In this video, Lucille Eber, E.D.., Statewide Coordinator of Illinois’ Emotional and Behavioral Disabilities (EBD) Network, discusses how behavioral support staff can assist and collaborate with general education teachers to support students with intensive behavioral needs.
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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.
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.
In this video, Nicole Bucka, M.Ed. MTSS Technical Assistance Provider in Rhode Island and NCII Coach, shares considerations for supporting students with intensive behavioral needs at the secondary level.
This module was adapted from a series of training modules developed by the National Center on Intensive Intervention (NCII) and is aimed at district or school teams involved in the initial planning for using data-based individualization (DBI) as a framework for providing intensive intervention in academics and behavior. The audience for this module may include school teams supporting academic intervention and progress monitoring in middle school mathematics.
This collection contains modules that can be used for professional development for middle school leaders, teachers, interventionists and instructional coaches to build their capacity to students who require intervention in mathematics. Basic Facts and Computations. Building Fluency and Conceptual Understanding: Middle School Level Connecting Intervention and Core Instruction. Instructional Strategies to Bridge Skills that Lead to Success: Middle School Level
This module is designed for interventionists, special educators, and general educators to review instructional strategies that students with mathematics difficulties need to be successful in both core instruction and intervention. Students with mathematics difficulties may make progress in intervention but still struggle in core because there is often not a bridge or support to show how the intervention connects to core. This module addresses these needs and identifies how all teachers need to support generalization and build upon mathematics trajectories for students to be successful.
This collection contains modules that can be used for professional development for elementary leaders, teachers, interventionists and instructional coaches to build their capacity to support students who require mathematics intervention.
The purpose of this module is to review how to implement the Early Numeracy Intervention, a validated intervention program that can be used for Tier 2 math intervention, or as an intensive intervention platform within DBI.
The purpose of this module is to focus on the importance of fractions, including the prerequisite skills. Fractions have been cited as a key skill that students need in order to be more successful in advanced mathematics skills, including algebra. Fractions are a necessary skill to be included as part of tiered interventions for students as early as grade 3.