This collection contains modules that can be used for professional development for middle school leaders, teachers, interventionists and instructional coaches to build their capacity to students who require intervention in mathematics. Basic Facts and Computations. Building Fluency and Conceptual Understanding: Middle School Level Connecting Intervention and Core Instruction. Instructional Strategies to Bridge Skills that Lead to Success: Middle School Level
Error message
The page you requested does not exist. For your convenience, a search was performed using the words in the page you tried to access.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
This collection contains modules that can be used for professional development for elementary leaders, teachers, interventionists and instructional coaches to build their capacity to support students who require mathematics 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 mathematics 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 mathematics intervention
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 module was adapted from a series of training modules developed by the National Center on Intensive Intervention (NCII) and is aimed at district or school teams involved in the initial planning for using data-based individualization (DBI) as a framework for providing intensive intervention in academics and behavior. The audience for this module may include school teams supporting academic intervention and progress monitoring in middle school mathematics.
Module 6 is the second in a set of four course modules focused on explicit instruction. This module introduces the concept of supporting practices necessary for successful implementation of explicit instruction. The module introduces how to use effective methods to elicit frequent responses. Throughout the module, educators will learn how eliciting frequent responses support instruction within the DBI framework.
NCII partnered with Project STAIR (Supporting Teaching of Algebra: Individual Readiness) to host a series of three webinars focused on implementing data-based individualization (DBI) with a focus on mathematics during COVID-19 restrictions.
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 is part 3 of the larger module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part is intended to provide participants with an introduction to error analysis of curriculum-based measures for the purpose of identifying skill deficits and providing examples of error analysis in reading and mathematics. Part 4, “Identifying Target Skills,” will further link these skill deficits to intervention.
This is part 4 of the module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part of the module is intended to provide participants with guidance for identifying skills to target in reading and math interventions.