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.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
This lesson features Carla Jo Whatley, a First Grade Teacher at Ferris Intermediate in Ferris ISD in Texas. In the lesson she illustrates how to use virtual manipulatives within a math lesson. These manipulatives allow educators and students to engage in the Concrete-Representational-Abstract approach without having the physical materials in front of them. For some educators, switching between platforms has been challenging. This lesson can be used synchronously or asynchronously, does not require using multiple platforms, and allows educators to apply the features of interactive base ten blocks. The collection includes a tip sheet, two video examples, and slides with virtual base ten block practice examples.
In this Voices from the Field piece, we talk to Dr. Chrissy Brown, a recent National Center for Leadership in Intensive Intervention (NCLII) scholar. Dr. Brown discusses the NCLII program and how it has guided her in preparing educators to implement intensive interventions.
Successful implementation of a multi-tiered system of supports (MTSS) and, specifically, intensive intervention through the data-based individualization (DBI) process, demands the collection and analysis of data. As teams consider data collection, challenges may occur with assessment administration, scoring, and data entry (Taylor, 2009). This resource reviews three data collection and entry challenges and strategies to ensure data about risk status and responsiveness accurately represent student performance and minimize measurement errors.
In this Voices From the Field piece, the National Center on Intensive Intervention (NCII) talks with Justyn Poulos, director of MTSS at the Office of the Superintendent of Public Education (OSPI), about how he and his team shifted their annual MTSS Fest conference from a face-to-face event to a virtual event in less than 3 weeks due to COVID-19 restrictions. Justyn shares how his team modified their event plans and what they learned from the experience about how to engage participants in the future.
This two page handout defines the Taxonomy of Intervention Intensity through guiding questions and highlights when the Taxonomy of Intervention Intensity can be used within the data-based individualization (DBI) process. Teams can use the dimensions to evaluate a current intervention, select a new intervention and intensify interventions when students do not respond.
If we don’t implement critical components of an intervention with consistency, we cannot link student outcomes to the instruction provided. Fidelity can help us to determine the effectiveness of an intervention, and identify if a student requires more intensive supports. This resource outlines five elements of fidelity and provides guiding questions for each.
In this video, Drs. Mitch Yell and Tessie Bailey share information about the 2017 Endrew F. v. Douglas County School District decision by the U.S. Supreme Court. They highlight implications for writing a student's IEP and discuss the importance of setting setting ambitious IEP goals to ensure that students make progress in light of their individual circumstances.
In this Voices From the Field piece, the National Center on Intensive Intervention (NCII) speaks to Cyndi Caniglia, PhD, an assistant professor in the Department of Education at Whitworth University in Spokane, Washington about how she has meaningfully integrated the NCII Features of Explicit Instruction Course Content into her coursework.
In this Voices from the Field, the National Center on Intensive Intervention (NCII) talks with Richard Carter, PhD, an assistant professor in the Department of Counseling, Leadership, Advocacy, and Design at the University of Wyoming. Dr. Carter teaches Mild and Moderate Disabilities, Assessment in Special Education, and Collaboration and is working to develop a micro-credentialing system for educators in the state. Dr. Carter discusses how he has integrated NCII’s data-based individualization (DBI) resources within his education preparation efforts