In this video, Michele Walden-Doppke, M.A., CAGS, Response to Intervention (RTI) Technical Assistance Provider with Northern Rhode Island Collaborative for Rhode Island Department of Education (RIDE) and NCII Coach in Coventry Public Schools discusses infrastructure elements that support the implementation of intensive intervention.
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In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses considerations for ensuring that intensive interventions are implemented with fidelity.
In this video, Mike Jacobsen, Assessment and Curriculum Director, White River School District in Washington State discusses how their districts planned for and implemented intensive intervention within the districts RTI model.
In this video, Dr. Luann Purcell, Chief Executive Officer of the Council of Administrators of Special Education and NCII Advisor, discusses how special educators can work collaboratively with general education teachers and staff to support students with persistent and severe learning and/or behavioral needs.
In this video, Dr. Evelyn Johnson, Associate Professor at Boise State University, discusses how data can be used to support eligibility decisions for students with disabilities.
In this video, Mary Randel, a doctoral candidate in Special Education at Michigan State University & NCII Coach for the Swartz Creek School District, addresses the importance of ensuring that students with disabilities have access to supports across the tiers of a tiered frameworks, especially intensive intervention.
In this video, Nicole Bucka, NCII coach and MTSS professional development provider for Rhode Island discuss lessons learned from implementing intensive intervention at the middle and secondary level.
This video illustrates the use of manipulatives to help students practice counting skills such as correspondence and cardinality. When students practice counting with manipulatives they learn to recognize that number names are stated in a standard order, each number word is paired with one and only one object, and the last number stated in the sequence tells the number of total objects counted in the set. It is important for students to master skills such as correspondence and cardinality, because a strong foundation in counting is necessary for students to learn other skills such as number relations.
This video illustrates the use of manipulatives to help students practice counting skills such as correspondence and cardinality while applying a counting on strategy.
This video illustrates the use of manipulatives to help students practice solving story problems that require the use of counting skills such as correspondence, cardinality, and counting on. When students practice solving story problems with manipulatives, they are able to apply mathematics skills, such as counting, in a real-world context. The application of strategies and skills in a real-world context makes learned mathematics knowledge meaningful.
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