The assessment includes two measures. The Spanish measure assesses phonological production using 28 Spanish words. The English measure assesses phonological production using 31 English words. The Phonology subtest takes 10 to 15 minutes to administer in each language, depending on the individual child (20 to 30 minutes total).  The Morphosyntax subtest employs cloze and sentence repetition tasks to target grammatical morphemes and sentence structures that were predicted to be difficult for children with language impairment in English or Spanish. Forms tested in English include plural -s, possessive -s, past and present tense, third-person singular, progressives, copulas, auxiliary do   negatives, and passives, as well as complex verb forms, conjunctions, and embedded prepositions and noun phrases. The English Morphosyntax Subtest has 24 cloze items and 9 sentence repetitions items.  Forms tested in Spanish include articles, progressives, clitics, subjunctives, preterite, complex verb forms, and conjunctions. The Spanish Morphosyntax Subtest has 15 cloze items and 10 sentence repetitions items.  For each language, a grammatical cloze subscore, a sentence repetition subscore, and a total score that is a composite of those two are derived. The morphosyntax test takes approximately 15 minutes to administer in each language (30 minutes total).  The Semantics subtest targets six tasks: analogies, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences. These six item types were based on the literature describing acquisition of semantic breadth and depth in order to tap into how children organize and access their lexical system (Pena, Bedore, \u0026amp; Rappazzo, 2003). The English Semantics subtest has a total of 25 items: 10 receptive and 15 expressive. The Spanish Semantics subtest also has 25 items, 12 receptive and 13 expressive. Scoring allows for code-mixing-giving children credit for a correct response in either language. Subscores are provided for semantics receptive and semantics expressive, as well as a total semantics score for each language. The Semantics subtest takes about 15 minutes to administer in each language (30 minutes total).  The BESA is designed to be used with children who speak English, Spanish, or both languages. The BESA subtests are psychometrically sound and yield scaled and standard scores for each of the domain tests (phonology, morphosyntax, and semantics). The questionnaires provide criterion-based guidelines to determine language(s) of testing and to develop an assessment strategy. The tests can be used together for a complete speech and language battery or the examiner may select tests specific to the diagnostic question. Presently, the test is appropriate for children between the ages of 4;0 and 6;11. The BESA can be used (a) to identify language impairment in bilingual and monolingual Latino children, (b) to document progress in speech and language related to intervention, (c) to document the dominant language in each domain including morphosyntax, semantics, and phonology, and (d) in research studies of bilingual children with and without language impairment.  The BESA is specifically designed to assess the speech and language of English-Spanish bilingual children's two languages. The primary use of the BESA is to identify phonological and\/or language impairment in bilingual and EL children via a standardized protocol. The objective scores obtained on the BESA across three domains can be used in combination with clinical observations, language samples, as well as with other standardized measures to identify children with speech and\/or language impairment. Through use of a combination of BESA subtests, clinicians can document children's speech and language strengths and needs.  A second use of the BESA is to monitor children's progress in speech and language. After initiation of a speech and language intervention program, children's progress should be regularly documented. It is recommended that daily probes be used to monitor children's session-to-session progress. This information should be used to make decisions about the direction of the intervention. The BESA is sensitive to year-to-year changes in children's speech and language growth and the particular language in which progress is being made. Thus, in addition to the more sensitive measures of daily progress, the BESA can be administered at broader intervals (e.g., annually or semi-annually) to gauge progress in a specific program of intervention, to document continued need for intervention, and to document achievement of treatment goals for exiting services.  Documentation of a bilingual's dominant language is a challenge in school settings. Many children who have exposure to more than one language demonstrate mixed dominance, whereby they perform higher in one language in one domain, but higher in the other language in a different domain. It is therefore important to know what a child's relative dominance is across different domains of speech and language. This information can be useful for planning intervention, as well as for planning educational programming for bilingual children. Together, the BIOS-Home and BIOS-School provide an objective measure of children's input and output of Spanish and English. This information helps speech-language pathologists, parents, teachers, and administrators know how much the child hears and uses each language and in what contexts. This information is independent of performance, which can be affected by child characteristics such as language ability. In addition to the BIOS, the Spanish and English standardized test scores can be compared directly for phonology, morphosyntax, and semantics to determine a child's best language for a particular domain. If children's standard scores across domains are within 5 points of each other, we consider them to be balanced.  There are a number of ways that the BESA subtests can be used in research. ITALK can be used to gain parent and teacher observations about the child's performance across five domains of speech and language in Spanish and English as part of qualifying data for a study. BIOS can be used to document weekly input and output in Spanish and English as a way of grouping children by language experience and\/or by year of first exposure. For bilingual children with language impairment, BIOS provides a measure that is independent of their test performance on speech and language tasks.  The three domain subtests can be used together or independently to assess children's speech and language. These can be used to qualify children for a study or to group children by ability. As of this writing, the authors have conducted and published several studies with the longer, experimental versions of BESA subtests. In addition, researchers across the country have used the experimental versions of BESA in studies of bilingual Spanish-English speakers. Researchers in Spanish-speaking countries are in the process of using the Spanish version of these measures in research studies.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787457069,"sku":"9781681252810","price":433.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252810.jpg?v=1782626278"},{"product_id":"9781681252827","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): English Protocol","description":"\u003cp\u003eThe Bilingual English-Spanish Assessment (BESA) was developed in response to the need for valid, reliable instruments for assessment of speech and language ability, along a continuum, in English-Spanish bilingual children ages 4 through 6 years.  The BESA is a comprehensive assessment of a child's speech and language abilities in English and Spanish. Two ancillary questionnaires (BIOS and ITALK) can be used to document language exposure and use, allowing the examiner to develop a profile of any parent and teacher concerns. BESA subtests address the domains of phonology, morphosyntax, and semantics separately for both Spanish and English. There are three standardized and norm-referenced subtests addressing language ability, and one criterion-referenced activity allowing observation of pragmatic language. Administration time varies depending on whether or not both languages are tested and which subtests are included. Administration takes between one hour (for one language) and two hours (for both languages).  