Fifty-five tactics for implementing Response-To-Intervention in inclusive settings
Includes bibliographical references (p. 164-171) and index.
Preface Acknowledgments About the Authors Part I. Planning Instruction 1. Decide What to Teach Assess to Identify Gaps in Performance Establish Logical Sequences of Instruction Consider Contextual Variables 2. Decide How to Teach Set Instructional Goals/Establish Performance Standards Choose Instructional Methods and Materials Establish Grouping Structures Pace Instruction Appropriately Monitor Performance and Replan Instruction 3. Communicate Realistic Expectations Teach Goals, Objectives, and Standards Teach Students to Be Active, Involved Learners Teach Students Consequences of Performance Part II. Managing Instruction 4. Prepare for Instruction Set Classroom Rules/Communicate and Teach Classroom Rules Communicate Consequences of Behavior Handle Disruptions Efficiently Teach Students to Manage Their Own Behavior 5. Use Time Productively Establish Routines and Procedures Organize Physical Space Allocate Sufficient Time to Academic Activities 6. Establish Positive Environments Make the Classroom a Pleasant, Friendly Place Accept Individual Differences Establish Supportive, Cooperative Learning Environments Create a Nonthreatening Learning Environment Part III. Delivering Instruction 7. Present Information Gain and Maintain Attention Review Prior Skills or Lessons Provide Organized, Relevant Lessons Show Enthusiasm and Interest Use Rewards Effectively Consider Level and Student Interest Model Thinking Skills Teach Fact-Finding Skills Teach Divergent Thinking Teach Learning Strategies Develop Automaticity Vary Opportunities for Practice/Vary Methods of Practice Monitor Amount of Work Assigned 8. Monitor Presentations Give Immediate, Frequent, Explicit Feedback/Provide Specific Praise and Encouragement Model Correct Performance Provide Prompts and Cues Check Student Understanding Monitor Performance Regularly/Monitor Performance During Practice Use Peers to Improve Instruction Provide Opportunities for Success/Limit Opportunities for Failure Monitor Engagement Rates 9. Adjust Presentations Adapt Lessons to Meet Student Needs Provide Varied Instructional Options Alter Pace Part IV. Evaluating Instruction 10. Monitor Student Understanding Check Understanding of Directions Check Procedural Understanding Monitor Student Success Rate 11. Monitor Engaged Time Check Student Participation/Teach Students to Monitor Their Own Participation 12. Keep Records of Student Progress Teach Students to Chart Their Own Progress Regularly Inform Students of Performance Maintain Records of Student Performance 13. Use Data to Make Decisions Use Student Progress to Make Teaching Decisions Use Data to Decide If More Services Are Warranted/Use Student Progress to Decide When to Discontinue Services Appendix A: RTI Accommodations/Modifications Checklist Appendix B: RTI Accommodations/Modifications Worksheet Appendix C: Documentation of RTI Accomodations/Modifications References Additional Readings Selected Internet Resources: RTI Accomodations/Modifications Index.
(source: Nielsen Book Data)
As students with disabilities and learning differences are included in general education settings in greater numbers, educators need easy and simple access to authentic information about effective teaching. This resource provides all teachers, regardless of level, experience, or area of specialization, with effective instructional strategies for students with/without disabilities and across grade levels and content areas. Drawing from evidenced-based models of instruction, "55 Tactics for Teaching Diverse Learners in Inclusive Settings" is organized around four components of instruction - planning, managing, delivering, and evaluating - and allows teachers to respond to instructional diversity by using classroom-tested tactics backed by relevant research. Readers will also find: a reproducible checklist of accommodations/modifications; a worksheet for planning and implementing accommodations/modifications; references and additional readings; and, a list of selected Internet resources for accommodations/modifications. This is the third volume of a collection of practices for use at the elementary level, at the secondary level, and practices designed specifically for teaching students with disabilities. (source: Nielsen Book Data)