This module discusses approaches to intensifying academic interventions for students with severe and persistent learning needs. The module describes how intensification fits into DBI process and introduces four categories of intensification practices. It uses examples to illustrate concepts and provides activities to support development of teams’ understanding of these practices, and how they might be used to design effective individualized programs for students with intensive needs.
Implementation Guidance and Considerations
The purpose of this guide is to provide brief explanations of key practices that can be implemented when working with students in need of intensive intervention in mathematics. Special education instructors, math interventionists, and others working with students who struggle with mathematics may find this guide helpful. Strategies presented in this guide should be used in conjunction with teaching guides developed for specific mathematical concepts.
Teachers often note that students struggle with the transition between core instruction and intervention in mathematics. Thus, the purpose of these curriculum crosswalks is to identify points of alignment and misalignment between commonly used mathematics intervention and core instructional materials, with a particular focus on mathematics practice standards and vocabulary. We offer recommendations for improving alignment to help students more successfully participate in math instruction across settings. Math Curriculum Crosswalk: Grade 1 Math Curriculum Crosswalk: Grade 2 Math Curriculum Crosswalk: Grade 3
An effective and efficient data system is essential for successful implementation of a multi-tiered system of support (MTSS). However, prior to selecting an appropriate system, schools and districts must identify what its staff and community need and what resources the district or school has to support an MTSS data system. This two-step tool can help teams to consider both what their needs are and to evaluate available tools against those needs. Step 1 can help your team systematically identify and document your MTSS data system needs and current context and step 2 focuses on selecting and evaluating a data system for conducting screening and progress monitoring within a tiered system of support based on the identified needs and context from step 1
These documents are intended to illustrate how college- and career-ready standards can be addressed across levels of a multi-tiered system of support (MTSS) or response to intervention framework in reading and mathematics. They provide examples of how to apply standards relevant instruction across core instruction (Tier 1), secondary intervention (Tier 2), intensive intervention (Tier 3) and for to support students with significant cognitive challenges.
Taking early action may be key to helping students struggling with mathematics. The eight recommendations in this guide are designed to help teachers, principals, and administrators use Response to Intervention for the early detection, prevention, and support of students struggling with mathematics. Access this Resource