1. Quality Programming
Indicators of Academic and
Affective Education
Shawn Milligan
SpEd 478/578: Educational Interventions: E/BD
MSUM Summer 2009

2. Academic QPIs
 Individualized- should take into account students
strengths and weaknesses. Adjustments should be
made based on personal data results, needs, and
implemented accordingly.
 Comprehensive- should encompass all core subject
areas as well as the arts and transition/post-
secondary skills at a challenging, yet not frustrating
level of instruction. All students need to be included in
a balanced education with endless opportunities for
success.
 Applicable- should apply to both the present and the
future. Students should know expectations, goals and
program/class outcomes.

3. About Strategies
 A strategy is:
 a: a careful plan or method
 b: the art of devising or employing plans toward a
goal
 Synonyms: plan, method
-Merriam-Webster’s Online Dictionary
 Strategies are most successful when they are
implemented in a system that encourages
collaboration among staff and students, and in which
each is a part of a well-planned whole system.
-www.newhorizons.org

4. My Take on Strategies
I think strategies are wonderful because they…
 may be applied to any learning situation
 are typically easy to use
 are continuously being created and updated
 are endless
 Strategies should be individualized, comprehensive, and
applicable. They can and should be used across all learning
tiers.
 Let it be said that there are hundreds of researched learning
strategies. The ones I mention are ones that I have used in the
past and continue to find success in. You must research to find
the ones that work best for the student involved.

5. My Favorite Resource for Teaching
Reading Strategies
One of my favorite resources and probably the best one I was ever introduced to is
Strategies that Work: Teaching Comprehension to Enhance Understanding by
Stephanie Harvey and Anne Goudvis. (2000)
Research tells us that proficient readers make connections to prior knowledge
and the text, ask questions, visualize, draw inferences, determine important
details, synthesize information, and repair understanding.
This book is full of useful strategies that yielded great results. Even though the
strategies are introduced independently, they soon intertwine, becoming
dependent on one another to create the interactive process known as reading.
Each strategy utilizes a gradual release of responsibility to the student, who in
turn demonstrates effective strategy use through their writing and conversation.
The coolest thing about this book is that the strategies can be individualized and
used for any genre, at any grade level across all domains. This book is like a
learning bible to me. I wish I had a copy to give to all of you!

6. Other Strategies for Reading
Remediation
Reading Comprehension Reading Fluency
Strategies Strategies
 SQ3R  Paired Reading
 Previewing the Chapter  Repeated Reading
 Reading Actively  Listening, Reading and
 Text to Me, Text to Text, Receiving Corrective
Text to World Connections Feedback
 Retell  Practice
 Movie in Your Mind  Record and Playback
 Share Time - Fascinating
Facts, Wonderful Words,
and Decoding Definitions

7. Other Helpful Reading Resource
Books
 The Savvy Teacher’s Guide: Reading
Interventions That Work by Jim Wright
www.interventioncentral.org
 Guiding Reading and Writers: Teaching
Comprehension, Genre and Content Literacy
by Irene C. Fountas and Gay Su Pinnell
(2001)

8. Strategies for Math Remediation
Math Fluency  Math Wrap Around Instruction Plan is
 Explicit Time Drill and all encompassing strategy using
 Overlearning assessment, explicit instruction, process
monitoring, performance feedback, and
 Practice review of mastered skills and concepts.
Math Comprehension  Mnemonic devices are both common and
 Solve and Check helpful (Please Excuse My Dear Aunt
 Make it applicable and meaningful Sally) for order of operations, Family
 Relate it to a Story (writing numbers, members for long division (Dad,mom,
sister, brother, rufus (the dog for
money sense) remainder)).
Math Vocabulary
 Math Journaling
 Preteach, Model, and Use Math Terms
Problem Solving
 4 Step Plan (Understand the Problem,
Make a Plan, Carry Out the Plan, Look
Back)
 Draw a picture

9. Affective Education QPIs
 Affective education is most productive when it
is individualized using personalized data,
integrated with academic instruction,
comprehensive, collaborative, previously
taught and addressed in context as situations
arise in the preferred setting.
 Maag tells us it is best generalized and
maintained when replacement behavior
training also occurs.

10. The Importance of RBT
 RBT should be taught along with SST for
maximum impact and desired generalization
 May be more likely to result in generalization
and maintenance which results in improved
peer status
 RBT should be implemented after the
conduction of an FBA and implemented
according to its results

11. Study skills and Organization
Strategies
 Notebook organization folder
 Assignment calendar
 School planner
 Guideline sheets for assignment completion
 Study buddy resources
 Personalized office folder
 Various test taking skills
 Study Actively

12. Group Strategies from Re-ED
 A major goal of Re-ED groups is to form healthy, positive, cohesive cultures that help troubled and
troubling youth change their behavior.
–Thomas Valore
The 12 Re-ED Cohesion Building Strategies include:
 Name the group
 Refer to the group by name
 Generate group traditions
 Develop group rules and values
 Set group goals
 Establish group norms
 Promote teamwork
 Engage members in various group activities
 Use group contingencies
 Make group meetings part of the daily schedule
 Model to facilitate cohesive interaction and participation
 Reinforce cohesive behavior
 Group meetings are the heart of this program and are considered the most powerful cohesion building
strategy. They are used to harness the power of the group for therapeutic and instructional puposes.

