In this video, Mike Jacobsen, Assessment and Curriculum Director, White River School District in Washington State discusses how their districts planned for and implemented intensive intervention within the districts RTI model.
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In this video, Michele Walden-Doppke, M.A., CAGS, Response to Intervention (RTI) Technical Assistance Provider with Northern Rhode Island Collaborative for Rhode Island Department of Education (RIDE) and NCII Coach in Coventry Public Schools discusses infrastructure elements that support the implementation of intensive intervention.
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Neag School of Education at the University of Connecticut and NCII Trainer & Coach, discusses importance of consistency when selecting, administering, and scoring progress monitoring tools.
In this video, Mary Little, Professor and Program Coordinator of the Department of Child, Family, and Community Services at the University of Central Florida discusses why data and data-based decision making such a critical part of instruction and intervention.
The purpose of this brief from the National Center for Systemic Improvement is to synthesize research on coaching and to offer a framework of effective coaching practices. Part 1 provides general information on coaching, including the need for coaching and the goals of coaching. Part 2 describes critical coaching practices that are linked to improvements in teacher practice and learner outcomes. As these practices are most associated with such improvements, they are the recommended practices that should be central to the every-day routine of coaches working in general education or special education settings, as well in environments (e.g., homes, schools, childcare centers) with learners of all ages. Appendix A contains information about various coaching models commonly cited in research and applied in the field (e.g., literacy coaching, behavior coaching, math coaching).
The purpose of this implementation guide from the National Center for Systemic Improvement is to help practitioners systematically implement effective coaching practices. This guide outlines key questions to consider when using coaching as a pathway toward improving teaching and learning. Further, the guide specifies actions that should be taken to appropriately structure the system in which coaching occurs. Consideration of these questions and completion of these actions may help coaching achieve its intended goals and become a sustainable component of the learning environment.