Teach All, Reach All

If you are serious about filling your bag of tricks with proven ideas, this is the instructional strategy book for you. Teach All, Reach All provides more than 175 practical classroom strategies with associated reproducible forms, including one to guide effective lesson design.


2009 / 240 pp. and 1 CD (115 pp. reproducible forms)
For Grades:
  • Susan L. Mulkey
  • Karen A. Kemp
Area of Focus:


Instructional design and delivery become even more critical as schools implement Response to Intervention (RTI). The fundamental concept of RTI is that students receive high-quality instruction and interventions that enable them to be successful. RTI has the advantage of broad application—it can potentially benefit all students. Likewise, this book is about high-quality instruction and interventions that are available for all students and grade levels. Teach All, Reach All complements the fundamental premise of RTI.

The book is organized around typical concerns and questions that teachers often face, such as:

  • What can I do about the students who do not participate during my instruction?
  • What can I do about the students who forget information that I presented yesterday or a few hours ago?
  • What can I do about the students who do not work cooperatively, or rely on others to do the practice activities?
  • What can I do about the students who do not complete or submit assignments?
  • What can I do about the students who do not perform well with traditional test formats?

This user-friendly book offers a variety of options for addressing these and 20 other common questions, plus an entire section dedicated to tips for effective lesson delivery.

  • 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.