The BIOS is typically completed as part of an interview by the examiner. In this survey, parents are asked about the language exposure history of the child. This information helps the examiner know when and in what context each of the child's two languages were used on a year-to-year basis. In addition, parents and teachers are asked what language the child hears and uses during a typical school day, and during a typical weekend day on an hour-by-hour basis. This information provides clinicians with information about relative use and exposure to each language and can help guide whether to test children in Spanish, English, or both. The parent survey (BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey (BIOS-School) can be completed in 5 to 10 minutes.  The ITALK is completed by the examiner as a parent and teacher interview. The ITALK items address relative use of a child's two languages and five areas of speech and language development in Spanish and English (vocabulary, grammar, sentence production, comprehension, and phonology). Parents and teachers are asked to identify the perceived level of the child's performance in each language. This inventory provides a brief indicator of relative language use. It also provides a description of parent and teacher concern and can be used to guide development of the assessment strategy. Results of the inventory can be used to interpret diagnostic results from BESA or other language tests. The ITALK can be completed in 10 minutes or less.  The Pragmatics activity is based on Fey's (1986) model of assertiveness and responsiveness. In an interactive format, children are asked to \"help wrap a present\" with the examiner. Through this realistic situation, obligatory contexts are set up to elicit different assertive and responsive acts. The Pragmatics activity utilizes English, Spanish, or both languages together (via code-switching) depending on the child's preferred language of interaction. The activity should be used to identify children who may encounter difficulties in situations that require the children to be active participants (e.g., classroom).  If administered at the beginning of a battery of tests, the Pragmatics activity provides an excellent opportunity to establish rapport with the child and will also provide clinicians with an indication of how collaborative and interactive the child will be during the rest of the assessment.  This activity takes 5-10 minutes to complete.  The Phonology subtest is a single-word phonological assessment designed primarily to differentially diagnose typical from atypical phonological skills in Spanish-English bilingual children. Analyses are also included that allow the examiner to profile the phonological skills in these children. The assessment includes two measures. The Spanish measure assesses phonological production using 28 Spanish words. The English measure assesses phonological production using 31 English words. The Phonology subtest takes 10 to 15 minutes to administer in each language, depending on the individual child (20 to 30 minutes total).  The Morphosyntax subtest employs cloze and sentence repetition tasks to target grammatical morphemes and sentence structures that were predicted to be difficult for children with language impairment in English or Spanish. Forms tested in English include plural -s, possessive -s, past and present tense, third-person singular, progressives, copulas, auxiliary do   negatives, and passives, as well as complex verb forms, conjunctions, and embedded prepositions and noun phrases. The English Morphosyntax Subtest has 24 cloze items and 9 sentence repetitions items.  Forms tested in Spanish include articles, progressives, clitics, subjunctives, preterite, complex verb forms, and conjunctions. The Spanish Morphosyntax Subtest has 15 cloze items and 10 sentence repetitions items.  For each language, a grammatical cloze subscore, a sentence repetition subscore, and a total score that is a composite of those two are derived. The morphosyntax test takes approximately 15 minutes to administer in each language (30 minutes total).  The Semantics subtest targets six tasks: analogies, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences. These six item types were based on the literature describing acquisition of semantic breadth and depth in order to tap into how children organize and access their lexical system (Pena, Bedore, \u0026amp; Rappazzo, 2003). The English Semantics subtest has a total of 25 items: 10 receptive and 15 expressive. The Spanish Semantics subtest also has 25 items, 12 receptive and 13 expressive. Scoring allows for code-mixing-giving children credit for a correct response in either language. Subscores are provided for semantics receptive and semantics expressive, as well as a total semantics score for each language. The Semantics subtest takes about 15 minutes to administer in each language (30 minutes total).  The BESA is designed to be used with children who speak English, Spanish, or both languages. The BESA subtests are psychometrically sound and yield scaled and standard scores for each of the domain tests (phonology, morphosyntax, and semantics). The questionnaires provide criterion-based guidelines to determine language(s) of testing and to develop an assessment strategy. The tests can be used together for a complete speech and language battery or the examiner may select tests specific to the diagnostic question. Presently, the test is appropriate for children between the ages of 4;0 and 6;11. The BESA can be used (a) to identify language impairment in bilingual and monolingual Latino children, (b) to document progress in speech and language related to intervention, (c) to document the dominant language in each domain including morphosyntax, semantics, and phonology, and (d) in research studies of bilingual children with and without language impairment.  The BESA is specifically designed to assess the speech and language of English-Spanish bilingual children's two languages. The primary use of the BESA is to identify phonological and\/or language impairment in bilingual and EL children via a standardized protocol. The objective scores obtained on the BESA across three domains can be used in combination with clinical observations, language samples, as well as with other standardized measures to identify children with speech and\/or language impairment. Through use of a combination of BESA subtests, clinicians can document children's speech and language strengths and needs.  A second use of the BESA is to monitor children's progress in speech and language. After initiation of a speech and language intervention program, children's progress should be regularly documented. It is recommended that daily probes be used to monitor children's session-to-session progress. This information should be used to make decisions about the direction of the intervention. The BESA is sensitive to year-to-year changes in children's speech and language growth and the particular language in which progress is being made. Thus, in addition to the more sensitive measures of daily progress, the BESA can be administered at broader intervals (e.g., annually or semi-annually) to gauge progress in a specific program of intervention, to document continued need for intervention, and to document achievement of treatment goals for exiting services.  