This white paper summarizes the proceedings of a summit that was focused on integrating research knowledge on promising approaches into intensive intervention and implementation to improve academic outcomes for students with disabilities who have severe and persistent learning need. In addition, it includes responses from three participants representing perspectives from policy (David Chard, Wheelock College), research (Nathan Clemens, University of Texas at Austin), and practice (Steve Goodman, Michigan Integrated Behavior and Learning Support Initiative).
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The purpose of this guide is to provide brief explanations of key practices that can be implemented when working with students in need of intensive intervention in mathematics. Special education instructors, math interventionists, and others working with students who struggle with mathematics may find this guide helpful. Strategies presented in this guide should be used in conjunction with teaching guides developed for specific mathematical concepts.
There are a variety of terms used interchangeably to define special education: specially-designed instruction, Tier 3 supports, and intensive intervention, but, do they mean the same thing? In this presentation, delivered at the 2017 OSEP Leadership Conference, state leaders of special education, David Sienko from the Rhode Island Department of Education and Glenna Gallo, from the Washington State Board of Education – alongside personnel from the National Center on Intensive Intervention – shared perspectives on how special education is defined to espouse commonalities across terminology and services to support students with disabilities. Presentation
This infographic, developed in collaboration with the Rhode Island Parent Information Network, provides questions to ask school teams who are providing intensive intervention. This resource is intended to provide a high-level overview of intensive intervention and should not replace ongoing communication between schools, and parents and families.
This infographic, developed in collaboration with the Rhode Island Parent Information Network, provides tips for parents in supporting their child who is receiving intensive intervention.
In this video, Dr. Luann Purcell, Chief Executive Officer of the Council of Administrators of Special Education and NCII Advisor, discusses how special educators can work collaboratively with general education teachers and staff to support students with persistent and severe learning and/or behavioral needs.
In this video, Nicole Bucka, NCII coach and MTSS professional development provider for Rhode Island discuss lessons learned from implementing intensive intervention at the middle and secondary level.
This webinar discusses the importance of family engagement and provides examples of ways to engage families to support students.
In this video, Mary Randel, a doctoral candidate in Special Education at Michigan State University & NCII Coach for the Swartz Creek School District, addresses the importance of ensuring that students with disabilities have access to supports across the tiers of a tiered frameworks, especially intensive intervention.
In this video, Rob Horner, Professor of Special Education at the University of Oregon and co-Director of OSEP Technical Assistance Center on PBIS and the OSEP Research and Demonstration Center on School-wide Behavior Support, discusses how data systems can be used within the context of intensive intervention.