55 Tactics for Implementing RTI in Inclusive Settings

Boost academic achievement for all students in your inclusive classroom!

As schools implement RTI in general education settings, educators need easy access to information about effective teaching and intervention tactics for diverse learners. This resource offers teachers 55 research-based instructional tactics organized around four components--planning, managing, delivering, and evaluating. Teachers will also find:

• Accommodations/modifications for adapting tactics to meet individual learning needs
• Illustrations showing how to implement tactics within each tier of a three-tier RTI framework
• Strategies for meeting the needs of diverse students, classrooms, and schools
• A wealth of reproducibles, worksheets, and forms for immediate use

Author: Pam Campbell,Adam Wang,Bob Algozzine
Publisher: Corwin Publishers
Published: 10/15/2009
Pages: 216
Binding Type: Paperback
Weight: 1.31lbs
Size: 10.96h x 8.56w x 0.52d
ISBN: 9781412942409

Review Citation(s):
Reference and Research Bk News 02/01/2010 pg. 201

About the Author
Bob Algozzine, PhD, from Penn State University, is codirector of the Behavior and Reading Improvement Center and professor of educational administration, research, and technology at the University of North Carolina at Charlotte. He is the coauthor of Strategies and Tactics for Effective Instruction, Critical Issues in Special and Remedial Education, Introduction to Special Education, and other college textbooks. In addition, together with the current co-authors, he has published 63 Tactics for Diverse Learners: K-6 and 63 Tactics for Diverse Learners: Grades 6-12. He has published more than 250 articles on effective teaching, assessment, special education issues, and improving the lives of individuals with disabilities. His recent research has been published in the High School Journal, the Journal of Educational Research, and Teacher Education and Special Education. He has been a special education classroom teacher and college professor for more than 30 years in public schools and universities in New York, Virginia, Pennsylvania, Florida, and North Carolina. For nine years, he was coeditor, with Martha Thurlow, of Exceptional Children, the premiere research journal in the field of special education. He is currently the coeditor of Teacher Education and Special Education, The Journal of Special Education, and Career Development for Exceptional Individuals.

Pam Campbell, PhD, from University of Florida, is an associate professor in the Department of Special Education at the University of Nevada--Las Vegas (UNLV). During her 35 years as an educator, she has taught university courses in instruction, assessment, curriculum, and classroom management for both general and special educators. In addition, she has been a public school teacher in general education, Chapter I, and special education classrooms. She served in the dual role of university professor and coordinator of seven Professional Development Schools (PDS) at the University of Connecticut and currently at UNLV as coordinator of the Paradise PDS. Her research interests focus on linking the preparation of teacher candidates and sustained professional development of practicing teachers through technology. Her work has been published in TEACHING Exceptional Children, Remedial and Special Education, Record in Educational Leadership, the Professional Educator, and the Council for Administrators of Special Education. She is also the coauthor of Improving Social Competence: Techniques for Elementary Teachers. In addition, together with the current co-authors, she has published 63 Tactics for Diverse Learners: K-6 and 63 Tactics for Diverse Learners: Grades 6-12. She has served the field of special education through numerous local, state, regional, and national presentations and as field reviewer for Exceptional Children, the Journal of Special Education Technology, TEACHING Exceptional Children, and Teacher Education and Special Education.Jianjun (Adam) Wang, MA from University of Connecticut, is senior instructional technology specialist at Williams College. He has been responsible for collaborating with Campbell, Algozzine, and Ysseldyke in the design and development of STRIDE, a database program that provided the framework for the contents of this book. He has also been instrumental in the implementation of STRIDE in the preparation of future teachers, as well as the ongoing professional development of practicing educators. In addition, together with the current co-authors, he has published 63 Tactics for Diverse Learners: K-6 and 63 Tactics for Diverse Learners: Grades 6-12. He has served as an instructor in technology courses and made several regional, national, and international conference presentations related to the effective implementation of technology in education. His research interests concern how educational technology can enhance human learning and focus on developing Web-based learning and teaching tools to enhance the undergraduate learning experience.

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