55 Tactics for Implementing RTI in Inclusive Settings / Edition 1

by Pamela Campbell, Jianjun Adam Wang, Bob Algozzine

Overview

Boost academic achievement for all students in your inclusive classroom!

As schools implement RTI in general education settings, educators need easy access to information about effective teaching and intervention tactics for diverse learners. This resource offers teachers 55 research-based instructional tactics organized around four components—planning, managing, delivering, and evaluating. Teachers will also find:

• Accommodations/modifications for adapting tactics to meet individual learning needs
• Illustrations showing how to implement tactics within each tier of a three-tier RTI framework
• Strategies for meeting the needs of diverse students, classrooms, and schools
• A wealth of reproducibles, worksheets, and forms for immediate use

Product Details

ISBN-13:	9781412942409
Publisher:	SAGE Publications
Publication date:	10/15/2009
Pages:	197
Product dimensions:	8.40(w) x 10.90(h) x 0.60(d)
Age Range:	18 Years

About the Author

Pam Campbell is an associate professor in the Department of Special Education at the University of Nevada, Las Vegas. During her 35 years as an educator, she has taught university courses in instruction, assessment, curriculum, and classroom management for both general and special educators. In addition, she has been a public school teacher in general education, Chapter I, and special education classrooms. She served in the dual role of university professor and coordinator of seven professional development schools (PDS) at the University of Connecticut and currently serves at UNLV as coordinator of the Paradise PDS. Her research interests focus on linking the preparation of teacher candidates and sustained professional development of practicing teachers through technology. Her work has been published in TEACHING Exceptional Children, Remedial and Special Education, Record in Educational Leadership, the Professional Educator, and the Council for Administrators of Special Education. She is also the coauthor of Improving Social Competence: Techniques for Elementary Teachers. She has served the field of special education through numerous local, state, regional, and national presentations and as field reviewer for Exceptional Children, the Journal of Special Education Technology, TEACHING Exceptional Children, and Teacher Education and Special Education. She earned her Ph D at the University of Florida.

Jianjun (Adam) Wang is senior instructional technology specialist at Williams College. He has been responsible for collaborating in the design and development of STRIDE. He has also been instrumental in the implementation of STRIDE in the preparation of future teachers, as well as the ongoing professional development of practicing educators. He has served as an instructor in technology courses and made several regional, national, and international conference presentations related to the effective implementation of technology in education. His research interests concern how educational technology can enhance human learning and focus on developing Web-based learning and teaching tools to enhance the undergraduate learning experience. He earned his MA from the University of Connecticut.

Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.

Table of Contents

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

Editorial Reviews

"Campbell gives teachers a compass of well-researched tactics to navigate RTI in inclusive classrooms. Teaching diverse learners in inclusive settings can be an overwhelming task. This book is my bible for effectively completing multiple tasks with my students, who often have varying needs. "

Tina M. Guard

"This exceptionally practical book can make a real difference in every classroom. Educators who follow with intensity the wisdom in this book and apply the specific tactics will ensure success for all students. The authors present a healthy attitude toward educators taking personal responsibility to teach for learning. "

Wanda Oden

"A quick and easy reference for general and special educators. The research-based strategies in this book address challenging classroom situations with ease and effectiveness. The specific examples provide solutions for teachers dealing with a great variety of learning differences. This book provides a valuable resource for any school implementing an RTI model. "

Jennifer Collins