LEADER 04812nam 2200577 450 001 9910818106003321 005 20230803024727.0 010 $a1-283-81056-5 010 $a1-4625-0763-8 035 $a(CKB)2670000000278529 035 $a(EBL)1069226 035 $a(OCoLC)818846966 035 $a(MiAaPQ)EBC1069226 035 $a(EXLCZ)992670000000278529 100 $a20160822h20132013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aResponse to intervention and precision teaching $ecreating synergy in the classroom /$fKent Johnson, Elizabeth M. Street$b[electronic resource] 210 1$aNew York, New York :$cThe Guilford Press,$d2013. 210 4$d©2013 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a1-4625-0762-X 327 $aCover; Half Title Page; Also from Kent Johnson; Title Page; Copyright Page; Dedication; About the Authors; Preface; Contents; Chapter 1. The Response-to-Intervention Framework; Origins; What Is Response to Intervention?; The Three Tiers; Key Components of the Reponse-to-Intervention Framework; The Challenges; Summary; Chapter 2. Concepts and Principles of Precision Teaching; Component Teaching to Mastery; The Fluency Concept; Frequency as Fundamental; Defining Fluency with Precision; Standard Celeration Charting; PT Resources; Summary; Chapter 3. Instructional Design for Precision Teaching 327 $aThree Technologies for Content AnalysisFrom Content Analysis to Instructional Objectives; Summary; Chapter 4. Blending Precision Teaching Technology with the Response-to-Intervention Framework; Focus on Fluency; A Match Made in Heaven; History of Precision Teaching in the K-12 System; From Screening to Data-Based Decision Making; Summary; Chapter 5. Precision Teaching Technology in Practice; Implementation of Precision Teaching Technology at Morningside Academy; Peer Coaching; Chart Shares; Precision Teaching Interventions at Each Tier; An Apple a Day; Summary 327 $aChapter 6. Precision Teaching in ReadingPrerequisites for Reading Behavior; Reading Behavior; Understanding Text; Strategic, Engaged Reading; Summary; Chapter 7. Precision Teaching in Writing; Tool Skills in Writing; Composing Sentences; Composing Paragraphs, Essays, and Reports; Reading or Language Arts?; Chapter 8. Precision Teaching in Mathematics; Tool Skills in Mathematics; Computation Skills; Solving Standard Word Problems with Algebraic Equations; Effectiveness of Morningside Mathematics Fluency; Chapter 9. Precision Teaching in the Content Areas; Pinpoints in the Content Areas 327 $aCreating or Locating Fluency SheetsFeatures of Good Worksheets/Practice Opportunities; Summary; Chapter 10. Project-Based Learning, Building Complex Repertoires, and Ensuring Real-World Competence; The Two Camps; Two Examples; Turning the World View Right Side Up; 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 327 $aAppendix 5. Exercise for Tiemann and Markle's Kinds of LearningReferences; Index 330 $aSuccessful 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 606 $aRemedial teaching 606 $aResponse to intervention (Learning disabled children) 606 $aEffective teaching 610 0$akompensatorisk$aundervisning$aforbedring$aundervisningsmetoder$ametoder$alæringsutbytte$alæringseffekt$aspesialundervisning$askoleprestasjoner$alæring$aintervensjon 615 0$aRemedial teaching. 615 0$aResponse to intervention (Learning disabled children) 615 0$aEffective teaching. 676 $a370.15 676 $a371.9/043 676 $a371.9043 700 $aJohnson$b Kent R.$4aut$01100606 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 801 2$bNO-TrBIB 906 $aBOOK 912 $a9910818106003321 996 $aResponse to intervention and precision teaching$94095366 997 $aUNINA