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.
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In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII, explains why intensive intervention is critical and how it can help support students with disabilities.
These two modules from the IRIS Center introduce users to progress monitoring in reading and mathematics. Progress monitoring is a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers. Because the overall progress monitoring process is almost identical for any subject area, the content in the two modules is very similar.
How do you know if an intervention, program, or practice is likely to be effective with a particular subgroup of students? What resources are there to help school, district, and State leaders identify and select evidence-based practices (EBPs)? EBPs play an increasingly prominent role in Federal education policy. In both State Systemic Improvement Plans (SSIPs) and provisions in the Every Student Succeeds Act (ESSA), States are being asked to implement practices and programs that have evidence of effectiveness.
The purpose of this document is to increase the capacity of practitioners and educational leaders to support a broad range of learners who need more literacy supports to become skilled readers and writers by identifying a set of essential practices that are research-supported and should be the focus of professional development. These practices for intensifying literacy instruction apply to those learners with severe and persistent reading and writing challenges who have not responded when provided with instruction aligned with state academic standards, regardless of disability status.
Norms for oral reading fluency (ORF) can be used to help educators make decisions about which students might need intervention in reading and to help monitor students’ progress once instruction has begun. This paper describes the origins of the widely used curriculum-based measure of ORF and how the creation and use of ORF norms has evolved over time. Using data from three widely-used commercially available ORF assessments (DIBELS, DIBELS Next, and easyCBM), a new set of compiled ORF norms for grade 1-6 are presented here along with an analysis of how they differ from the norms created in 2006.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII discusses the differences between the terms “multi-tiered system of supports (MTSS)” and “Response to Intervention (RtI).”
How might MTSS affect what's measured on report cards, including academic and non-academic measures?
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII, discusses ways that a multi-tiered system of supports (MTSS) can help educators consider what student report cards can measure beyond academic performance.