13. Other Compensatory Skill Strategies
for Successful Participation in Groups
 Choral response  Many of the cooperative
 Response cards learning activities also
 Thumbs up – Thumbs promote successful
group participation and
Down
learning such as jigsaw,
 Jobs assignments
panel discussions, pair
 Whiteboard responding share, group quizzes,
critical thinking
questions, task
analysis, and fish bowl
to name a few.

14. Wagner’s 7 Survival Skills
 Tony Wagner’s research is important to us as educators because it shows the
skills our students are lacking and need to be taught to successfully survival and
compete in today’s “new” world of work. They are important to any educational
program and should be included as such.
They are:
 Critical Thinking and Problem Solving
 Collaboration and Leadership
 Agility and Adaptability
 Initiative and Entrepreneurialism
 Effective Oral and Written Communication
 Accessing and Analyzing Information
 Curiosity and Imagination
 “We need to use academic content to teach the seven survival skills every day,
at every grade level, and in every class.”
–Tony Wagner

15. Points for Educators to Ponder from
Wagner
 To teach and test the skills that our students need, we must first
redefine excellent instruction.
 It is working with colleagues to ensure that all students master the skills
they need to succeed as lifelong learners, workers, and citizens.
 I have yet to talk to a recent graduate, college teacher, community
leader, or business leader who said that not knowing enough academic
content was a problem.
 In my interviews, everyone stressed the importance of critical thinking,
communication skills, and collaboration.
 Success requires teamwork.
 What makes this an effective lesson—a lesson in which students are
learning a number of the seven survival skills while also mastering
academic content?
 Once in a great while, I observe a class in which a teacher is using
academic content to develop students' core competencies.

16. Tier Programs in Schools Today
Tier 1 is where most students are in the general education
programming with minimal accommodations and modifications.
Supplemental instructional programs and strategies come into play in
tier 2 and intensive remediation occurs in tier 3. The time frame a
student spends in a tier is dependent upon how a student performs.
The student can move from tier to tier.
Some commonly advertised tier programs are:
 Accelerated Reader, Accelerated Math along with STAR Reading and
Math from Relearning
 Navigator, Ramp-up, and Aviator from America’s Choice
 Study Island
 Our high school does not necessarily have tier leveling in place
although I sense we are moving in that direction. I came here from
another state where we did practice guided reading and interventions at
the elementary level with strong data driven evidence, teacher training
and progress monitoring.

17. My Personal Views on Learning
 Learning adheres best when it is meaningful,
interesting, interactive, relevant and on-going.
 Find ways to make learning apply to the group of
students you are teaching, incorporating real-life
applications helps increase comprehension and
generalization.
 Connecting, interacting, and timely feedback are key
components.
 Strive to make learning continuous and cyclical;
encouraging students to recall, explore, practice
inquire, explain and add to what they already know;
expanding their existing knowledge base as they
continue to learn.

18. Strategy Choice Rationale
 The rationale behind each strategy you chose
to use should be a sound one. Again, it
should be individualized, comprehensive, and
applicable to the student you chose to teach it
to. It’s purpose and desired outcome should
be clearly communicated to the student. The
strategy being taught needs to be uniquely
matched to the student’s need, skill, levels
most importantly, it should be data driven with
a monitored and measurable result.

19. Works Cited
 Bechard, S., Borock, J., Cessna, K.K.,& Neel, R.S. (2003) Quality program
indicators for children with emotional and behavior disorders. Beyond
Behavior, 3-9.
 Harvey, S., Goudvis, A. (2000) Strategies that work: teaching comprehension to
enhance understanding. Markham, Ontario Stenhouse and Pembroke
Publishing.
 Intervention Central. Retrieved July 12, 2009.
Teacher interventions to go series.
The Savvy Teacher’s Guide: Reading Interventions That Work.
Study Skills Package
Website:http:www.interventioncentral.org
 Long, N.J., Morse, W.C., Frank, A.F., & Newman, R.G. (2007). Conflict in the
classroom: Positive staff support for troubled students (6th ed.). Austin, TX:
PRO-ED.

20. Works Cited
 Maag, John W. (2005) Social skills training for youth with emotional
behavioral disorders and learning disabilities: problems, conclusions,
and suggestions. Exceptionality 13(3) 155-172.
 Mooney, P., Pierce, C.D., & Ryan, J.B. (2008). Evidence-based
teaching strategies for students with EBD. Beyond Behavior, 22-29.
 Wagner, T. (2008) Rigor redefined: even our “best” schools are failing
to prepare students for 21st-century careers and citizenship.
Educational Leadership, 20-24.
 Valore, Thomas. Creating cohesive groups in re-ed settings: The
classroom meeting. Long, N.J., Morse, W.C., Frank, A.F., & Newman,
R.G. (2007). Conflict in the classroom: Positive staff support for
troubled students (6th ed.). Austin, TX: PRO-ED.