Teach All, Reach All for the Secondary Classroom

Teach All, Reach All for the Secondary Classroom, tailored specifically for use with middle- and high-school students, can help teachers deal with classroom academic issues by arming them with evidence-based instructional techniques surrounding two critical elements of effective teaching—the design of good lessons and the effective delivery of those lessons.

$45.00

Details:
2010 / 264 pp. and 1 CD (90 pp. fillable reproducible forms)
ISBN:
978-1-59909-045-0
SKU:
045-0
For Grades:
Authors:
  •  Susan L. Mulkey
  •  Karen A. Kemp
Type:
Professions:
Area of Focus:

Description

Are you concerned about students in your classroom who:

  • Do not participate in instructional activities?
  • Rely on other students to do their work?
  • Do not complete assignments?
  • Perform badly on tests?

Teach All, Reach All for the Secondary Classroom, tailored specifically for use with middle- and high-school students, can help teachers deal with these issues by arming them with evidence-based instructional techniques surrounding two critical elements of effective teaching—the design of good lessons and the effective delivery of those lessons.

As schools implement Response to Intervention (RTI), instructional design and effective delivery become even more important. Teach All, Reach All for the Secondary Classroom complements the fundamental premise of RTI—that all students receive high-quality instruction to ensure success in the general education classroom.

Teach All, Reach All for the Secondary Classroom provides more than 200 practical classroom strategies and includes a companion CD of reproducible forms and a reproducible guide to effective lesson design. With these resources, it is easy to implement practical classroom strategies and to design lessons that motivate students in middle and high school.

Put research-based instructional intervention techniques to work to promote success at a universal and intervention level!

  •  Susan L. Mulkey

    Susan L. Mulkey is an author and trainer in social skills, behavior management, effective instructional practices, reading strategies, classroom coaching, and collaborative teaching. Susan has more than 30 years of experience across several educational settings, including elementary, middle school, and high school. She conducts more than 50 workshops and staff development sessions each year in Utah and across the United States. She spent six years conducting training for Department of Defense schools in Germany, Japan, and Korea. She is a former project coordinator for a statewide staff development center, university instructor, consulting teacher, and special/general education teacher. She continues to consult independently for schools and school teams participating in Positive Behavior Supports. She is currently involved in a variety of classroom coaching activities and demonstration teaching related to the use of effective instructional strategies, prereferral interventions related to RTI, schoolwide social skills, and behavior management. Susan has coauthored TGIF: But What Will I Do on Monday?, TGIF: Making It Work on Monday, Cool Kids: A Proactive Approach to Social Responsibility, One-Minute Skill Builder, TRIP: Translating Research Into Practice, Working Together: Tools for Collaborative Teaching, and a video, Working Together: What Collaborative Teaching Can Look Like.

  •  Karen A. Kemp

    Karen A. Kemp, Ph,D, is a 30-year public school teaching veteran who has held a number of leadership and administrative positions, including director of special education, assistant principal, pupil services coordinator, adjunct faculty, program specialist, and, of course, classroom teacher. She has authored and coauthored more than 30 publications, including the books Cool Kids: A Proactive Approach to Social Responsibility, RTI: The Classroom Connection for Literacy, RTI & Math: The Classroom Connection, One-Minute Skill Builder, TRIP: Translating Research Into Practice, and the DVDs RTI Tackles the LD Explosion and RTI Tackles Reading. Karen has presented workshops and professional development seminars in the United States and Europe. She is currently director of special programs in Cohoes City Schools in New York. Her areas of expertise include instructional support teams, Response to Intervention, Positive Behavior Supports/social responsibility, reading strategies, effective instruction for inclusive classrooms, and progress-monitoring techniques.