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.
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In this webinar, Dr. Sarah Powell an Associate Professor in the Department of Special Education at the University of Texas at Austin highlights freely available tools and resources that can help educators consider a scope and sequence for math skills, assessment and intervention practices, instructional delivery, concepts and procedures for whole and rational numbers, intensification considerations, and more. The webinar reviews the content available from the Intensive Intervention Math Course Content. The course content consists of eight modules covering a range of math related topics. Each module includes video lessons, activities, knowledge checks, practice-based opportunities, coaching materials and other resources.
On May 8, 2019, Drs. Mitch Yell, David Bateman, Tessie Bailey and Teri Marx presented Recommendations and Resources for Preparing Educators in the Endrew Era. In this webinar, Drs. Yell and Bateman draw on their recent article Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation in Teacher Education and Special Education. They provide an overview of Endrew’s impact on individualized instruction for students with disabilities and share six recommendations for preparing educators to meet the clarified requirements under Endrew. Drs. Tessie Bailey and Teri Marx, experts from the National Center on Intensive Intervention, illustrate how NCII resources and technical assistance supports can assist states, local agencies, and educators to address these recommendations and improve design and delivery of individualized instruction in academics and behavior.
In this webinar presenters reviewed the evidence-base behind explicit instruction for students with disabilities and highlighted recently released course content designed to help educators learn how to deliver explicit instruction and review their current practices.
The purpose of this guide is to provide brief explanations of key practices that can be implemented when working with students in need of intensive intervention in mathematics. Special education instructors, math interventionists, and others working with students who struggle with mathematics may find this guide helpful. Strategies presented in this guide should be used in conjunction with teaching guides developed for specific mathematical concepts.
What is an evidence-based practice? How do I know if evidence shows that a practice will be right for my students? Many practitioners ask these critical questions every day as they are faced with making decisions regarding how to best meet the needs of their students.
The purpose of this document is to increase the capacity of practitioners and educational leaders to support a broad range of learners who need more literacy supports to become skilled readers and writers by identifying a set of essential practices that are research-supported and should be the focus of professional development. These practices for intensifying literacy instruction apply to those learners with severe and persistent reading and writing challenges who have not responded when provided with instruction aligned with state academic standards, regardless of disability status.
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
This report from Jobs for the Future and Authored by Sharon Vaughn, Lou Danielson, Rebecca Zumeta Edmonds, and Lynn Holdheide, 1) reviews previous efforts to promote better educational outcomes for students with disabilities, 2) describes research-based instructional strategies that can support them and other struggling learners, and 3) shares the kinds of policies and local resources needed to ensure that all young people have meaningful opportunities to learn deeply and become truly prepared to succeed in college, careers, and civic life.
This toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K–12 students with significant learning difficulties and disabilities. Grounded in research, this toolkit is based on the Center on Instruction’s Intensive Interventions for Students Struggling in Reading and Mathematics: A Practice Guide, and includes the following resources: