This activity was developed by Michelle Silvia, reading coach at Robert F. Kennedy Elementary School in Providence, Rhode Island. This lesson illustrates the use of Elkonin boxes in a virtual setting and includes three variations. Elkonin boxes are an instructional method used to build phonological awareness by segmenting words into individual sounds or phonemes. Elkonin boxes are commonly used in the early elementary grades or with students who need additional phonics interventions. This lesson includes a tip sheet as well as PowerPoint templates that can be used to support the use of Elkonin boxes in virtual settings by allowing the student to click and drag a "token" on the screen. The examples illustrate variations for use with tokens, letter tiles, and word building
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This activity was developed by Etmi Lopes Martins, school psychologist at Robert F. Kennedy Elementary School in Providence, Rhode Island. 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. A 5-point scale is a simple social and emotional learning tool that can help students with self-management. To learn more about self-management and the 5-point scale, visit NCII’s behavioral strategy guide.
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.
This guide was developed by Melanie Kowalick an MTSS Curriculum Specialist in Wichita Falls Independent School District. This planning guide may be used for planning short intervention activities, review and practice activities, or progress monitoring checks. During school closures, we learned that virtual intervention does not look the same as face-to-face intervention. Parent support and planning are going to be the key to helping our students who have difficulties with reading and mathematics. For educators or parents, part of this support includes simple ways to monitor student progress.
This lesson provides a structure for writing intervention with examples of asynchronous and synchronous virtual delivery. The lesson is informed by the Simple View of Writing (Berninger & Amtmann, 2002) and it covers the three major components of writing instruction: transcription, text generation, and self-regulation. The lesson was developed by Dr. Natasha Feinberg a Professor at Rhode Island College in Rhode Island and it includes sample lesson slides, a tip sheet, lesson materials and two video examples.
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 lesson, featuring Karen McWilliams, a 504 Coordinator and Dyslexia Teacher in Rochelle ISD in Texas, supports educators in using technology to teach foundational reading skills to students in elementary grades. During this virtual literacy lesson, students engage in a variety of facilitated activities to support phonemic awareness, phoneme–grapheme correspondence, irregular and high-frequency words, writing, and connected text. Educators may present this lesson to students one-on-one or in a small group. The templates were adapted from content developed by the University of Florida Literacy Institute to support educators implementing virtual instruction. The collection includes a tip sheet, a video examples, and slides illustrating the lesson.
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
This guide is intended to accompany the sample literacy lessons and activities on the NCII website. It is divided into four sections covering the five components of reading, instructional principles of reading instruction intervention, how to use the NCII reading lessons, and additional resources.
Data-based individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. This document introduces and describes the DBI process and how it can be used to support students who require intensive intervention in academics and/or behavior.