In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Neag School of Education at the University of Connecticut and NCII Trainer & Coach, discusses the importance of making changes in a systematic way when adapting interventions for students with intensive needs.
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In this video, Dr. Lynn Fuchs, Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University and Senior Advisor to the National Center on Intensive Intervention, shares considerations for adapting interventions when the validated intervention program wasn’t successful.
In this video, Sarah Powell, Assistant Professor in the Department of Special Education at the University of Texas at Austin, discusses key considerations when teaching students with math difficulty.
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.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII discusses the role professional development should play when preparing staff to implement a multi-tiered system of supports.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII discusses the differences between the terms “multi-tiered system of supports (MTSS)” and “Response to Intervention (RtI).”
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII discusses how screening tools can provide a more accurate measure of at-risk students within the context of a multi-tiered system of supports.