Documentation of a bilingual's dominant language is a challenge in school settings. Many children who have exposure to more than one language demonstrate mixed dominance, whereby they perform higher in one language in one domain, but higher in the other language in a different domain. It is therefore important to know what a child's relative dominance is across different domains of speech and language. This information can be useful for planning intervention, as well as for planning educational programming for bilingual children. Together, the BIOS-Home and BIOS-School provide an objective measure of children's input and output of Spanish and English. This information helps speech-language pathologists, parents, teachers, and administrators know how much the child hears and uses each language and in what contexts. This information is independent of performance, which can be affected by child characteristics such as language ability. In addition to the BIOS, the Spanish and English standardized test scores can be compared directly for phonology, morphosyntax, and semantics to determine a child's best language for a particular domain. If children's standard scores across domains are within 5 points of each other, we consider them to be balanced.  There are a number of ways that the BESA subtests can be used in research. ITALK can be used to gain parent and teacher observations about the child's performance across five domains of speech and language in Spanish and English as part of qualifying data for a study. BIOS can be used to document weekly input and output in Spanish and English as a way of grouping children by language experience and\/or by year of first exposure. For bilingual children with language impairment, BIOS provides a measure that is independent of their test performance on speech and language tasks.  The three domain subtests can be used together or independently to assess children's speech and language. These can be used to qualify children for a study or to group children by ability. As of this writing, the authors have conducted and published several studies with the longer, experimental versions of BESA subtests. In addition, researchers across the country have used the experimental versions of BESA in studies of bilingual Spanish-English speakers. Researchers in Spanish-speaking countries are in the process of using the Spanish version of these measures in research studies.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787489837,"sku":"9781681252827","price":174.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252827.jpg?v=1782626281"},{"product_id":"9781681252834","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Spanish Protocol 2\/e","description":"\u003cp\u003eThe Bilingual English-Spanish Assessment (BESA) was developed in response to the need for valid, reliable instruments for assessment of speech and language ability, along a continuum, in English-Spanish bilingual children ages 4 through 6 years.  The BESA is a comprehensive assessment of a child's speech and language abilities in English and Spanish. Two ancillary questionnaires (BIOS and ITALK) can be used to document language exposure and use, allowing the examiner to develop a profile of any parent and teacher concerns. BESA subtests address the domains of phonology, morphosyntax, and semantics separately for both Spanish and English. There are three standardized and norm-referenced subtests addressing language ability, and one criterion-referenced activity allowing observation of pragmatic language. Administration time varies depending on whether or not both languages are tested and which subtests are included. Administration takes between one hour (for one language) and two hours (for both languages).  The BIOS is typically completed as part of an interview by the examiner. In this survey, parents are asked about the language exposure history of the child. This information helps the examiner know when and in what context each of the child's two languages were used on a year-to-year basis. In addition, parents and teachers are asked what language the child hears and uses during a typical school day, and during a typical weekend day on an hour-by-hour basis. This information provides clinicians with information about relative use and exposure to each language and can help guide whether to test children in Spanish, English, or both. The parent survey (BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey (BIOS-School) can be completed in 5 to 10 minutes.  The ITALK is completed by the examiner as a parent and teacher interview. The ITALK items address relative use of a child's two languages and five areas of speech and language development in Spanish and English (vocabulary, grammar, sentence production, comprehension, and phonology). Parents and teachers are asked to identify the perceived level of the child's performance in each language. This inventory provides a brief indicator of relative language use. It also provides a description of parent and teacher concern and can be used to guide development of the assessment strategy. Results of the inventory can be used to interpret diagnostic results from BESA or other language tests. The ITALK can be completed in 10 minutes or less.  The Pragmatics activity is based on Fey's (1986) model of assertiveness and responsiveness. In an interactive format, children are asked to \"help wrap a present\" with the examiner. Through this realistic situation, obligatory contexts are set up to elicit different assertive and responsive acts. The Pragmatics activity utilizes English, Spanish, or both languages together (via code-switching) depending on the child's preferred language of interaction. The activity should be used to identify children who may encounter difficulties in situations that require the children to be active participants (e.g., classroom).  If administered at the beginning of a battery of tests, the Pragmatics activity provides an excellent opportunity to establish rapport with the child and will also provide clinicians with an indication of how collaborative and interactive the child will be during the rest of the assessment.  This activity takes 5-10 minutes to complete.  The Phonology subtest is a single-word phonological assessment designed primarily to differentially diagnose typical from atypical phonological skills in Spanish-English bilingual children. Analyses are also included that allow the examiner to profile the phonological skills in these children. The assessment includes two measures. The Spanish measure assesses phonological production using 28 Spanish words. The English measure assesses phonological production using 31 English words. The Phonology subtest takes 10 to 15 minutes to administer in each language, depending on the individual child (20 to 30 minutes total).  The Morphosyntax subtest employs cloze and sentence repetition tasks to target grammatical morphemes and sentence structures that were predicted to be difficult for children with language impairment in English or Spanish. Forms tested in English include plural -s, possessive -s, past and present tense, third-person singular, progressives, copulas, auxiliary do   negatives, and passives, as well as complex verb forms, conjunctions, and embedded prepositions and noun phrases. The English Morphosyntax Subtest has 24 cloze items and 9 sentence repetitions items.  Forms tested in Spanish include articles, progressives, clitics, subjunctives, preterite, complex verb forms, and conjunctions. The Spanish Morphosyntax Subtest has 15 cloze items and 10 sentence repetitions items.  For each language, a grammatical cloze subscore, a sentence repetition subscore, and a total score that is a composite of those two are derived. The morphosyntax test takes approximately 15 minutes to administer in each language (30 minutes total).  The Semantics subtest targets six tasks: analogies, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences. These six item types were based on the literature describing acquisition of semantic breadth and depth in order to tap into how children organize and access their lexical system (Pena, Bedore, \u0026amp; Rappazzo, 2003). The English Semantics subtest has a total of 25 items: 10 receptive and 15 expressive. The Spanish Semantics subtest also has 25 items, 12 receptive and 13 expressive. Scoring allows for code-mixing-giving children credit for a correct response in either language. Subscores are provided for semantics receptive and semantics expressive, as well as a total semantics score for each language. The Semantics subtest takes about 15 minutes to administer in each language (30 minutes total).  