This document addresses five guiding questions for educators to consider when reviewing and interpreting assessment data for English Learners and includes links to selected resources.
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This brief presents an overview of how social and emotional learning (SEL) relates to intensive intervention and offers sample strategies for skill building among students in need of intensive learning, social, emotional, and behavioral supports.
This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.
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).
The 2017 Supreme Court decision Endrew F. v. Douglas County School District highlighted the importance of monitoring students’ progress toward appropriately challenging individualized educational program (IEP) annual goals and making changes to students’ educational programs when needed. In this guide, we explain how educators can establish IEP goals that are measurable, ambitious, and appropriate in light of the student's circumstances.
If you are like most educators, you agree with the idea of providing intensive intervention for students with the most intractable academic and behavior problems. The question you may be asking is, how do I find the time? This guide includes strategies that educators can consider when trying to determine how to find the time for this intensification within the constraints of busy school schedules. Supplemental resources, planning questions, and example schedules are also provided.
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.
Data-based individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. This document introduces and describes the DBI process and how it can be used to support students who require intensive intervention in academics and/or behavior.
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, discusses the number of data points needed to make decisions for students with intensive behavior needs.