Details

Quality Instruction and Intervention Strategies for Secondary Educators

von: Brittany L. Hott
36,99 €
Verlag:	Rowman & Littlefield Publishers
Format:	EPUB
Veröffentl.:	17.03.2023
ISBN/EAN:	9781538143780
Sprache:	englisch
Anzahl Seiten:	294

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Beschreibungen

Titelbeschreibung

Quality Instruction and Intervention Strategies for Secondary Educators offers a summary of evidence-based instruction followed by the most up-to-date empirically validated interventions for students with and at risk for disabilities in grades 6–12. Featuring key questions, case studies, essential vocabulary, and tools that can be used in the classroom, this practical text is ideal for pre- and in-service teachers. After reading this book, general and special educators alike will be able to describe the components of effective instruction and intervention in each of the content areas (reading, mathematics, writing, science, and social studies), access empirically validated materials, and locate resources for continued learning

Titelkurzbeschreibung

This book offers a summary of evidence-based instruction followed by the most up-to-date empirically validated interventions for students with and at risk for disabilities in grades 6–12. Featuring key questions, case studies, essential vocabulary, and tools that can be used in the classroom, this practical text is ideal for pre- and in-service teachers.

Inhaltsverzeichnis

Acknowledgments 
1 Introduction to Quality Instruction and Intervention 
(Brittany L. Hott and Angela Green)
References 
2 High-Quality Core Classroom Reading Instruction 
(Pamela Williamson, Kelly J. Williams, Dave Furjanic, and Jessica R. Toste)
Underlying Policies, Standards, Theories, and Research 
Educational Policy 
Academic Standards 
Foundational Theories 
Guiding Research 
Reading Assessment and Instruction in Secondary English Language Arts Classrooms 
Assessments to Guide Instructional Planning and Decision-Making 
Instructional Methods for Core Reading Instruction 
<ul>
<li>Effective and Explicit Instruction </li>
<li>Vocabulary Instruction </li>
<li>Comprehension Instruction </li>
</ul>
Conclusion 
Bridge from Instruction to Intervention 
References 
3 Reading Intervention Methods for Secondary Students 
(Jessica R. Toste, Brennan Chandler, Erica Fry, and Kelly J. Williams)
Theories Informing Reading Interventions for Secondary Students 
Evidence Base on Reading Interventions 
Assessment Methods to Guide Instructional Decision-Making 
Data-Based Instruction 
<ul>
<li>Progress Monitoring </li>
<li>Diagnostic Assessment </li>
<li>Intervention Adjustments </li>
</ul>
Key Intervention Methods 
Prerequisite Skills Instruction 
<ul>
<li>Foundational Skills Routine 
<ul>
<li>Letter-Sound Review </li>
<li>Blending Practice </li>
<li>Read and Write Words </li>
<li>New Concept </li>
<li>Read Connected Text </li>
</ul></li>
</ul>
Multisyllabic Word Reading Fluency 
<ul>
<li>Multisyllabic Word Reading Instructional Routine 
<ul>
<li>Affix Learning </li>
<li>Peel Off Reading </li>
<li>Word-Building Activity </li>
<li>Word Reading Fluency </li>
<li>Connected Text Reading </li>
</ul></li>
</ul>
Fluency Building 
<ul>
<li>Oral Reading Fluency Routine </li>
</ul>
Content-Area Knowledge Building 
<ul>
<li>Vocabulary Routine </li>
<li>Topic Introduction Routine </li>
</ul>
Building and Monitoring Reading Comprehension 
<ul>
<li>Context Clues </li>
<li>Greek and Latin Roots </li>
<li>Question Types </li>
<li>Summarizing </li>
<li>Get the Gist Routine </li>
</ul>
Conclusion 
References 
4 Quality 6–12 Mathematics Instruction 
(Bradley S. Witzel, Tricia K. Strickland, and Jonté A. Myers)
Chapter Objectives 
Setting Goals in Secondary Mathematics 
Planned Outcomes 
Progressions Across Grade and Content 
Systematic Instruction 
Task Analysis Steps 
Task Analysis Example of Division of Fractions 
Task Analysis Example of Logs 
Practice Standards 
Practice and Homework 
Immediate Practice 
Completed with Potential Assistance 
Mixed Problems of Multiple Math Skills 
Completed in a Reasonable Amount of Time 
Instructional Strategies 
Cognitive Strategies 
Visuals 
Assessment to Drive Differentiation 
Differentiation 
Conclusion 
References 
5 Mathematics Interventions for Secondary Students with Disabilities 
(Tricia K. Strickland, Bradley S. Witzel, and Jonté A. Myers)
Characteristics of Students with Mathematics Learning Disabilities 
Taxonomy of Intervention Intensity 
Research-Based Instructional Practices 
Explicit Instruction 
Guided Practice Worksheet 
Quadratic Functions Cue Card 
Multiple Representations 
Strategy Instruction 
Prompt Cards and Structured Worksheets 
Linear, Quadratic, and Exponential Functions 
Linear Functions 
Quadratic Functions 
Exponential Functions 
Classwide Peer Tutoring (CWPT) 
Progress Monitoring 
Conclusion 
References 
6 Teaching the Podcast: Using a Genre Approach to Secondary Writing Instruction 
(Amber Curlee and Jessica Singer Early)
Objectives 
Foundational Learning Theory 
Guiding Research and Policy 
Connection to Standards 
Professional Groups 
Formative/Summative Assessment Methods 
Teaching the Podcast Genre 
Assignment Examples 
Mentor Texts 
Writing Workshop Tip: Scriptwriting 
Finding Focus for Your Podcast 
Digital Tools 
Celebrating Writing and Making It Public 
Conclusion 
References 
7 Writing Intervention 
(Amber B. Ray and John Romig)
Formative Writing Assessments 
Curriculum-Based Measurement 
Exit Slips 
Error Analysis 
Holistic Ratings 
Generic Rubrics 
Genre-Specific Elements 
Teaching Writing Strategies for the Writing Process 
Theory Guiding Self-Regulated Strategy Development 
Self-Regulated Strategy Development 
<ul>
<li>Six Stages of Instruction 
<ul>
<li>Stage 1: Develop and Activate Background Knowledge </li>
<li>Stage 2: Discuss It </li>
<li>Stage 3: Model It </li>
<li>Stage 4: Memorize It </li>
<li>Stage 5: Support It </li>