The BESA is designed to be used with children who speak English, Spanish, or both languages. The BESA subtests are psychometrically sound and yield scaled and standard scores for each of the domain tests (phonology, morphosyntax, and semantics). The questionnaires provide criterion-based guidelines to determine language(s) of testing and to develop an assessment strategy. The tests can be used together for a complete speech and language battery or the examiner may select tests specific to the diagnostic question. Presently, the test is appropriate for children between the ages of 4;0 and 6;11. The BESA can be used (a) to identify language impairment in bilingual and monolingual Latino children, (b) to document progress in speech and language related to intervention, (c) to document the dominant language in each domain including morphosyntax, semantics, and phonology, and (d) in research studies of bilingual children with and without language impairment.  The BESA is specifically designed to assess the speech and language of English-Spanish bilingual children's two languages. The primary use of the BESA is to identify phonological and\/or language impairment in bilingual and EL children via a standardized protocol. The objective scores obtained on the BESA across three domains can be used in combination with clinical observations, language samples, as well as with other standardized measures to identify children with speech and\/or language impairment. Through use of a combination of BESA subtests, clinicians can document children's speech and language strengths and needs.  A second use of the BESA is to monitor children's progress in speech and language. After initiation of a speech and language intervention program, children's progress should be regularly documented. It is recommended that daily probes be used to monitor children's session-to-session progress. This information should be used to make decisions about the direction of the intervention. The BESA is sensitive to year-to-year changes in children's speech and language growth and the particular language in which progress is being made. Thus, in addition to the more sensitive measures of daily progress, the BESA can be administered at broader intervals (e.g., annually or semi-annually) to gauge progress in a specific program of intervention, to document continued need for intervention, and to document achievement of treatment goals for exiting services.  Documentation of a bilingual's dominant language is a challenge in school settings. Many children who have exposure to more than one language demonstrate mixed dominance, whereby they perform higher in one language in one domain, but higher in the other language in a different domain. It is therefore important to know what a child's relative dominance is across different domains of speech and language. This information can be useful for planning intervention, as well as for planning educational programming for bilingual children. Together, the BIOS-Home and BIOS-School provide an objective measure of children's input and output of Spanish and English. This information helps speech-language pathologists, parents, teachers, and administrators know how much the child hears and uses each language and in what contexts. This information is independent of performance, which can be affected by child characteristics such as language ability. In addition to the BIOS, the Spanish and English standardized test scores can be compared directly for phonology, morphosyntax, and semantics to determine a child's best language for a particular domain. If children's standard scores across domains are within 5 points of each other, we consider them to be balanced.  There are a number of ways that the BESA subtests can be used in research. ITALK can be used to gain parent and teacher observations about the child's performance across five domains of speech and language in Spanish and English as part of qualifying data for a study. BIOS can be used to document weekly input and output in Spanish and English as a way of grouping children by language experience and\/or by year of first exposure. For bilingual children with language impairment, BIOS provides a measure that is independent of their test performance on speech and language tasks.  The three domain subtests can be used together or independently to assess children's speech and language. These can be used to qualify children for a study or to group children by ability. As of this writing, the authors have conducted and published several studies with the longer, experimental versions of BESA subtests. In addition, researchers across the country have used the experimental versions of BESA in studies of bilingual Spanish-English speakers. Researchers in Spanish-speaking countries are in the process of using the Spanish version of these measures in research studies.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787522605,"sku":"9781681252834","price":174.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252834.jpg?v=1782626282"},{"product_id":"9781681252841","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Bilingual Input-O","description":"\u003cp\u003eThe Bilingual English-Spanish Assessment (BESA) was developed in response to the need for valid, reliable instruments for assessment of speech and language ability, along a continuum, in English-Spanish bilingual children ages 4 through 6 years.  The BESA is a comprehensive assessment of a child's speech and language abilities in English and Spanish. Two ancillary questionnaires (BIOS and ITALK) can be used to document language exposure and use, allowing the examiner to develop a profile of any parent and teacher concerns. BESA subtests address the domains of phonology, morphosyntax, and semantics separately for both Spanish and English. There are three standardized and norm-referenced subtests addressing language ability, and one criterion-referenced activity allowing observation of pragmatic language. Administration time varies depending on whether or not both languages are tested and which subtests are included. Administration takes between one hour (for one language) and two hours (for both languages).  The BIOS is typically completed as part of an interview by the examiner. In this survey, parents are asked about the language exposure history of the child. This information helps the examiner know when and in what context each of the child's two languages were used on a year-to-year basis. In addition, parents and teachers are asked what language the child hears and uses during a typical school day, and during a typical weekend day on an hour-by-hour basis. This information provides clinicians with information about relative use and exposure to each language and can help guide whether to test children in Spanish, English, or both. The parent survey (BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey (BIOS-School) can be completed in 5 to 10 minutes.  The ITALK is completed by the examiner as a parent and teacher interview. The ITALK items address relative use of a child's two languages and five areas of speech and language development in Spanish and English (vocabulary, grammar, sentence production, comprehension, and phonology). Parents and teachers are asked to identify the perceived level of the child's performance in each language. This inventory provides a brief indicator of relative language use. It also provides a description of parent and teacher concern and can be used to guide development of the assessment strategy. Results of the inventory can be used to interpret diagnostic results from BESA or other language tests. The ITALK can be completed in 10 minutes or less.  