On May 8, 2019, Drs. Mitch Yell, David Bateman, Tessie Bailey and Teri Marx presented Recommendations and Resources for Preparing Educators in the Endrew Era. In this webinar, Drs. Yell and Bateman draw on their recent article Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation in Teacher Education and Special Education. They provide an overview of Endrew’s impact on individualized instruction for students with disabilities and share six recommendations for preparing educators to meet the clarified requirements under Endrew. Drs. Tessie Bailey and Teri Marx, experts from the National Center on Intensive Intervention, illustrate how NCII resources and technical assistance supports can assist states, local agencies, and educators to address these recommendations and improve design and delivery of individualized instruction in academics and behavior.
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In this webinar presenters reviewed the evidence-base behind explicit instruction for students with disabilities and highlighted recently released course content designed to help educators learn how to deliver explicit instruction and review their current practices.
Teams are a vital part of an effective multi-tiered system of supports (MTSS) across both academics and behavior as well as special education. Making connections across the across the various teams used in MTSS and special education can be challenging. This resource from NCII and the PBIS Center, provides information about how DBI can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.
This log can be used as a daily and weekly record of the implementation of an individual student’s intensive intervention plan. This information, along with progress monitoring graphs, can inform team intervention and data review meetings. You may choose to supplement the logs with additional items or more detailed intervention notes.
What is an evidence-based practice? How do I know if evidence shows that a practice will be right for my students? Many practitioners ask these critical questions every day as they are faced with making decisions regarding how to best meet the needs of their students.
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
This toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K–12 students with significant learning difficulties and disabilities. Grounded in research, this toolkit is based on the Center on Instruction’s Intensive Interventions for Students Struggling in Reading and Mathematics: A Practice Guide, and includes the following resources:
The MTSS Fidelity of Implementation Rubric and Summary Sheet are for use by individuals responsible for monitoring the school-level fidelity of MTSS implementation.