<li>Stage 6: Independent Performance </li>
</ul></li>
<li>Writing Strategies </li>
<li>Self-Regulation Strategies </li>
<li>Case Study Example Using SRSD for the ACT Argumentative Essay </li>
<li>Paul’s Independently Written Argumentative Essay </li>
</ul>
Writing to Learn 
Technology Tools 
Sentence Construction 
Conclusion 
References 
8 Science and Social Studies Content 
(Sami Kahn, Timothy Lintner, Darren Minarik, and Jonte’ C. Taylor)
Why Science and Social Studies? 
What Is Science? 
Nature of Science (NOS) 
Scientific Inquiry 
Scientific Literacy 
The Framework for K–12 Science Education and the Next Generation Science Standards (NGSS) 
Quality Assessment in Science Education 
Some Key Instructional Methods in Science Education 
<ul>
<li>Project-Based Learning (PBL) </li>
<li>Socioscientific Issues (SSI) 
<ul>
<li>Engineering Design Challenges </li>
<li>Models and Simulations </li>
</ul></li>
</ul>
What Is Social Studies? 
Nature of Social Studies 
Social Studies Inquiry 
Social Studies Literacy 
The College, Career, and Civic Life (C3) Framework for Social Studies State Standards 
Quality Assessment in Social Studies 
Key Instructional Strategies in Social Studies Education 
<ul>
<li>Engagement </li>
<li>Analysis </li>
<li>Project-Based Learning </li>
</ul>
Applying Best Practices in Science and Social Studies through a Case Study 
Planning Instruction for All Students 
Science Assessments Explained 
Planning Instruction for All Students 
Social Studies Assessment Explained 
Conclusion 
References 
9 Science and Social Studies Intervention 
(Jonte’ C. Taylor, Darren Minarik, Sami Kahn, and Timothy Lintner)
Evidence-Based and High-Leverage Practices in Science and Social Studies 
General Literacy and Content Acquisition Interventions for Science and Social Studies 
General Literacy Interventions in Science and Social Studies 
Supported Inquiry 
<ul>
<li>Science-Based Inquiry Research </li>
<li>Social Studies–Based Inquiry Research </li>
</ul>
Higher-Order Thinking and Reasoning 
Concept Comparison 
Question Exploration 
Cause and Effect 
Decision-Making 
Cross-Curricular Argumentation 
Key Points 
Content Acquisition Interventions in Science and Social Studies 
Mnemonics 
<ul>
<li>Science-Based Mnemonics Research </li>
<li>Social Studies–Based Mnemonics Research </li>
</ul>
Graphic Organizers 
<ul>
<li>Science-Based Graphic Organizer Research </li>
<li>Social Studies–Based Graphic Organizer Research </li>
</ul>
Peer-Mediated Support Strategies 
<ul>
<li>Science-Based Peer-Mediated Strategies Research </li>
<li>Social Studies–Based Peer-Mediated Strategies Research </li>
</ul>
Key Points 
Conclusion 
References 
10 Quality Behavior Instruction: Classroom Management 
(Ashley MacSuga-Gage, Jasmine Justus, Nicholas A. Gage, and Brittany Batton)
Theoretical Foundations of Evidence-Based Classroom Management 
Relevant Educational Policy Associated with Classroom Management 
Classroom Management and Professional Standards of Educational Practice 
Evidence-Based Classroom Management 
Maximize Classroom Structure 
<ul>
<li>Description of the Skill </li>
<li>Research Support </li>
<li>How to Implement the Skill </li>
</ul>
Post, Teach, Review, Monitor, and Reinforce Positively Stated Rules and Expectations 
<ul>
<li>Description of the Skill </li>
<li>Research Support </li>
<li>How to Implement the Skill </li>
</ul>
Actively Engage Students in Observable Ways 
<ul>
<li>Description of the Skill </li>
<li>Research Support </li>
<li>How to Implement the Skill </li>
</ul>
Establish a Continuum of Acknowledging Appropriate Behaviors 
<ul>
<li>Description of the Skill </li>
<li>Research Support </li>
<li>How to Implement the Skill </li>
</ul>
Establish a Continuum of Strategies to Respond to Inappropriate Behaviors 
<ul>
<li>Description of the Skill </li>
<li>Research Support </li>
<li>How to Implement the Skill </li>
</ul>
Conclusion 
References 
11 Social, Emotional, and Behavioral Intervention 
(Kathleen M. Randolph, Glenna Billingsley, and Jasmine Justus)
Chapter Objectives 
Operational Definitions of Behavior 
Explicit Social Skills Instruction 
Tier 2 Evidence-Based Interventions Classroom Management 
Check-In/Check-Out 
<ul>
<li>Description of the Intervention </li>
<li>Research Support </li>
<li>How to Implement the Intervention </li>
</ul>
High-Probability (High-P) Sequence 
<ul>
<li>Description of the Intervention </li>
<li>Research Support </li>
<li>How to Implement the Intervention </li>
</ul>
Self-Monitoring 
<ul>
<li>Description of the Intervention </li>
<li>Research Support </li>
<li>How to Implement the Intervention </li>
</ul>
Group Contingencies 
<ul>
<li>Description of the Intervention </li>
<li>Research Support </li>
<li>How to Implement the Intervention </li>
</ul>
Adding Intensive Interventions 
Behavior Contracting 
<ul>
<li>Description of the Intervention </li>
<li>Research Support </li>
<li>How to Implement the Intervention </li>
</ul>
Daily Behavior Report Cards 
<ul>
<li>Description of the Intervention </li>
<li>Research Support </li>
<li>How to Implement the Intervention </li>
</ul>
FBA/BIP 
<ul>
<li>Description of the Intervention </li>
<li>Research Support </li>
<li>How to Implement the Intervention </li>
</ul>
Relevant Educational Policy 
Foundational Learning Theory 
Guiding Research 
Professional Standards 
Formative and Summative Assessment 
Conclusion 
References 
12 Good Study Strategies 
(B. Keith Ben-Hanania Lenz)
What Should Be Studied? 
Teaching Students with Poor Study Strategies 
Features of Good Study Strategies 
Approaches to Teaching Good Study Strategies 
Good Ways to Study 
Organizing Information to Structure Study 
<ul>
<li>Listening and Note-Taking </li>
</ul>
Structuring Good Study 
The Overall Study Plan 
Progress Monitoring and Studying 
Conclusion 
References 
13 Additional Resources 
(Julie Atwood and Jacquelyn Purser)
References 
References 
Index 
About the Contributors

