In Module 3 of the Intensive Intervention in Mathematics Course Content we emphasize the necessity for using evidence-based interventions or strategies as the starting point of instruction within intensive intervention. In this module, educators will learn about: (1) The umbrella term of evidence-based practices and different types of evidence-based practices; (2) Where to locate evidence-based practices; (3) How to design the instructional platform for use within intensive intervention.
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This video shows how to use the set model to represent the fraction 3/4 with two-colored counting chips and clips. Individual chips within the set, represent the fractional parts. It is important that students be exposed to the set model because fractions in real-world settings are often represented this way.
This video demonstrates how to use fraction circles to help students compare the value of several fractions with different numerators and denominators. The use of direct modeling with concrete manipulatives, such as fractions circles, allows students to develop conceptual understanding of fractions before they attempt to compare fractions without concrete manipulatives or pictorial representations. After students have had multiple opportunities to practice comparing fractions with concrete manipulatives, they may be ready to use other strategies such as mental images and reasoning strategies.
This lesson includes a tip sheet and a video tutorial that demonstrates how to create and implement the 5-point scale in a virtual setting.
In this Voices from the Field video, Dr. Jason Harlacher and Veronica Fielder share CDE’s process for developing virtual learning modules on DBI and their strategies for ensuring the modules are accessible to educators.
How might MTSS affect what's measured on report cards, including academic and non-academic measures?
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII, discusses ways that a multi-tiered system of supports (MTSS) can help educators consider what student report cards can measure beyond academic performance.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII discusses the differences between the terms “multi-tiered system of supports (MTSS)” and “Response to Intervention (RtI).”
In this video, Sandy Cook, NCII Coach and Differentiated Instruction Specialist at Elms Road Elementary in Swartz Creek Michigan & Michele Corbat, NCII Coach and Principal at Morris Elementary in Swartz Creek Michigan, discuss the importance of leadership to support implementation of intensive intervention.
In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses the benefits of embedding intensive intervention within a multi-tiered system of support.
In this video, Russell Gersten, Senior Advisor to the National Center on Intensive Intervention and Professor Emeritus at the College of Education at the University of Oregon, discusses the relationship between foundational skills and the core curriculum within intensive interventions.