Intervention in School and Clinic

In this article, the author gives an overview of learning strategy instruction and describes how to implement this evidenced-based practice in classroom and whole-school settings. He also discusses this information as it relates to the provisions of the No Child Left Behind Act.

Foster children are an educationally vulnerable population that is over represented in special education. This article describes a collaborative effort among a child welfare agency, a local education agency, and a nonprofit law office to improve the educational outcomes of children in foster care. Program procedures and the role of the education liaison as advocate and problem solver are described, as well as evaluation data and strategies for managing problems associated with multiagency collaboration.

With the increasing diversity of pupils in general education classes, teachers are seeking simple methods to teach all of their pupils while maintaining the integrity of the curriculum. COLA is a mnemonic device to help teachers apply the principles of layout and design when creating instructional materials. Use of the COLA strategy can enhance the ability of all pupils to identify, comprehend, and demonstrate knowledge of critical classroom concepts.

This article describes the steps of moving from state curriculum standards for writing to selecting and teaching a writing strategy to designing curriculum-based assessments in writing. The relationship between assessment and instruction is strengthened as educators monitor student progress in the state curriculum standards, make sound instructional decisions, and prepare students for annual assessments required by state education agencies.

Students are often asked to write reports for science, history, and other content-area classes. Struggling writers and many of their classmates are unsure about how to plan and write reports. This article presents a strategy for planning and writing reports and describes how a general and special education teacher team-taught this strategy to a classroom of fifth-grade students.

This article describes the importance of facilitating relationships between schools and the Juvenile Justice System. Emphasis is placed on statistics concerning children/youth involved in the Juvenile Justice System and the current state of school programs. Strategies for developing integrated programs between schools and the Juvenile Justice System are provided.