The Pragmatics activity is based on Fey's (1986) model of assertiveness and responsiveness. In an interactive format, children are asked to \"help wrap a present\" with the examiner. Through this realistic situation, obligatory contexts are set up to elicit different assertive and responsive acts. The Pragmatics activity utilizes English, Spanish, or both languages together (via code-switching) depending on the child's preferred language of interaction. The activity should be used to identify children who may encounter difficulties in situations that require the children to be active participants (e.g., classroom).  If administered at the beginning of a battery of tests, the Pragmatics activity provides an excellent opportunity to establish rapport with the child and will also provide clinicians with an indication of how collaborative and interactive the child will be during the rest of the assessment.  This activity takes 5-10 minutes to complete.  The Phonology subtest is a single-word phonological assessment designed primarily to differentially diagnose typical from atypical phonological skills in Spanish-English bilingual children. Analyses are also included that allow the examiner to profile the phonological skills in these children. The assessment includes two measures. The Spanish measure assesses phonological production using 28 Spanish words. The English measure assesses phonological production using 31 English words. The Phonology subtest takes 10 to 15 minutes to administer in each language, depending on the individual child (20 to 30 minutes total).  The Morphosyntax subtest employs cloze and sentence repetition tasks to target grammatical morphemes and sentence structures that were predicted to be difficult for children with language impairment in English or Spanish. Forms tested in English include plural -s, possessive -s, past and present tense, third-person singular, progressives, copulas, auxiliary do   negatives, and passives, as well as complex verb forms, conjunctions, and embedded prepositions and noun phrases. The English Morphosyntax Subtest has 24 cloze items and 9 sentence repetitions items.  Forms tested in Spanish include articles, progressives, clitics, subjunctives, preterite, complex verb forms, and conjunctions. The Spanish Morphosyntax Subtest has 15 cloze items and 10 sentence repetitions items.  For each language, a grammatical cloze subscore, a sentence repetition subscore, and a total score that is a composite of those two are derived. The morphosyntax test takes approximately 15 minutes to administer in each language (30 minutes total).  The Semantics subtest targets six tasks: analogies, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences. These six item types were based on the literature describing acquisition of semantic breadth and depth in order to tap into how children organize and access their lexical system (Pena, Bedore, \u0026amp; Rappazzo, 2003). The English Semantics subtest has a total of 25 items: 10 receptive and 15 expressive. The Spanish Semantics subtest also has 25 items, 12 receptive and 13 expressive. Scoring allows for code-mixing-giving children credit for a correct response in either language. Subscores are provided for semantics receptive and semantics expressive, as well as a total semantics score for each language. The Semantics subtest takes about 15 minutes to administer in each language (30 minutes total).  The BESA is designed to be used with children who speak English, Spanish, or both languages. The BESA subtests are psychometrically sound and yield scaled and standard scores for each of the domain tests (phonology, morphosyntax, and semantics). The questionnaires provide criterion-based guidelines to determine language(s) of testing and to develop an assessment strategy. The tests can be used together for a complete speech and language battery or the examiner may select tests specific to the diagnostic question. Presently, the test is appropriate for children between the ages of 4;0 and 6;11. The BESA can be used (a) to identify language impairment in bilingual and monolingual Latino children, (b) to document progress in speech and language related to intervention, (c) to document the dominant language in each domain including morphosyntax, semantics, and phonology, and (d) in research studies of bilingual children with and without language impairment.  The BESA is specifically designed to assess the speech and language of English-Spanish bilingual children's two languages. The primary use of the BESA is to identify phonological and\/or language impairment in bilingual and EL children via a standardized protocol. The objective scores obtained on the BESA across three domains can be used in combination with clinical observations, language samples, as well as with other standardized measures to identify children with speech and\/or language impairment. Through use of a combination of BESA subtests, clinicians can document children's speech and language strengths and needs.  A second use of the BESA is to monitor children's progress in speech and language. After initiation of a speech and language intervention program, children's progress should be regularly documented. It is recommended that daily probes be used to monitor children's session-to-session progress. This information should be used to make decisions about the direction of the intervention. The BESA is sensitive to year-to-year changes in children's speech and language growth and the particular language in which progress is being made. Thus, in addition to the more sensitive measures of daily progress, the BESA can be administered at broader intervals (e.g., annually or semi-annually) to gauge progress in a specific program of intervention, to document continued need for intervention, and to document achievement of treatment goals for exiting services.  Documentation of a bilingual's dominant language is a challenge in school settings. Many children who have exposure to more than one language demonstrate mixed dominance, whereby they perform higher in one language in one domain, but higher in the other language in a different domain. It is therefore important to know what a child's relative dominance is across different domains of speech and language. This information can be useful for planning intervention, as well as for planning educational programming for bilingual children. Together, the BIOS-Home and BIOS-School provide an objective measure of children's input and output of Spanish and English. This information helps speech-language pathologists, parents, teachers, and administrators know how much the child hears and uses each language and in what contexts. This information is independent of performance, which can be affected by child characteristics such as language ability. In addition to the BIOS, the Spanish and English standardized test scores can be compared directly for phonology, morphosyntax, and semantics to determine a child's best language for a particular domain. If children's standard scores across domains are within 5 points of each other, we consider them to be balanced.  There are a number of ways that the BESA subtests can be used in research. ITALK can be used to gain parent and teacher observations about the child's performance across five domains of speech and language in Spanish and English as part of qualifying data for a study. BIOS can be used to document weekly input and output in Spanish and English as a way of grouping children by language experience and\/or by year of first exposure. For bilingual children with language impairment, BIOS provides a measure that is independent of their test performance on speech and language tasks.  The three domain subtests can be used together or independently to assess children's speech and language. These can be used to qualify children for a study or to group children by ability. As of this writing, the authors have conducted and published several studies with the longer, experimental versions of BESA subtests. In addition, researchers across the country have used the experimental versions of BESA in studies of bilingual Spanish-English speakers. Researchers in Spanish-speaking countries are in the process of using the Spanish version of these measures in research studies.