This series includes video examples and tip sheets to help educators and families in using the NCII reading and mathematics sample lessons to support students with intensive needs. These lessons provide short instructional routines to encourage multiple practice opportunities using explicit instruction principles. The videos and tip sheets describe how educators can use the sample lessons to support instruction in a virtual setting, how educators can share these lessons with parents, and how parents can also implement the lessons to provide additional practice opportunities.
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These videos and tips are part of a series of products to support students with intensive needs in the face of COVID-19. These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice. In addition to the video examples, a tip sheet is available to help parents implement the lessons. Implementation of Reading Lesson: Parent Example
This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. Dr. Teri A. Marx from the National Center on Intensive Intervention and the PROGRESS Center, as well as Dr. Faith G. Miller from the University of Minnesota—Twin Cities, share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.
This training module, Using the Taxonomy of Intervention Intensity to Select, Design, and Intensify Intervention, introduces the Taxonomy of Intervention Intensity and describes how it supports the DBI process by helping provide explicit guidance on how to select and evaluate validated intervention programs to best meet students’ needs and intensify or adapt those interventions when students or groups of students do not adequately respond. At the end of the training participants will be able to:
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
Intensive Intervention in Reading Course: Module 7 Overview This module provides strategies on how to adapt comprehension instruction to improve instructional modeling, provide practice opportunities, elicit frequent responses, and give effective feedback. This module is divided into two parts with an introduction and closing. A 508 compliant version of the full PowerPoint presentation across all parts of the module, a version of the PowerPoint that includes all the animations, and a workbook is available below.
Intensive Intervention in Reading Course: Module 6 Overview This module provides strategies on how to adapt word reading instruction to improve instructional modeling, student practice, and approaches to giving feedback. This module is divided into three parts with an introduction. A 508 compliant version of the full PowerPoint presentation across all parts of the module, a version of the PowerPoint that includes all the animations, and a workbook is available below.
Intensive Intervention in Reading Course: Module 4 Overview This module provides an overview of data-based individualization (DBI), including using CBM measures, how to present level of performance and set student goals, and use data to make instructional decisions. This module is divided into five parts with an introduction and closing. A 508 compliant version of the full PowerPoint presentation across all parts of the module, a version of the PowerPoint that includes all the animations, and a workbook is available below.
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.
This module identifies Tier II and Tier III interventions for students at risk and high risk for behavioral challenges. By the end of this module you should be able to: Describe the decision-making process to indicate Tier II is appropriate Identify critical features of Tier II Discuss how to modify Tier II interventions to meet the needs of more students Highlight critical elements of a Functional Behavior Assessment (FBA) Choose a desired and replacement behavior Complete a Competing Pathway Model Begin to identify strategies to make the problem behavior irrelevant, inefficient, and ineffective