But What Do I DO?: Strategies From A to W for Multi-Tier Systems of Support
Publication Year: 2017
Subject: Classroom Implementation of RTI
Identifying appropriate strategies for instruction or intervention made easy! Selecting individualized and evidence-based interventions for struggling students can overwhelm even the most experienced teachers. Save time and get the help you need with this comprehensive guide from an expert in special education and cultural differences! Organized around an alphabetized and cross-referenced list and a fold-out selection grid featuring more than 150 PBIS, RTI, and MTSS interventions, you’ll quickly find the tools to resolve specific learning and behavioral challenges. This must-have resource helps you effortlessly locate appropriate strategies based on student needs and desired learning outcomes. Teachers, counselors, and instructional intervention teams will learn to • Meet the needs of all your struggling students including at-risk, culturally and linguistically diverse, as well as those with IEPs ...
- Front Matter
- Back Matter
- Subject Index
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This book contains most of the strategies I have used myself and is designed for use by teachers, counselors, and learning support or intervention teams. All strategies are appropriate and beneficial for all students K–12 unless otherwise noted. Many of these were first published in my book RTI for Diverse Learners published by Corwin, but we have added many more and added additional suggestions for implementation and monitoring. The strategies have been used with students in general education classrooms; at-risk programs; special education programs; English language learning classrooms; learning assistance programs; and in clinical, inclusive, and mainstream classrooms.
Mention is made relative to common tiers within Multi-Tiered Systems of Support or Multi-Tiered Support Systems (MTSS), Response to Intervention (RTI), and the Response to Instruction and Intervention (RTII) process used in many school districts. The strategies are frequently included in problem-solving interventions provided to English language learners (ELL) and English as an additional language students.
The strategies are listed in alphabetic order for ease in locating specific strategies after teachers identify the appropriate strategy for the instruction or intervention need of the target student. A selection grid is provided for identifying the appropriate strategy based upon the need identified as having priority for the student. Recommended strategies and interventions are listed with research sources, desired outcomes, and an example of application. Citations to recommended texts are provided where appropriate throughout the document. Some of these strategies are listed in several sections, as they yield distinctive and varied benefits in multiple assistance situations.
I wish to acknowledge the contributions of Sheri M. Collier. She went through almost all of these strategies and assisted with updating and trying out their effectiveness with diverse learners.
About the Author
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