In this video, Dr. Joe Wehby, Senior Advisor to the National Center for Intensive Intervention and Associate Professor in the Vanderbilt University Department of Special Education, addresses this question around research on intensive behavioral interventions.
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This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of fractions. Within college- and career-ready standards fractions are typically taught in Grades 3-5. Developing an understanding of fractions as numbers includes part/whole relationship, number on the number line, equivalent fractions, whole numbers as fractions, and comparing fractions These videos may be used as these concepts are introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.
This webinar demonstrates how the Taxonomy of Intervention Intensity can support educators in systematically selecting and modifying intensive behavior intervention based on student need.
This webinar demonstrates how the Taxonomy of Intervention Intensity can support educators in systematically selecting and modifying intensive literacy interventions based on student need.
This video illustrates the use of manipulatives to help students develop understanding of the base-10 system.
Assessment is an essential part of the data-based individualization (DBI) process and a multi-tiered system of support (MTSS). Without technically sound assessment, which provides accurate, meaningful information, a teacher has no objective method for determining what a student needs or how to intensify instruction to meet those needs. The close connection between assessment and intervention is at the foundation of the DBI process. This connection is what drives teacher decision making. With the right assessment tools and guidance on how to use them, teachers can make sound, data-based decisions about who needs intensive intervention, when to make instructional changes, and what skills to focus on. In the tables below, find resources to support the selection and evaluation of screening, progress monitoring and diagnostic assessments.
This unit of study includes a tip sheet, slides with activities, and supplemental materials that are associated with finding the area of various polygons, the area of circles, and the relationship between the area formulas, as well as a final activity exploring the area of a parallelogram and the area of a circle. This presentation is not intended to be used in one virtual session but as guidance for a unit of study related to the area of polygons. This unit was created by Robert Stroud from Westerly Public Schools in Rhode Island to support making the connections between various polygons and their areas rather than just providing formulas to compute.
This guide was developed by Melanie Kowalick an MTSS Curriculum Specialist in Wichita Falls Independent School District. This planning guide may be used for planning short intervention activities, review and practice activities, or progress monitoring checks. During school closures, we learned that virtual intervention does not look the same as face-to-face intervention. Parent support and planning are going to be the key to helping our students who have difficulties with reading and mathematics. For educators or parents, part of this support includes simple ways to monitor student progress.
This lesson provides a structure for writing intervention with examples of asynchronous and synchronous virtual delivery.
In this webinar presenters reviewed the evidence-base behind explicit instruction for students with disabilities and highlighted recently released course content designed to help educators learn how to deliver explicit instruction and review their current practices.