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787555373,"sku":"9781681252841","price":75.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252841.jpg?v=1782626283"},{"product_id":"9781681252247","title":"Inclusion in Action","description":"\u003cp\u003eFor students working below grade level, curricular modifications can provide equal and meaningful opportunities to learn alongside their same-age peers. This book guides educators on how to modify the curriculum for students with intellectual disabilities participating in the general education classroom, providing 40 strategies that demonstrate how to alter the materials or objectives of a lesson. After introducing the reader to the benefits of inclusive education and to the basics of educating students with intellectual disabilities, the book describes how to design appropriate curricular modifications. Each of the following chapters then presents ten strategies for modifying lessons for Kindergarten through high school in four subject areas: math, English, science, and social studies. Vignettes demonstrate how to implement the strategies for modifying the curriculum in the classroom. A section of printable forms supporting the strategies are included.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414788046893,"sku":"9781681252247","price":64.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252247.jpg?v=1782626305"},{"product_id":"9781681252438","title":"Teaching Pyramid Infant-Toddler Observation Scale (TPITOS (TM)) for Infant-Toddler Classrooms: Set","description":"\u003cp\u003eA child's early teachers and caregivers play a vital role in supporting social-emotional development-and that's why more and more center-based infant and toddler programs are adopting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children. If your program is one of them, TPITOS (TM) is the essential tool you need to ensure that infant-toddler teachers are using the Pyramid Model practices with fidelity.  Modeled after the Teaching Pyramid Observation Tool (TPOT (TM)) for Preschool Classrooms, TPITOS is for early childhood settings caring for infants and toddlers from birth to 3 years of age. Focusing on teacher practices and classroom environment variables, TPITOS measures how well your program's staff is fostering responsive, nurturing relationships with children and promoting strong social-emotional development in their earliest years.  How It Works :  A trained TPITOS administrator conducts a 2-hour classroom observation, followed by an interview with the teacher being observed. The observer completes three types of items:  1) Observational Items (practices and environmental factors noted during the observation),  2) Interview Items (practices scored based on the teacher's responses during the interview), and  3) Red Flags (practices that are not consistent with the Pyramid Model). Results of TPITOS show your program which Pyramid Model practices are being implemented effectively-and what teachers need to focus on to ensure positive social-emotional outcomes for infants and toddlers.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414788309037,"sku":"9781681252438","price":195.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252438.jpg?v=1782626317"},{"product_id":"9781681252414","title":"Teaching Pyramid Infant-Toddler Observation Scale (TPITOS (TM)) for Infant-Toddler Classrooms: Tool","description":"\u003cp\u003eAvailable in packs of 5, these are the 28-page forms needed to conduct the Teaching Pyramid Infant-Toddler Observation Scale (TPITOS (TM)) for Infant-Toddler Classrooms, observational assessment. A child's early teachers and caregivers play a vital role in supporting social-emotional development-and that's why more and more center-based infant and toddler programs are adopting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children. If your program is one of them, TPITOS (TM) is the essential tool you need to ensure that infant-toddler teachers are using the Pyramid Model practices with fidelity.  Modeled after the Teaching Pyramid Observation Tool (TPOT (TM)) for Preschool Classrooms, TPITOS is for early childhood settings caring for infants and toddlers from birth to 3 years of age. Focusing on teacher practices and classroom environment variables, TPITOS measures how well your program's staff is fostering responsive, nurturing relationships with children and promoting strong social-emotional development in their earliest years.  How It Works :  A trained TPITOS administrator conducts a 2-hour classroom observation, followed by an interview with the teacher being observed. The observer completes three types of items:  1) Observational Items (practices and environmental factors noted during the observation),  2) Interview Items (practices scored based on the teacher's responses during the interview), and  3) Red Flags (practices that are not consistent with the Pyramid Model). Results of TPITOS show your program which Pyramid Model practices are being implemented effectively-and what teachers need to focus on to ensure positive social-emotional outcomes for infants and toddlers.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414788341805,"sku":"9781681252414","price":75.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252414.jpg?v=1782626321"},{"product_id":"9781681252421","title":"Teaching Pyramid Infant-Toddler Observation Scale (TPITOS (TM)) for Infant-Toddler Classrooms","description":"\u003cp\u003eA child's early teachers and caregivers play a vital role in supporting social-emotional development-and that's why more and more center-based infant and toddler programs are adopting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children. If your program is one of them, TPITOS (TM) is the essential tool you need to ensure that infant-toddler teachers are using the Pyramid Model practices with fidelity.  Modeled after the Teaching Pyramid Observation Tool (TPOT (TM)) for Preschool Classrooms, TPITOS is for early childhood settings caring for infants and toddlers from birth to 3 years of age. Focusing on teacher practices and classroom environment variables, TPITOS measures how well your program's staff is fostering responsive, nurturing relationships with children and promoting strong social-emotional development in their earliest years.  How It Works :  A trained TPITOS administrator conducts a 2-hour classroom observation, followed by an interview with the teacher being observed. The observer completes three types of items:  1) Observational Items (practices and environmental factors noted during the observation),  2) Interview Items (practices scored based on the teacher's responses during the interview), and  3) Red Flags (practices that are not consistent with the Pyramid Model). Results of TPITOS show your program which Pyramid Model practices are being implemented effectively-and what teachers need to focus on to ensure positive social-emotional outcomes for infants and toddlers.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414788440109,"sku":"9781681252421","price":120.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252421.jpg?v=1782626321"},{"product_id":"9781681252797","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Set","description":"\u003cp\u003eWhen a young bilingual child experiences language difficulties, it can be hard to tell if those challenges are due to a disorder or just limited exposure to the English language. That's a critical distinction-because while limited language exposure will fix itself over time, a language impairment is a clinical issue that will cause the child difficulties in school without timely and effective intervention.  