Autorenportrait

Contributors
Julie Atwood, Brittany Batton, B. Keith Ben-Hanania Lenz, Glenna Billingsley, Brennan Chandler, Amber Curlee, Erica Fry, Dave Furjanic, Nicholas A. Gage, Amber B. Ray, Angela Green, Brittany L. Hott, Jasmine Justus-McDowell, Sami Kahn, Tim Lintner, Ashley MacSuga-Gage, Darren Minarik, Jonté A. Myers, Jacquelyn Purser, Kathleen M. Randolph, John Romig, Jessica Singer Early, Tricia K. Strickland, Jonte’ C. Taylor, Jessica R. Toste, Kelly J. Williams, Pamela Williamson, Bradley S. Witzel
About the Editor
Dr. Brittany L. Hott is associate director of the Institute for Community and Society Transformation (ICAST) and associate professor of special education at the University of Oklahoma. She is a licensed behavior analyst and special education teacher with interests in rural school-based interventions and the effective translation of special education research to rural practice. Her publication record includes over sixty peer-reviewed articles and program evaluations and over 100 national presentations. Her work is predominantly with rural deep east Texas and south east Oklahoma schools. Dr. Hott is a member of the executive board of the American Council on Rural Special Education and past president of the International Council for Learning Disabilities.

Sonderbeitrag

<ul>
<li>Dedicated chapters focusing on academic instruction and intervention</li>
<li>Focus on integration of academic, social, and emotional skills</li>
<li>An overview of study skills instruction and intervention</li>
<li>Access to no cost/low cost resources to support implementation</li>
<li>Faculty materials include power points, test and quiz bank, and case studies</li>
</ul>