This brief presents an overview of how social and emotional learning (SEL) relates to intensive intervention and offers sample strategies for skill building among students in need of intensive learning, social, emotional, and behavioral supports.
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This activity was developed by Tammy Moran a special education teacher in Ferris Independent School District. In this lesson, she illustrates the use of the Understand-Plan-Solve-Evaluate (UPSE) Method. This method is a problem-solving strategy that can be used to support students struggling with word problems. The lesson can be used synchronously or asynchronously and does not require using multiple platforms. This collection includes a tip sheet, a video example, slides to facilitate the lesson, a UPSE template, and reflection questions.
This rubric uses descriptors of the dimensions of the Taxonomy of Intervention Intensity to support teams in selecting and evaluating validated interventions for small groups or individual students.
This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.
This presentation was delivered by Dr. Tessie Rose Bailey as part of the Colorado Multi-Tiered System of Support Virtual Summit 2020. In the presentation, Dr. Bailey focused on considerations for providing virtual intervention and progress monitoring and highlights resources developed by the National Center on Intensive Intervention. Related Resources Find additional resources for educators and families support students at home Supporting Students With Intensive Needs During COVID-19
This webinar highlights strategies schools should consider in relationship to their implementation of social-behavioral supports across the continuum of tiers in a multi-tiered system of support framework as they return to school during COVID-19 restrictions.
Staff from the Exceptional Children department in Charlotte-Mecklenburg Schools convened a group of their teachers in Spring 2020 to share their perspectives and ideas. This advisory group includes approximately 20 teachers of exceptional children across Charlotte-Mecklenburg Schools. In this Voices from the Field video, the National Center on Intensive Intervention spoke with four teachers in the advisory group about their work during COVID-19 restrictions.
This two page handout defines the Taxonomy of Intervention Intensity through guiding questions and highlights when the Taxonomy of Intervention Intensity can be used within the data-based individualization (DBI) process. Teams can use the dimensions to evaluate a current intervention, select a new intervention and intensify interventions when students do not respond.
In this webinar, Dr. Sarah Powell an Associate Professor in the Department of Special Education at the University of Texas at Austin highlights freely available tools and resources that can help educators consider a scope and sequence for math skills, assessment and intervention practices, instructional delivery, concepts and procedures for whole and rational numbers, intensification considerations, and more. The webinar reviews the content available from the Intensive Intervention Math Course Content. The course content consists of eight modules covering a range of math related topics. Each module includes video lessons, activities, knowledge checks, practice-based opportunities, coaching materials and other resources.
The Behavioral Intervention Tools Chart is comprised of studies conducted on programs beyond the core procedures (e.g., school-wide, basic classroom organization and management) that target small groups or individual students with social, emotional, or behavioral problems whose performance is non-responsive to the core procedures. The chart displays the study’s results and ratings of the study’s quality, information on the program administration, and whether additional research has been conducted on the program. The chart is intended to assist educators and families in becoming informed consumers who can select behavioral intervention programs that address their specific needs. The presence of a particular program on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Behavioral Intervention or NCII.