This checklist can be used by intervention providers or planning teams to review, document, and improve implementation of the data-based individualization (DBI) process and monitor whether the student intervention plans were implemented as intended.
How do you know if an intervention, program, or practice is likely to be effective with a particular subgroup of students? What resources are there to help school, district, and State leaders identify and select evidence-based practices (EBPs)? EBPs play an increasingly prominent role in Federal education policy. In both State Systemic Improvement Plans (SSIPs) and provisions in the Every Student Succeeds Act (ESSA), States are being asked to implement practices and programs that have evidence of effectiveness.
Teachers often note that students struggle with the transition between core instruction and intervention in mathematics. Thus, the purpose of these curriculum crosswalks is to identify points of alignment and misalignment between commonly used mathematics intervention and core instructional materials, with a particular focus on mathematics practice standards and vocabulary. We offer recommendations for improving alignment to help students more successfully participate in math instruction across settings.
Math Curriculum Crosswalk: Grade 1
Math Curriculum Crosswalk: Grade 2
Math Curriculum Crosswalk: Grade 3