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But What Do I DO?

Strategies From A to W for Multi-Tier Systems of Support

By: Catherine Collier

Select individualized and evidence-based interventions for struggling students with this comprehensive guide. Includes a fold-out selection grid featuring more than 150 PBIS, RTI and MTSS interventions.

Full description

Product Details

Grade Level: PreK-12
ISBN: 9781506351155
Published By: Corwin
Year: 2016
Page Count: 424
Publication date: November 07, 2016

Price: $39.95

Description

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 including an online 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
Progress monitor, document, and modify instructional strategies
Identify specific interventions for distinct learning and behavior problems, including many reading, writing, math, and attention strategies
Implement classroom-wide, small group, or individualized interventions
Use classroom-based data to guide decision making
Implement in a variety of settings, including special education, learning assistance programs, and full-inclusion

Including implementation checklists, examples of every strategy as well as its research base, and graphic organizers, use this book to discover the what, why, and how to help each student achieve success!

Author(s)

Catherine Collier

Learn more about Catherine Collier's PD offerings

Catherine Collier, Ph.D. has over 45 years experience in equity, cross-cultural, bilingual, and special education. Dr. Collier is a nationally recognized expert on diverse learners with learning and behavior needs. She established and directed the Chinle Valley School, Dine Bitsiis Baa Aha Yaa, bilingual services for Navajo students with severe and multiple disabilities for the Navajo Nation. She was the director of a teacher-training program, Ikayurikiit Unatet for the University of Alaska for seven years, preparing Yup’ik Eskimo paraprofessionals for certification as bilingual preschool, elementary, and special educators. She was an itinerant (diagnostician/special education) for Child Find in remote villages in Alaska. For eight years, Dr. Collier worked with the BUENO Center for Multicultural Education, Research, and Evaluation at the University of Colorado, Boulder, where she created and directed the Bilingual Special Education Curriculum/Training project (BISECT), a nationally recognized effort. She is active in social justice activities for culturally and linguistically diverse learners and families. She started the first bilingual special education programs for the Navajo Nation and the White Mountain Apache. She is currently the director of the national professional development project Curriculum Integration for Responsive, Crosscultural, Language Education (CIRCLE) at Western Washington University. She works extensively with school districts on professional and program development for at-risk diverse learners. Dr. Collier provides technical assistance to university, local, and state departments of education regarding programs serving at-risk cognitively, culturally and linguistically diverse learners. She works with national organizations to provide professional development in the intersection of crosscultural, multilingual, diversity, special needs issues in education.

Table of Contents

Preface

Acknowledgments

About the Author

Introduction

Academic Language Transition

Accountability

Active Processing

Advanced Organizers

Alternate Response Methods

Analogy

Assessment

Belonging

Bilingual Aide

Bilingual Peers

Bilingual Texts

Building Connections

Building Connections—Reading Strategy

CAN-DO—Retention Strategy

Choices

Chunking

Class Buddies/Peer Helpers/Peer Tutors

Class Contracts

Classroom and School Survival Strategies

Cognitive Content Picture Dictionary

Cognitive Strategies in Home and Community Language

Concurrent Language Development/Acquisition Sessions

Consequence Wheel

Consistent Sequence

Content Language Games

Content Modification

Context Embedding

Contracting

Control and Attention Strategy—STAR

Cooperative Learning Strategies

Coping/Problem Solving

COPS—Writing Strategy

Cross-Cultural Communication Strategies

Cross-Cultural Counseling

DEFENDS—Writing Strategy

Demonstration

Differentiation

Double-Entry

EASY (Reading Comprehension)

Embedding

Entry Points

Evaluation

Expectations Awareness/Review

Experience-Based Learning

Exploration—Inquiry Technique

Exploration Team

Family-Centered Learning Activity

Fifty Grid (Math)

FIST—Reading Strategy

Graphic Organizers

Guided Lecture Procedure

Guided Memories—Personal Timelines

Guided Practice and Planned Interactions

Guided Reading and Writing in Home and Community Language

Home Activities

Individualizing

Information Organization—EASY

Inquiry Charts

Inquiry Technique

Interdisciplinary Unit/Thematic Instruction

Inverted Pyramid—Writing Strategy

Jigsaw—Comprehension Strategy

Jumping to Conclusions—Comprehension Strategy

Krypto—Math Strategy

KWL+

Language Games

Learning Centers or Stations

Learning Styles (Entry Points)

Leveled Activities

Listening Comprehension—TQLR

Magic Bag—Sorting

Manipulatives

Marking Text

Math Strategy—Fifty Grid

Math Strategy—KRYPTO

Math Strategy—SQRQCQ

Mediated Stimuli in Classroom

MET Expectations

Mind Mapping

Modeling

Observation Charts

Oral Discussions

Organization—Sorting

Paraphrasing—RAP

PARS—Retention Strategy

Participant Collage

Partners—Reading Strategy

PEARL

Peer/School Adaptation Process Support

PENS—Writing Strategy

Personal Timelines

Picture This!

PIRATES—Test Taking Strategy

Planned Ignoring

Planned Movement

Positive Reinforcement

PQ4R—Reading Comprehension

Prompting

Proof Reading—COPS

Proximity—Proximics

Questioning

Quick Write

RAP—Paraphrasing

Reading Comprehension—PQ4R

Reading Comprehension—SQ3R

Reading Strategy—FIST

Reading Strategy—Partners

Reading Strategy—RIDER

Reading and Writing Strategy—SSCD

Reading Strategy—Visualization

Reality-Based Learning Approaches

Reduced Stimuli

Reciprocal Questioning

Retention Strategy—CAN-DO

Retention Strategy—PARS

Rest and Relaxation Techniques

RIDER—Reading Strategy

Role-Playing

Scaffolding

SCORER—Test Taking Strategy

Self-Concept Activities

Self-Monitoring Techniques

Self-Reinforcement

Sheltered Instruction

Shortening Student Assignments

Signals

Sorting

SQ3R—Reading Strategy

SQRQCQ—Math Strategy

SSCD—Reading and Writing Strategy

STAR—Control and Attention Strategy

Story Star—Reading Comprehension Strategy

Student Input

Success

Survival Strategies for Parents/Families

Survival Strategies for Students

Test-Taking Strategy—PIRATES

Test-Taking Strategy—SCORER

Time-Out

Total Physical Response—TPR

Touch

TOWER—Writing Strategy

TPR—Total Physical Response

TQLR—Listening Strategy

Use of First Language

Varied Grouping

Videos About Interaction Patterns

Visualization—Reading Strategy

Visualization Strategy—RIDER

Vocabulary Pyramid

Wordless Picture Books

Writing Strategy—COPS

Writing Strategy—DEFENDS

Writing Strategy—Inverted Pyramid

Writing Strategy—PENS

Writing Strategy—TOWER

W-Star—Reading Comprehension Strategy

References

Index

Other Titles in: Classroom Implementation of RTI | Diverse Learners

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