Quality Instruction and Intervention: Strategies for Secondary Educators offers an introduction to quality general education instruction followed by the most up to date evidence-based interventions. Two dedicated chapters, authored by leading content and strategy experts in the field, are devoted to academic (reading, mathematics, writing, content areas), classroom management, and study skills. The first chapter focuses on quality instruction with content specialists as lead authors and interventionists supporting. The second chapter focuses on effective intervention with the interventionists taking the lead author roles and content specialists supporting. This unique method bridges the gap between quality instruction and effective intervention-an often over looked component of education. The last chapter of the text includes a comprehensive list of low or no cost materials to support implementation of instructional practices and interventions. After reading, educators will be able to describe the components of effective instruction and intervention in each of the content areas, access empirically validated materials, and locate resources for continued learning.
Contributors Julie Atwood, Brittany Batton, B. Keith Ben-Hanania Lenz, Glenna Billingsley, Brennan Chandler, Amber Curlee, Erica Fry, Dave Furjanic, Nicholas A. Gage, Ambra L. Green, Angela Green, Brittany L. Hott, Jasmine Justus-McDowell, Sami Khan, Tim Lintner, Ashley MacSuga-Gage, Darren Minarik, Jonte 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 Brittany L. Hott, PhD, BCBA-D, 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 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.
Chapter 1: Introduction to Quality Instruction and Intervention Brittany L. Hott and Angela Green Chapter 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 Effective and Explicit Instruction Vocabulary Instruction Comprehension Instruction Resources Conclusion Bridge from Instruction to Intervention References Chapter 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 Progress Monitoring Diagnostic Assessment Intervention Adjustments Key Intervention Methods Prerequisite Skills Instruction Foundational Skills Routine Letter-Sound Review Blending Practice Read and Write Words New Concept Read Connected Text Multisyllabic Word Reading Fluency Multisyllabic Word Reading Instructional Routine Affix Learning Peel Off Reading. Word-Building Activity Word Reading Fluency Connected Text Reading Fluency Building Oral Reading Fluency Routine Content-Area Knowledge Building Vocabulary Routine Topic Introduction Routine Building and Monitoring Reading Comprehension Context Clues Greek and Latin Roots Question Types Summarizing Get the Gist Routine Conclusion Intervention Resources References Chapter 4: Quality 6-12 Mathematics Instruction Bradley S. Witzel, Tricia K. Strickland, and Jonte 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 Chapter 5: Mathematics Interventions for Secondary Students with Disabilities Tricia K. Strickland, Bradley S. Witzel, and Jonte 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 Conclusions References Chapter 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 Chapter 7: Writing Intervention Ambra L. Green 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 Six Stages of Instruction Stage 1: Develop and Activate Background Knowledge Stage 2: Discuss It Stage 3: Model It Stage 4: Memorize It Stage 5: Support It Stage 6: Independent Performance Writing Strategies Self-Regulation Strategies Case Study Example Using SRSD for the ACT Argumentative Essay Paul's Independently Written Argumentative Essay Writing to Learn Technology Tools Sentence Construction Conclusion References Chapter 8: Science and Social Studies Content Sami Khan, Tim 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 Project-Based Learning (PBL) Socioscientific Issues (SSI) Engineering Design Challenges Models and Simulations 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 Engagement Analysis Project-Based Learning 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 Chapter 9: Science and Social Studies Intervention Jonte C. Taylor, Darren Minarik, Sami Khan, and Tim 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 Science-Based Inquiry Research Social Studies-Based Inquiry Research 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 Science-Based Mnemonics Research Social Studies-Based Mnemonics Research Graphic Organizers Science-Based Graphic Organizer Research Social Studies-Based Graphic Organizer Research Peer-Mediated Support Strategies Science-Based Peer-Mediated Strategies Research Social Studies-Based Peer-Mediated Strategies Research Key Points Conclusion References Chapter 10: Quality Behavior Instruction: Classroom Management Ashley MacSuga-Gage, Jasmine Justus-McDowell, 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 Description of the Skill Research Support How to Implement the Skill Post, Teach, Review, Monitor, and Reinforce Positively Stated Rules and Expectations Description of the Skill Research Support How to Implement the Skill Actively Engage Students in Observable Ways Description of the Skill Research Support How to Implement the Skill Establish a Continuum of Acknowledging Appropriate Behaviors Description of the Skill Research Support How to Implement the Skill Establish a Continuum of Strategies to Respond to Inappropriate Behaviors Description of the Skill Research Support How to Implement the Skill Conclusion References Chapter 11: Social, Emotional, and Behavioral Intervention Kathleen M. Randolph, Glenna Billingsley, and Jasmine Justus-McDowell Chapter Objectives Operational Definitions of Behavior Explicit Social Skills Instruction Tier 2 Evidence-Based Interventions Classroom Management Check-In/Check-Out Description of the Intervention Research Support How to Implement the Intervention High Probability (High-P) Sequence Description of the Intervention Research Support How to Implement the Intervention Self-Monitoring Description of the Intervention Research Support How to Implement the Intervention Group Contingencies Description of the Intervention Research Support How to Implement the Intervention Adding Intensive Interventions Behavior Contracting Description of the Intervention Research Support How to Implement the Intervention Daily Behavior Report Cards Description of the Intervention Research Support How to Implement the Intervention FBA/BIP Description of the Intervention Research Support How to Implement the Intervention Relevant Educational Policy Foundational Learning Theory Guiding Research Professional Standards Formative and Summative Assessment Conclusion References Chapter 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 Listening and Notetaking Structuring Good Study The Overall Study Plan Progress Monitoring and Studying Conclusion Additional Resources References Chapter 13: Additional Resources Julie Atwood, Jacquelyn Purser, and Brittany L. Hott References Index About the Contributors
