The purpose of this document is to provide an overview of the Center’s accomplishments and to highlight a set of lessons learned from the 26 schools that implemented intensive intervention while receiving technical support from the Center.
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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.
This white paper summarizes the proceedings of a summit that was focused on integrating research knowledge on promising approaches into intensive intervention and implementation to improve academic outcomes for students with disabilities who have severe and persistent learning need. In addition, it includes responses from three participants representing perspectives from policy (David Chard, Wheelock College), research (Nathan Clemens, University of Texas at Austin), and practice (Steve Goodman, Michigan Integrated Behavior and Learning Support Initiative).
This report presents findings from an exploratory study of how five high-performing districts, which we refer to as NCII’s knowledge development sites, defined and implemented intensive intervention. The findings offer lessons that other schools and districts can use when planning for, implementing and working to sustain their own initiatives to provide intensive intervention for students with the most severe and persistent learning and/or behavioral needs.
This video illustrates the use of manipulatives to help students practice number relations skills. When numbers are represented with manipulatives as sets, students develop a concrete understanding for comparing quantities. Students must possess a deep understanding of number relation skill including identifying more, less, and equal quantities prior to mastering higher-level skills such as number operations.
In this video, Derrick Bushon, Director of Student Services for Swartz Creek Community Schools, discusses how his district took a systems approach to integrating DBI into schools.
This video describes how to use the partial sums strategy with addition. The problem in this video requires regrouping; however, the partial sums strategy eliminates the regrouping procedure. The partial sums strategy is typically performed left to right and focuses on adding only part of each multi-digit number at a time (e.g., only adding digits in the hundreds column to determine the partial sum of hundreds, followed by only adding digits in the tens column to determine the partial sum of tens, and so on). It may be especially important for students to know and understand the partial sums strategies if they have not yet developed an understanding for regrouping. This strategy is also efficient when all or most of the numbers have the same number of digits.
This video illustrates how to use the traditional addition algorithm with regrouping.
This video demonstrates how to use base-10 blocks and a place value chart to help students subtract multi-digit numbers that require regrouping.
This video illustrates the use of manipulatives to help students integrate the concept of counting by ones with skill in grouping by tens.
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