This module is intended to help educators and administrators understand the dimensions of the Taxonomy of Intervention Intensity and how it can be used to select, evaluate, and intensify interventions.
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These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice.
This is part 1 of the larger module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part is intended to provide an overview of common general outcome measures (GOM) used for progress monitoring in reading and mathematics, with guidance on selecting an appropriate measure.
This guide explains how teacher preparation faculty can incorporate resources from NCII into preservice teacher preparation coursework and clinical experiences.
In this article, Drs. Mary Little, Cynthia Pearl and Dena Slanda share lessons and strategies to support teachers in developing the skills and competencies to implement intensive intervention.
NCII, through a collaboration with the University of Connecticut, developed a set of course content focused on developing educators’ skills in designing and delivering intensive reading instruction. This content is designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of intensive reading intervention.
There are a variety of terms used interchangeably to define special education: specially-designed instruction, Tier 3 supports, and intensive intervention, but, do they mean the same thing? In this presentation, delivered at the 2017 OSEP Leadership Conference, state leaders of special education, David Sienko from the Rhode Island Department of Education and Glenna Gallo, from the Washington State Board of Education – alongside personnel from the National Center on Intensive Intervention – shared perspectives on how special education is defined to espouse commonalities across terminology and services to support students with disabilities. Presentation
It is important that the instructional practices and interventions delivered within a school’s multi-tiered system of support (MTSS) be grounded in evidence. However, the “practice” that happens within each tier is different; therefore, the type of evidence that is required for each tier also must be different. A useful way to think about evidence-based practices in MTSS is to think about levels of evidence that vary and correspond to the different levels of intervention intensity at each tier. In the tables below, find resources to support the selection and evaluation of Tier 1, Tier 2, and Tier 3 or intensive interventions.
This resource includes a tip sheet and an example weekly check-in form to help teachers develop relationships with their students and stay connected during distance learning.
In this video, Dr. Chris Riley-Tillman, a Professor at the University of Missouri and NCII Senior Advisor, discusses the important considerations when selecting behavioral progress monitoring tools.
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