This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of fractions. Within college- and career-ready standards fractions are typically taught in Grades 3-5. Developing an understanding of fractions as numbers includes part/whole relationship, number on the number line, equivalent fractions, whole numbers as fractions, and comparing fractions These videos may be used as these concepts are introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.

For children with the most severe and persistent academic and/or behavioral challenges, parent and family involvement is vital. School teams can use this guide to better understand intensive intervention and how to engage parents and families with the process.

Module 6 is the second in a set of four course modules focused on explicit instruction. This module introduces the concept of supporting practices necessary for successful implementation of explicit instruction. The module introduces how to use effective methods to elicit frequent responses. Throughout the module, educators will learn how eliciting frequent responses support instruction within the DBI framework.

There are a variety of terms used interchangeably to define special education: specially-designed instruction, Tier 3 supports, and intensive intervention, but, do they mean the same thing? In this presentation, delivered at the 2017 OSEP Leadership Conference, state leaders of special education, David Sienko from the Rhode Island Department of Education and Glenna Gallo, from the Washington State Board of Education – alongside personnel from the National Center on Intensive Intervention – shared perspectives on how special education is defined to espouse commonalities across terminology and services to support students with disabilities. Presentation

This updated training module provides a rationale for intensive intervention and an overview of data-based individualization (DBI), NCII’s approach to providing intensive intervention. DBI is a research-based process for individualizing validated interventions through the systematic use of assessment data to determine when and how to intensify intervention.  Two case studies, one academic and one behavioral, are used to illustrate the process and highlight considerations for implementation. 

The purpose of this document is to provide an overview of the Center’s accomplishments and to highlight a set of lessons learned from the 26 schools that implemented intensive intervention while receiving technical support from the Center.

This webinar, presented by Kate Augustyn, Debra Jennings, and Kelly Orginski, discusses the importance of family engagement and provides examples of ways to engage families to support students.

The CEEDAR Center has designed a Course Enhancement Module (CEM) on Evidence-based Reading Instruction K-5 which is designed to support participants in gaining an understanding of assessment tools and intervention practices that can be integrated within a comprehensive, evidence-based reading intervention program. The multi-part module covers universal, supplemental, and intensive supports including supports for students with intensive reading needs. The CEM, particularly as it relates to intensive intervention, includes content adapted from NCII.

The CEEDAR Center has designed a Course Enhancement Module (CEM) on MTSS for Mathematics which is designed to support participants in gaining an understanding of assessment tools and intervention practices that can be integrated within a comprehensive  evidence-based math intervention program. The multi-part module covers universal, supplemental, and intensive supports including supports for students with intensive mathematics needs. The CEM, particularly as it relates to intensive intervention, includes content adapted from NCII. 

The CEEDAR Center has designed a Course Enhancement Module (CEM) on Classroom and Behavior Management which is designed to support participants in gaining an understanding of assessment tools and intervention practices that can be integrated within a comprehensive, evidence-based behavioral intervention program. The multi-part module covers universal, supplemental, and intensive supports including supports for students with intensive behavioral needs. The CEM, particularly as it relates to intensive intervention, includes content adapted from NCII.