This rubric uses descriptors of the dimensions of the Taxonomy of Intervention Intensity to support teams in selecting and evaluating validated interventions for small groups or individual students.
This lesson, featuring Karen McWilliams, a 504 Coordinator and Dyslexia Teacher in Rochelle ISD in Texas, supports educators in using technology to teach foundational reading skills to students in elementary grades. During this virtual literacy lesson, students engage in a variety of facilitated activities to support phonemic awareness, phoneme–grapheme correspondence, irregular and high-frequency words, writing, and connected text. Educators may present this lesson to students one-on-one or in a small group. The templates were adapted from content developed by the University of Florida Literacy Institute to support educators implementing virtual instruction. The collection includes a tip sheet, a video examples, and slides illustrating the lesson.
In this webinar presenters reviewed the evidence-base behind explicit instruction for students with disabilities and highlighted recently released course content designed to help educators learn how to deliver explicit instruction and review their current practices.