Quality Instruction and Intervention Strategies for Secondary Educators

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.

Table of Contents:
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  Effective and Explicit Instruction  Vocabulary Instruction  Comprehension Instruction  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  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  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  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  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  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  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  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  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  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  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  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  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 Note-Taking  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

About the Author :
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.

Review :
Hott and colleagues have a clear message repeated throughout this wonderful collection—that instruction matters. We too often pay attention to compliance and placement, and what this resource reminds us (repeatedly) is that actual instruction to the students is what we really need to focus on. Great collection of chapters on all too forgotten students: secondary. Instruction really matters. Thanks to the authors for refocusing our attention to this. Dr. Hott has assembled a group of experts in the field of education. Through their knowledge of best practices in teaching and learning, they have written a book that aids both general and special educators in meeting the needs of all secondary students. With an easy-to-read format, this book provides teachers with practical solutions for implementing evidence-based instructional methods in the classroom. Quality Instruction and Intervention Strategies for Secondary Educators is a must-have on the bookshelf of all secondary teachers! We know that children are not simply miniature adults and that adolescents are not simply large children. The challenges and abilities of adolescents are as different from younger children as the secondary curriculum is from the elementary curriculum. Dr. Hott’s edited book is an excellent resource for teachers supporting adolescents with disabilities in the general education curriculum. Like many secondary school special education teachers, I was trained as an elementary teacher and then assigned to a high school. I wish that this text had been available to me. The clear explanations of powerful and evidence-based practices would have helped me in the same way that it will benefit most beginning and many experienced special educators. This book steps outside the mold of the traditional textbook and engages the reader in a new, fresh way with case studies. The layout of chapters provides important background information followed by practical application, all based in research, which is a format appealing to professionals in both general and special education. The contributors have adopted a practical, research-based approach that will enhance educator's classroom practice, which could lead to improved outcomes for students with disabilities. This book's approach of using content experts and special educators to work together is a creative and highly needed approach to instruction of students with special needs. We talk inclusion and collaboration but often do not do this in higher education. This text shows how these two areas can be put into practice. Quality Instruction and Intervention Strategies for Secondary Educators is a must-read for pre-service secondary educators, middle school and high school administrators, and all secondary educators. Now, more than ever, educators need a resource like this to guide the planning and refinement of their pedagogy. The authors unpack the current research on effective, quality instruction and intervention for all students across a variety of disciplines. The chapters provide practical examples educators can implement immediately. I am highly impressed with Quality Instruction and Intervention Strategies for Secondary Educators. This uniquely targeted book delivers innovative perspectives on research-based instruction and interventions for secondary general education classrooms. It provides deep and thoughtful coverage of focused approaches for supporting diverse learners, especially those that struggle in inclusive settings. You will find that the text guides readers between effective instruction and essential interventions. This book is a must-read for all secondary educators. Dr. Hott has done it again. She has produced an excellent resource for secondary educators across all the core subject areas, providing them with practical, evidence-based intervention strategies to ensure quality instruction for all students. This book is 'busy-teacher' friendly, providing comprehensive information grounded in research, co-written by highly-respected educators. Hott’s book is in an easy-to-read format, with straightforward, nontechnical language. All secondary teachers will want to have this on their bookshelves!