Charles, R. I., & Carmel, C. A. (2005). Big ideas and understandings as the foundation for elementary and middle school mathematics. Journal of Mathematics Education, 7(3), 9-24.
Fletcher, D., Boon, R. T., & Cihak, D. F. (2010). Effects of the TOUCHMATH program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 449-458.
Geary, D. C., Hoard, M. K., Nugent, L., & Byrd-Craven, J. (2008). Development of number line representations in children with mathematical learning disability. Developmental neuropsychology, 33(3), 277-299.
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060. What Works Clearinghouse.
Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: the role of the linear number line. Developmental psychology, 48(5), 1229.
Saxe, G. B., Shaughnessy, M. M., Shannon, A., Langer-Osuna, J. M., Chinn, R., & Gearhart, M. (2007). Learning about fractions as points on a number line. The learning of mathematics: Sixty-ninth yearbook, 221-237.
Watanabe, T., Takahashi, A., & Yoshida, M. (2010). Supporting focused and cohesive curricula through visual representations: An example from Japanese textbooks. Mathematics curriculum: Issues, trends, and future directions, 131-144.
In this two-day visit, teachers new to Heritage Intermediate School will receive professional development on the Generating Leveled Questions and Explicit Vocabulary Instruction practices, which Heritage began implementing last school year. The following day their MSMI coach will provide modeled lessons on both strategies in teachers’ classrooms to assist the teachers begin implementing the strategies.
For information on how to have a private event for your school or district, contact us!
An MSMI coach and an education researcher will visit Heritage Intermediate School to provide professional development in School Climate and Culture to all staff, focusing on developing a campus core value statement and the use of data for student interventions. The MSMI coach will also visit classrooms to conduct observations and provide feedback.
For information on how to have a private event for your school or district, contact us!
Boardman, A. G., Klingner, J. K., Buckley, P., Annamma, S., & Lasser, C. J. (2015). The Efficacy of Collaborative Strategic Reading in Middle School Science and Social Studies Classes. Reading And Writing: An Interdisciplinary Journal, 28(9), 1257-1283.
Boardman, A., Buckley, P., Maul, A., Vaughn, S., & Society for Research on Educational Effectiveness, (. (2014). The Relationship between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents with Disabilities. Society For Research On Educational Effectiveness.
Bremer, C. D., Vaughn, S., Clapper, A. T., Kim, A., & National Center on Secondary Education and Transition, M. M. (2002). Collaborative Strategic Reading (CSR): Improving Secondary Students’ Reading Comprehension Skills. Research to Practice Brief: Improving Secondary Education and Transition Services through Research.
Kim, A., Vaughn, S., Klingner, J. K., Woodruff, A. L., Reutebuch, C. K., & Kouzekanani, K. (2006). Improving the Reading Comprehension of Middle School Students with Disabilities through Computer-Assisted Collaborative Strategic Reading. Remedial And Special Education, 27(4), 235-249.
Klingner J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative Strategic Reading during social studies in heterogeneous fourth-grade classrooms. The Elementary School Journal, 99(1), 3–22.
Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), 275–293.
Klingner, J. K., & Vaughn, S. (1998). Using Collaborative Strategic Reading. Teaching Exceptional Children, 30(6), 32-37.
Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52(7), 738–747.
Klingner, J. K., Vaughn, S., Arguelles, M. E., Hughes, M. T., & Leftwich, S. A. (2004). Collaborative Strategic Reading: “Real-World” Lessons From Classroom Teachers. Remedial And Special Education, 25(5), 291-302.
Klingner, J. K., Vaughn, S., Boardman, A., & Swanson, E. (2012). Now We Get It! Boosting Comprehension with Collaborative Strategic Reading. Jossey-Bass, An Imprint of Wiley.
Mohammed, S. S., Swanson, E., Roberts, G., Vaughn, S., Klingner, J. K., Boardman, A. G., & Society for Research on Educational Effectiveness, (. (2010). The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1. Society For Research On Educational Effectiveness.
Swanson, E., Mohammed, S. S., Boardman, A. G., Vaughn, S., Klingner, J., Roberts, G., & … Society for Research on Educational Effectiveness, (. (2011). The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 2 Replication. Society For Research On Educational Effectiveness.
Vaughn, S., Klingner, J. K., Swanson, E. A., Boardman, A. G., Roberts, G., Mohammed, S. S., & Stillman-Spisak, S. J. (2011). Efficacy of Collaborative Strategic Reading with Middle School Students. American Educational Research Journal, 48(4), 938-964.
Vaughn, S., Roberts, G., Klingner, J. K., Swanson, E. A., Boardman, A., Stillman-Spisak, S. J., & … Leroux, A. J. (2013). Collaborative Strategic Reading: Findings from Experienced Implementers. Journal Of Research On Educational Effectiveness, 6(2), 137-163.
Dr. Sarah Powell will lead an interactive webinar with the middle school mathematics teachers and instructional coaches from San Angelo ISD. This webinar serves as a follow up from their on-site professional development in the fall providing an opportunity to discuss progress & challenges, analyze data, and plan for the spring semester.