In this video, Nicole Bucka, NCII coach and MTSS professional development provider for Rhode Island discuss lessons learned from implementing intensive intervention at the middle and secondary level.
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In this video, Mary Randel, a doctoral candidate in Special Education at Michigan State University & NCII Coach for the Swartz Creek School District, addresses the importance of ensuring that students with disabilities have access to supports across the tiers of a tiered frameworks, especially intensive intervention.
In this video, Dr. Evelyn Johnson, Associate Professor at Boise State University, discusses how data can be used to support eligibility decisions for students with disabilities.
In this video, Dr. Luann Purcell, Chief Executive Officer of the Council of Administrators of Special Education and NCII Advisor, discusses how special educators can work collaboratively with general education teachers and staff to support students with persistent and severe learning and/or behavioral needs.
In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses considerations for ensuring that intensive interventions are implemented with fidelity.
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, Ellen Reinhardt shares how schools can help to support staff during DBI implementation.
This series of lessons from the State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center highlights a research driven approach to coaching. The series begins with an overview lesson and includes additional lessons that cover how to deliver effective and efficient prompting, performance feedback, and scaffolding and using data to identify recipients current phase of learning. A coaching practice profile is also available.
These two self-paced modules address the four practices coaches can use to improve teaching and student learning. Module 1 addresses the four practices coaches can use to improve teaching and student learning. These practices include observation, modeling, providing performance feedback, and using alliance-building strategies. Module 2 addresses how to measure the fidelity of coaching practice to increase the impact it has on teaching and learning. We strongly recommend watching both modules to fully enhance the coaching of teachers. Module 1: Effective Practices for Coaches Module 2: Measuring the Fidelity of Coaching
The purpose of this implementation guide from the National Center for Systemic Improvement is to help practitioners systematically implement effective coaching practices. This guide outlines key questions to consider when using coaching as a pathway toward improving teaching and learning. Further, the guide specifies actions that should be taken to appropriately structure the system in which coaching occurs. Consideration of these questions and completion of these actions may help coaching achieve its intended goals and become a sustainable component of the learning environment.