Now there's a valid reliable assessment that specifically responds to the needs of young Spanish-English bilingual children. For use with children ages 4 through 6 years who have varying degrees of bilingualism, the Bilingual English-Spanish Assessment (BESA) was developed to:  identify phonological and\/or language impairment in bilingual children and English language learners using a standardized protocol differentiate between a delay in English language acquisition and a true language disorder document children's speech and language strengths and needs monitor children's progress in both languages and use the information to make decisions about intervention   Through a combination of subtests for students and surveys for teachers and parents, BESA reveals the big picture of a young bilingual child's language development. Comprehensive assessment with BESA includes:  3 subtests (in both English and Spanish). These three standardized, norm-referenced subtests address the key domains of morphosyntax, semantics, and phonology. The subtests are administered with children one-on-one in a quiet, well-lit, well-ventilated room free of distractions. 2 questionnaires. The SLP gathers more information by interviewing both parents and teachers.     Bilingual Input-Output Survey (BIOS): determines Spanish and English use at home and school and pinpoints which language(s) need testing Inventory to Assess Language Knowledge (ITALK): identifies the parent's and teacher's perception of the child's performance in each language and highlights areas of possible concern   Pragmatic activity: This 5- to 10-minute warmup activity, in which children are asked to \"help wrap a present\" with the examiner, is used to establish rapport with the child and give clinicians an  idea of how collaborative and interactive the child will be during the rest of the assessment.   BESA Benefits:   Valid and reliable. There are very few assessment tools for bilingual children, and even fewer that are valid and reliable. BESA answers the call for a bilingual assessment backed up with solid evidence of validity and reliability.  Culturally and linguistically appropriate. BESA subtests are different for each language; the Spanish subtest isn't just a translation of the English one. Dialects were taken into consideration-the norming sample included 17 Spanish dialects and 7 regional dialects for English-and items were developed for each language based on the markers, structure, and culture of that language.  Uncovers the full picture of a child's language development.Not only does BESA identify language impairments, it also helps you gauge progress in both languages and document a child's dominant language across different domains of speech and language. This critical information will help you plan interventions and educational programming for bilingual children.  Flexible and convenient. You can use each BESA component independently or combine them as part of an assessment battery. Choose which component you want to give-you're not required to administer both the English and Spanish subtests. BESA can also be given over multiple sessions, so you can easily fit it into your schedule.    What's in the kit?  1 BESA Test Manual  1 BESA Stimulus Book   20 BESA Protocol English Forms  20 BESA Protocol Spanish Forms  20 BIOS Forms   20 ITALK forms\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790144045,"sku":"9781681252797","price":1191.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252797.jpg?v=1782626335"},{"product_id":"9781681253459","title":"MEISR (TM) Set 2\/e","description":"\u003cp\u003eYoung children grow and learn when they participate fully in everyday routines and activities. Assess this critical dimension of child development with the MEISR (TM), an easy-to-use tool for creating a snapshot of the functional behaviors of children from birth to 3 years of age.  A rich learning opportunity for both families and professionals-and an ideal starting point for talking to parents about their child's functioning-the MEISR helps build an understanding of a child's engagement, independence, and social relationships within the context of common family routines. Completed by caregivers and easy to use with them during home visits, the MEISR helps paint a picture of the child's functional abilities and highlights future learning opportunities.  With the results of the MEISR, you can  Start important conversations with families about their child's participation in everyday activities Support child engagement-an important prerequisite to learning Empower families to enhance natural learning opportunities Help families choose functional skills to address within the IFSP Help your team determine Child Outcome Summary (COS) ratings Develop individualized intervention priorities\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790537261,"sku":"9781681253459","price":152.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681253459.jpg?v=1782626356"},{"product_id":"9781681253879","title":"A Teacher's Guide to Progress Monitoring","description":"\u003cp\u003eAs new federal mandates require that schools help every child make progress, it’s more important than ever for teachers to collect data regularly, make data-based instructional decisions, and monitor student progress toward goals. This is the practical, teacher-friendly guide you need to harness the power of progress monitoring (PM) and uncover what is and isn’t working in your classroom.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eYou’ll start with a complete introduction to the fundamentals of progress monitoring, including why it’s a critical component of response to intervention (RTI) and multi-tiered systems of support (MTSS); how to use it in academic, behavioral, and functional settings; and how to support your teaching and assessment through task analysis. Then you’ll get real-world guidance on how to implement every key step in the PM process, from collecting data efficiently to making informed decisions about your instruction. 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Find the answers in the second edition of this bestselling, teacher-trusted primer, created by internationally recognized UDL expert Loui Lord Nelson.    Thoroughly updated to reflect new research and developments in the field of UDL, this book gives K-12 teachers a reader-friendly UDL introduction and a practical framework for implementation, with guidelines and checkpoints for designing effective, barrier-free lesson plans and learning environments. You'll learn how to use the three core principles of UDL-Engagement, Representation, and Action \u0026amp; Expression-to present information in multiple ways and ensure access for all learners.    Throughout the book, detailed examples, stories, illustrations, teacher reflections, and activities reinforce UDL principles and help you put them into practice in both virtual and in-person settings.    Written in first person, like a face-to-face talk with a passionate educator, this research-based book will guide you in designing equitable, inclusive, and culturally responsive learning environments that meet the needs of diverse learners. An essential UDL introduction for both preservice and inservice educators!    WHAT'S NEW:    Key insights from the latest neuroscience research  Useful stories and practical tips from teachers implementing UDL  Technology bytes: timely tips and ideas on how to enhance online learning with UDL  Expert guidance on current topics, including culturally responsive teaching, urban education, and a focus on the expert learner  \"Ponder this\" prompts throughout the book to help readers consider new ideas and discover additional resources  End-of-chapter \"check-ins\" that help readers apply what they've learned        ONLINE MATERIALS: Designing instruction with UDL is easier than ever with these online resources, available as printable downloads: CAST UDL Guidelines; an Identifying Your Resources chart; a UDL design cycle graphic; a UDL lesson plan flowchart; and classroom resource mapping charts for elementary, middle, and high school teachers.