This course collection provides a guide to available NCII courses self-paced learning courses that focus on academic progress monitoring.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
This course collection provides a guide to available NCII courses for those who are newer to the DBI process or interested in learning more about how intensive intervention can support students with severe and persistent learning and/or social, emotional, or behavioral needs.
This course is the second in a series on progress monitoring. This module describes two types of academic progress monitoring measures and considerations for selecting an academic progress monitoring tool.
This course is the first in a series focused on progress monitoring. This module introduces progress monitoring and role progress monitoring plays in the DBI process.
This lesson includes a tip sheet and a video tutorial that demonstrates how to create and implement the 5-point scale in a virtual setting.
This activity was developed by Tammy Moran a special education teacher in Ferris Independent School District. In this lesson, she illustrates the use of the Understand-Plan-Solve-Evaluate (UPSE) Method. This method is a problem-solving strategy that can be used to support students struggling with word problems. The lesson can be used synchronously or asynchronously and does not require using multiple platforms. This collection includes a tip sheet, a video example, slides to facilitate the lesson, a UPSE template, and reflection questions.
This video shows how to use the set model to represent the fraction 3/4 with two-colored counting chips and clips. Individual chips within the set, represent the fractional parts. It is important that students be exposed to the set model because fractions in real-world settings are often represented this way.
This video demonstrates how to use fraction circles to help students compare the value of several fractions with different numerators and denominators. The use of direct modeling with concrete manipulatives, such as fractions circles, allows students to develop conceptual understanding of fractions before they attempt to compare fractions without concrete manipulatives or pictorial representations. After students have had multiple opportunities to practice comparing fractions with concrete manipulatives, they may be ready to use other strategies such as mental images and reasoning strategies.
In this video, Russell Gersten, Senior Advisor to the National Center on Intensive Intervention and Professor Emeritus at the College of Education at the University of Oregon, discusses the relationship between foundational skills and the core curriculum within intensive interventions.
In this video, Dr. Joe Wehby, Senior Advisor to the National Center for Intensive Intervention and Associate Professor in the Vanderbilt University Department of Special Education, addresses this question around research on intensive behavioral interventions.