These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice.
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Implementation Guidance and Considerations
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These videos and tips are part of a series of products to support students with intensive needs in the face of COVID-19. These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice. In addition to the video examples, a tip sheet is available to help parents implement the lessons. Implementation of Reading Lesson: Parent Example
The series illustrates how educators can implement the NCII reading and mathematics sample lessons through virtual learning and provide tips for there use.
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.
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 guide is intended to accompany the sample literacy lessons and activities on the NCII website. It is divided into four sections covering the five components of reading, instructional principles of reading instruction intervention, how to use the NCII reading lessons, and additional resources.
Data-based individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. This document introduces and describes the DBI process and how it can be used to support students who require intensive intervention in academics and/or behavior.
The purpose of this document is to increase the capacity of practitioners and educational leaders to support a broad range of learners who need more literacy supports to become skilled readers and writers by identifying a set of essential practices that are research-supported and should be the focus of professional development. These practices for intensifying literacy instruction apply to those learners with severe and persistent reading and writing challenges who have not responded when provided with instruction aligned with state academic standards, regardless of disability status.
The Taxonomy of Intervention Intensity (Fuchs, Fuchs, & Malone, 2017) can be used to select or evaluate an intervention platform used as the validated intervention platform or the foundation of the DBI process. It can also be used to guide the adaptation of intensification of an intervention during the intervention adaptation step of the DBI process. The Taxonomy includes the following dimensions:
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.