The purpose of this document is to provide content-specific examples of how to structure educator-level and/or systems-level coaching as a mechanism to ensure ongoing professional learning to support tiered intervention. This document provides examples of coaching supports, models, and functions within the context of tiered intervention (e.g., RtI, PBIS, MTSS) and data-based decision making (e.g., data-based individualization [DBI]) for educators who already have foundational knowledge and/or experience with coaching.
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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 demonstrates how to use fraction tiles and the set model to convert mixed numbers to improper fractions. It is important that students have the opportunity to convert fractions using both models of representation.
This video demonstrates how to use the set model to convert mixed numbers to improper fractions. It is important that students are exposed to converting fractions using this model because it is often how fractions are represented in the real world. Beginners and students who struggle may find the set model difficult to understand because the whole (1) is represented by a set of chips (4 chips in this example); therefore, students will benefit from explicit modeling and several opportunities to engage in guided and independent practice.
This video demonstrates different partitioning strategies that students can use to multiply fractions. Partitioning refers to dividing a shape, such as a rectangle, into equal pieces. In area models and length models, the total number of equally partitioned pieces represents the denominator of the product. Students can practice multiplying nonequivalent fractions using an area model without concrete materials, such as by creating a grid using paper and pencil, or with concrete materials such as fraction grids. Students should also have the opportunity to practice multiplication using fraction tiles and length model.
This video demonstrates how to use the set model to multiply equivalent fractions. Before students can multiple fractions they should understand the concepts of repeated addition and grouping as it is used with multiplication of whole numbers. Teachers should carefully model multiplication using the set model as students have to understand that when re-grouping the parts of the fractions, they need to keep the denominator the same. The set model is also a useful strategy for introducing how to multiply fractions that are not equivalent; so, students may benefit from multiple opportunities to practice with equivalent fractions first.
This video demonstrates how to use fraction tiles to multiply a fraction and whole number. Students should have experience with determining the fraction of a whole (2 x 2/3) before being introduced to determining the fraction of a fraction (2/3 x 3/4). Before students multiply fractions, they should understand the concepts of repeated addition and grouping as it is used with multiplication of whole numbers. Teachers can model how to create equivalent groups (such as two groups of 2/3). Students can then use skills of addition and converting improper fractions to mixed numbers to find the product.
This video demonstrates how to use the set model to subtract fractions with unlike denominators. Students need to have the prerequisite conceptual knowledge of finding like denominators before they can apply subtraction strategies to fractions with unlike denominators.