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.
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In this video, Sandra Chafouleas, Professor of Educational Psychology in the Neag School of Education at the University of Connecticut, discusses the importance of progress monitoring in behavior and how it differs from screening and diagnostic assessment.
In this video, Dr. Catherine Bradshaw, Deputy Director of the John Hopkins Center for the Prevention of Youth Violence and Co-Director of the John Hopkins Center for Prevention and Early Intervention, discusses PBIS, who it works for, and under what conditions it works best.
In this video, Dr. Catherine Bradshaw, Associate Dean for Research for the Curry School of Education at the University of Virginia, Deputy Director of the Johns Hopkins Center for Prevention of Youth Violence, and Co-Director of the Johns Hopkins Center for Prevention and Early Intervention, discusses how PBIS can be combined with other programs, such as social-emotional learning curriculum, to support students.
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, Lucille Eber, E.D., Statewide Coordinator of Illinois’ Emotional and Behavioral Disabilities (EBD) Network and an NCII Advisory Committee member, discusses the relationship between Tier II and Tier III behavior interventions and whether all kids need to access Tier II prior to Tier III.
This fourteen minute video shares Wyoming’s journey in building the capacity of educators to implement data-based individualization (DBI) to improve academic and behavior outcomes for students with disabilities as part of their state systemic improvement plan (SSIP). Wyoming administrators, teachers, parents and students from Laramie County School District # 1 and preschool sites share how DBI implementation impacted teacher efficacy, team meetings, quality of services, student confidence, and state and local collaboration.
In this video, Amy McKenna, a special educator in Bristol Warren Regional School District shares her experience with data-based individualization (DBI). Amy discusses how she learned about DBI, the impact her use of the DBI process had on students she worked with, and how DBI helped changed her practice as a special educator.
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.
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.