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.
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.
This series is intended for educators at the state and local level who work with secondary students with intensive behavioral needs during virtual learning and the return to in-person.