This activity was developed by Tammy Moran a special education teacher in Ferris Independent School District. In this lesson, she illustrates the use of the Understand-Plan-Solve-Evaluate (UPSE) Method. This method is a problem-solving strategy that can be used to support students struggling with word problems. The lesson can be used synchronously or asynchronously and does not require using multiple platforms. This collection includes a tip sheet, a video example, slides to facilitate the lesson, a UPSE template, and reflection questions.
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NCII, through a collaboration with the University of Connecticut, developed a set of course modules focused on developing educators’ skills in using explicit instruction. These course modules are designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of explicit instruction.
It is important that the instructional practices and interventions delivered within a school’s multi-tiered system of support (MTSS) be grounded in evidence. However, the “practice” that happens within each tier is different; therefore, the type of evidence that is required for each tier also must be different. A useful way to think about evidence-based practices in MTSS is to think about levels of evidence that vary and correspond to the different levels of intervention intensity at each tier. In the tables below, find resources to support the selection and evaluation of Tier 1, Tier 2, and Tier 3 or intensive interventions.
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.
In this webinar, Drs. Tessie Rose Bailey and Zach Weingarten from the National Center on Intensive Intervention and the PROGRESS Center, as well as Thom Jones from the Wyoming Department of Education and Justine Essex from Freedom Elementary School in Cheyenne, Wyoming shared how to set ambitious goals for students by selecting a valid, reliable progress monitoring measure, establishing baseline performance, choosing a strategy, and writing a measurable goal.