In this Voices from the Field piece, we talk to Dr. Chrissy Brown, a recent National Center for Leadership in Intensive Intervention (NCLII) scholar. Dr. Brown discusses the NCLII program and how it has guided her in preparing educators to implement intensive interventions.
This is the first module in a series of modules about intensive intervention in reading. There are two parts in this module that answer the questions (1) why is intensive intervention in reading important? and (2) how does data-based individualization (DBI) apply to reading?
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).
This module provides an overview of diagnostic assessments, using error analysis with CBMs, developing and using curriculum-based assessments (CBAs), and integrating diagnostic and progress monitoring data to inform instructional adaptations.
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
The first module in the Intensive Intervention Math Course Content focuses on the mathematics content necessary to include within intensive intervention. This includes matching decisions about instruction and assessment to the mathematics content.
In this article, Drs. Ketterlin Geller, Lembke, and Powell discuss how they are supporting educators to implement (1) the process of data-based individualization (DBI), (2) the principles of explicit and systematic instruction, and (3) key components of algebra readiness as part of Project STAIR (Supporting Teaching of Algebra: Individual Readiness).
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.
In this video, Amy McKenna, a special educator in Bristol Warren Regional School District shares her experience with data-based individualization (DBI). Amy discusses how she learned about DBI, the impact her use of the DBI process had on students she worked with, and how DBI helped changed her practice as a special educator.
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.