This video illustrates the use of manipulatives to help students integrate the concept of counting by ones with skill in grouping by tens.
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These videos and tips are part of a series of products to support students with intensive needs in the face of COVID-19. These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice. In addition to the video examples, a tip sheet is available to help parents implement the lessons. Implementation of Reading Lesson: Parent Example
This video demonstrates how to use fraction tiles to explore how fractions such as 4/4 are equivalent to 1. Before fractions are introduced in the curriculum, students use integers, which only have one value associated with the numeral or number word. Fractions may be the first time that students are introduced to the possibility that the same quantity can be represented with different representations, such as one whole and four fourths. Using models allows students to practice finding equivalent fractions, which is a prerequisite skill for performing computation with fractions.
In this video, Dr. Sharon Vaughn, Senior Advisor to the National Center on Intensive Intervention and the Executive Director of The Meadows Center for Preventing Educational Risk, discusses the importance of intensive interventions in academics and behavior.
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Neag School of Education at the University of Connecticut and NCII Trainer & Coach, discusses importance of consistency when selecting, administering, and scoring progress monitoring tools.
Staff from the Exceptional Children department in Charlotte-Mecklenburg Schools convened a group of their teachers in Spring 2020 to share their perspectives and ideas. This advisory group includes approximately 20 teachers of exceptional children across Charlotte-Mecklenburg Schools. In this Voices from the Field video, the National Center on Intensive Intervention spoke with four teachers in the advisory group about their work during COVID-19 restrictions.
This video shows how to use the traditional division algorithm. Unlike other traditional algorithms used with addition, subtraction, and multiplication, the traditional algorithm used for division requires that students move left to right. The traditional division algorithm is very efficient to use and can be used with numbers of varying digit length. Although efficient, correct use of the traditional algorithm requires that students have strong basic fact recall (i.e., with multiplication facts and subtraction) and that students have a firm understanding of place value. Related Resources View other videos in this series.
This video demonstrates how to use the lattice division strategy. The lattice division strategy eliminates the requirement to use automatic recall of facts, such as in the partial quotient strategy, but this strategy requires that students follow a very specific set of steps. Careful use of the lattice is required. The lattice strategy partitions numbers into smaller parts and it may not be an efficient strategy for students to use if they do not understand how division works. To use this strategy, students should have a solid understanding of place value and dividing large quantities in equal groups.
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).
This is part 2 of the module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part includes examples of graphed data and is intended to provide participants with guidance for reviewing progress monitoring data to determine if the instructional plan is working or if a change is needed.