Quality Instruction and Intervention Strategies for Secondary Educators

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, 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 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 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

Chapter 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

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