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.
Tabella dei contenuti
1. The Response-to-Intervention Framework2. Concepts and Principles of Precision Teaching3. Instructional Design for Precision Teaching4. Blending Precision Teaching Technology with the Response-to-Intervention Framework5. Precision Teaching Technology in Practice6. Precision Teaching in Reading7. Precision Teaching in Writing8. Precision Teaching in Mathematics9. Precision Teaching in the Content Areas10. Project-Based Inquiry, Building Complex Repertoires, and Ensuring Real-World Competence Appendix 1. Precision Decisions for the Timings Chart: Data-Driven Decisions for Performance-Based Measures within Sessions Appendix 2. Using the Timings Chart to Make Within-Session Decisions Appendix 3. A Timings Standard Celeration Chart Appendix 4. A Daily per Minute Standard Celeration Chart Appendix 5. Exercise for Tiemann and Markle’s Kinds of Learning
Circa l’autore
Kent Johnson, Ph D, 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, Ed D, 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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