Response to Intervention and Precision Teaching: Creating Synergy in the Classroom

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Guilford Press, Nov 29, 2012 - Psychology - 205 pages
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Successful implementation of response to intervention (RTI) for academic skills problems requires rigorous progress monitoring. This book shows how the proven instructional technology known as precision teaching (PT) can facilitate progress monitoring while building K-12 students' fluency in reading, writing, math, and the content areas. Detailed instructions help general and special education teachers use PT to target specific skills at all three tiers of RTI, and incorporate it into project-based learning. Of crucial importance for RTI implementers, the book provides explicit procedures for measuring and charting learning outcomes during each PT session, and using the data to fine-tune instruction. Reproducible charts and other useful tools can be downloaded and printed in a convenient 8 1/2" x 11" size.
 

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Contents

Chapter 1 The ResponsetoIntervention Framework
1
Chapter 2 Concepts and Principles of Precision Teaching
20
Chapter 3 Instructional Design for Precision Teaching
39
Chapter 4 Blending Precision Teaching Technology with the ResponsetoIntervention Framework
54
Chapter 5 Precision Teaching Technology in Practice
86
Chapter 6 Precision Teaching in Reading
102
Chapter 7 Precision Teaching in Writing
122
Chapter 8 Precision Teaching in Mathematics
136
Chapter 10 ProjectBased Learning Building Complex Repertoires and Ensuring RealWorld Competence
162
DataDriven Decisions for PerformanceBased Measures within Sessions
173
Appendix 2 Using the Timings Chart to Make WithinSession Decisions
178
Appendix 3 A Timings Standard Celeration Chart
184
Appendix 4 A Daily per Minute Standard Celeration Chart
185
Appendix 5 Exercise for Tiemann and Markles Kinds of Learning
186
References
191
Index
199

Chapter 9 Precision Teaching in the Content Areas
152

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About the author (2012)

Kent Johnson, PhD, is the founder and Executive Director of Morningside Academy, in Seattle, Washington. He is a recipient of numerous awards, including the Edward L. Anderson Award in Recognition of Exemplary Contributions to Behavioral Education from the Cambridge Center for Behavioral Studies; the Ernie Wing Award for Excellence in Evidence-Based Education from the Wing Institute; and the Allyn and Bacon Exemplary Program Award from the Council for Exceptional Children, Division for Learning Disabilities. Dr. Johnson's work focuses on the development of research-based curriculum and teaching methods.

Elizabeth M. Street, EdD, is Professor Emerita of Psychology at Central Washington University, where she served as a faculty member and administrator for 33 years. A board-certified behavior analyst, Dr. Street has consulted to numerous programs that serve children diagnosed with autism spectrum disorders, in addition to her more than 30 years of service as a consultant, trainer, and coach for Morningside Academy.

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