In this video, Ralph P. Ferretti, Professor of Education and Psychological & Brain Sciences at the University of Delaware explain why it is important to consider both the study quality and the study results when determining the evidence base of an intervention.
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In this video, Michelle Hosp, Associate Professor in the College of Education at the University of Massachusetts Amherst discusses why your progress monitoring tool may not directly focus on the skills that you are teaching.
Why do we need to ensure we have multiple parallel or equated forms when measuring student progress?
In this video, Lee Branum-Martin, Associate Professor at Georgia State University explains why we need to ensure we have multiple parallel or equated forms when measuring student progress.
In this video, Ellen Reinhardt, MTSS Technical Assistance Provider in Rhode Island and NCII Coach, discusses conditions that are necessary for effective and sustainable implementation of intensive intervention.
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.
In this video, John M. Hintze, Professor in the Department of Student Development at the University of Massachusetts Amherst explains why it is important to consider whether an assessment is biased against a specific sub-group.
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.
Providing more explicit instruction, captured within the comprehensiveness domain of the Taxonomy of Intervention Intensity, is critical within intensive intervention. The Recognizing Effective Special Education Teachers (RESET) project, funded by U.S. Department of Education Institute for Education Sciences (IES) and led by Evelyn Johnson at Boise State University, developed a series of rubrics based on evidence-based practices for students with high incidence disabilities. One set of rubrics focuses on explicit instruction. Based on the main ideas of Explicit Instruction, the Explicit Instruction Rubric was designed for use by supervisors and administrators to reliably evaluate explicit instructional practice, to provide specific, accurate, and actionable feedback to special education teachers about the quality of their explicit instruction, and ultimately, improve the outcomes for students with disabilities.
An effective and efficient data system is essential for successful implementation of a multi-tiered system of support (MTSS). However, prior to selecting an appropriate system, schools and districts must identify what its staff and community need and what resources the district or school has to support an MTSS data system. This two-step tool can help teams to consider both what their needs are and to evaluate available tools against those needs. Step 1 can help your team systematically identify and document your MTSS data system needs and current context and step 2 focuses on selecting and evaluating a data system for conducting screening and progress monitoring within a tiered system of support based on the identified needs and context from step 1
In this webinar, Dr. Kristen McMaster provides an overview of Curriculum-Based Measurement (CBM) and discusses how CBM data can be used at the secondary level to monitor student progress. She discusses the purpose of CBM, provides a brief description of the research, and demonstrates how CBM data can be used to monitor student progress. She reviews CBM tools that are available for high schools in reading, mathematics, and the content areas, and provides instructions for developing CBM tools for use at the high school level. Following Dr. McMaster's presentation, representatives from Walla Walla High School in Walla Walla, Washington discuss how they have monitored school progress as part of their tiered intervention model.