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55 Tactics for Implementing RTI in Inclusive Settings

By: Pam Campbell, Adam Wang, Bob Algozzine

Organized around planning, managing, delivering, and evaluating instruction, this resource offers 55 research-based tactics that can be used with RTI in inclusive classrooms.

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Product Details

Grade Level: PreK-12, Elementary, Secondary
ISBN: 9781412942409
Published By: Corwin
Year: 2009
Page Count: 216
Publication date: November 10, 2009

Price: $43.95

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Description

"This exceptionally practical book can make a real difference in every classroom. Educators who follow 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, Assistant Superintendent
Kingman Unified School District No. 20, AZ

"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, Graduate Student and Teacher
University of Nevada

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 the diverse learners in their classrooms. This resource provides all teachers, regardless of level, experience, or area of specialization, with effective instructional strategies for students with or without disabilities and across grade levels and content areas.

Drawing from evidenced-based models of instruction, 55 Tactics for Implementing RTI in Inclusive Settings is organized around four components of instruction—planning, managing, delivering, and evaluating. In addition to 55 classroom-tested, how-to tactics backed by research, this book includes:

Accommodations and modifications to adapt tactics to meet individual instructional needs
Illustrations showing how to implement tactics within each tier of a three-tier RTI framework
Relevant examples from teachers in the field
A wealth of reproducibles, worksheets, and forms for immediate use
References and additional readings

This valuable guide provides the support teachers need to meet the increasingly diverse needs of today's classrooms and ensure that all students have the opportunity to succeed.

Key features

This the third volume in a collection of evidence-based practices for elementary and secondary teachers and for special education teachers at any grade level
Each volume is structured to make it easy for teachers to find the practices best suited to the grade, content area, and learning problem they are addressing
Provides teachers with implementation information, teacher feedback on the practice, and references to find what they need in the literature

Author(s)

Pam Campbell

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 PhD at the University of Florida.

Adam Wang

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

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

Reviews

"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, Assistant Superintendent
Kingman Unified School District No. 20, AZ

"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, Graduate Student and Teacher
University of Nevada

"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, Special Education Teacher

Other Titles in: Inclusive Education | Teaching At-Risk Students | Classroom Implementation of RTI

Select Format:

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.