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.
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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.
Intensive Intervention in Reading Course: Module 6 Overview This module provides strategies on how to adapt word reading instruction to improve instructional modeling, student practice, and approaches to giving feedback. This module is divided into three parts with an introduction. A 508 compliant version of the full PowerPoint presentation across all parts of the module, a version of the PowerPoint that includes all the animations, and a workbook is available below.
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 video illustrates the use of manipulatives to help students develop understanding of the base-10 system.
Intensive Intervention in Reading Course: Module 2 was delivered in person to teachers during the pilot phase, but the content did not lend itself to an online format.
This module provides an overview of diagnostic assessments, using error analysis with CBMs, developing and using curriculum-based assessments (CBAs), and integrating diagnostic and progress monitoring data to inform instructional adaptations.
This self-paced module provides the foundational information for users interested in learning more about intensive intervention and the DBI process.
This example illustrates the virtual implementation of EL Education’s Decoding and Spelling 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.
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