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790996013,"sku":"9781681254098","price":79.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681254098.jpg?v=1782626379"},{"product_id":"9781681254197","title":"The Re-Set Process","description":"\u003cp\u003eAt the heart of this essential guidebook lies a revolutionary approach to trauma and the children who experience it. 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The authors discuss coaching for both improved educator practice and systems change, resulting in a synthesis of relevant research combined with hands on guidance and resources for planning, conducting, and evaluating the quality of coaching. The proposed book includes coaching scenarios with activities and case examples as the authors provide guidance about how, when, and why one should provide coaching.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791094317,"sku":"9781681254227","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681254227.jpg?v=1782626383"},{"product_id":"9781681254760","title":"Reimagining Special Education","description":"\u003cp\u003eAs schools reopen their doors and students return to the classroom, what will the \"new normal\" of special education look like? The pandemic exposed educational inequities and areas of urgent need-and now, schools have a unique opportunity to press pause and reimagine their practices. This book helps K-12 school leaders and educators take the lessons of the COVID-19 era and turn them into action: by closely examining what worked during distance learning, letting go of practices that keep some students struggling, and planning new routines and environments that meet the needs of every learner.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eA visionary call to action from inclusion experts Jenna Mancini Rufo and Julie Causton, \u003cem\u003eReimagining Special Education\u003c\/em\u003e guides readers in creating more equitable schools and services, through practical strategies teachers can use right away and thought-provoking, big-picture questions for administrators to tackle. 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Use this highly effective and efficient linked system to assess, develop goals, implement instruction, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happens\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003e with handouts to support communication and family engagement, forms to collect information about child skills, and reports to share results and progress\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThe \u003cstrong\u003eAEPS®‐3 Complete Kit\u003c\/strong\u003e includes:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Users-Guide-Volume-1-P1296.aspx\"\u003eAEPS®‐3 User’s Guide\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Assessment-Volume-2-P1297.aspx\"\u003eAEPS®‐3 Assessment\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumBeginning-Volume-3-P1298.aspx\"\u003eAEPS®‐3 Beginning Curriculum\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumGrowing-Volume-4-P1299.aspx\"\u003eAEPS®‐3 Growing Curriculum\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumReady-Volume-5-P1300.aspx\"\u003eAEPS®‐3 Ready Curriculum\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Child-Observation-Data-Form-P1290.aspx\"\u003e2 5-packs of AEPS®‐3 Child Observation Data Form (CODF)\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Family-Report-P1292.aspx\"\u003e1 10-pack of AEPS®‐3 Family Report\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Ready-Set-P1295.aspx\"\u003e1 10-pack of AEPS®‐3 Ready-Set\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Quick-Reference-Guides-P1294.aspx\"\u003eAEPS®‐3 Quick Reference Guides\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Forms-P1293.aspx\"\u003eAEPS®‐3 Forms USB\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791749677,"sku":"9781681255187","price":1080.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255187.jpg?v=1782626418"},{"product_id":"9781681255200","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3): Curriculum, Volume 2 3\/e","description":"\u003cp\u003eA criterion‐referenced, curriculum‐based measure, the AEPS®‐3 Test evaluates the developmental and early academic skills that children need to function independently and succeed in kindergarten. Spanning birth to 6 years in one continuous, seamless test, this assessment volume covers eight curricular areas—fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. 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This \u003cstrong\u003eBeginning curriculum volume\u003c\/strong\u003e includes foundational skills that typically developing children acquire in the first year to 18 months of life. Two additional levels, \u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumGrowing-Volume-4-P1299.aspx\"\u003e\u003cstrong\u003eGrowing\u003c\/strong\u003e\u003c\/a\u003e (for the toddler years) and \u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumReady-Volume-5-P1300.aspx\"\u003e\u003cstrong\u003eReady\u003c\/strong\u003e\u003c\/a\u003e (covering more complex developmental and early academic skills), are also available.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eIn this volume, professionals will find\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003ea complete introduction to the curriculums foundations, content, and organization\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003ehelpful guidelines for selecting goals and outcomes\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003estrategies for matching tiered teaching\/intervention strategies—universal, focused, and specialized supports—with young childrens individual needs\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003einstructions on collecting progress monitoring data at each teaching\/intervention tier\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as mealtime, naps, dressing, bathtime, sensory, and outdoor play\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eABOUT AEPS‐3\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction\/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happen\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003e with handouts to support engagement, forms to gather input, and reports to share results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStreamline reporting and data management with AEPS®i,\u003c\/strong\u003e the user‐friendly web‐based system\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791880749,"sku":"9781681255217","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255217.jpg?v=1782626421"},{"product_id":"9781681255224","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3): Curriculum, Volume 4 3\/e","description":"\u003cp\u003eFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multitiered curriculum that helps professionals support every childs development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. 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Use this highly effective and efficient linked system to assess, develop goals, implement instruction\/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happen\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003ewith handouts to support engagement, forms to gather input, and reports to share results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStreamline reporting and data management with AEPS®i,\u003c\/strong\u003e the user‐friendly web‐based system\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791913517,"sku":"9781681255224","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255224.jpg?v=1782626424"},{"product_id":"9781681255279","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3)","description":"\u003cp\u003eThe AEPS®‐3 Child Observation Data Form (CODF) helps professionals gather child assessment data in all 8 AEPS-3 developmental areas across 3 time periods through observation, direct test, and\/or report. 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