NCII partnered with Project STAIR (Supporting Teaching of Algebra: Individual Readiness) to host a series of three webinars focused on implementing data-based individualization (DBI) with a focus on mathematics during COVID-19 restrictions.
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This webinar shares how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.
In this webinar, Drs. Tessie Rose Bailey and Zach Weingarten from the National Center on Intensive Intervention and the PROGRESS Center, as well as Thom Jones from the Wyoming Department of Education and Justine Essex from Freedom Elementary School in Cheyenne, Wyoming shared how to set ambitious goals for students by selecting a valid, reliable progress monitoring measure, establishing baseline performance, choosing a strategy, and writing a measurable goal.
In this webinar, Dr. Sarah Powell an Associate Professor in the Department of Special Education at the University of Texas at Austin highlights freely available tools and resources that can help educators consider a scope and sequence for math skills, assessment and intervention practices, instructional delivery, concepts and procedures for whole and rational numbers, intensification considerations, and more. The webinar reviews the content available from the Intensive Intervention Math Course Content. The course content consists of eight modules covering a range of math related topics. Each module includes video lessons, activities, knowledge checks, practice-based opportunities, coaching materials and other resources.
In this webinar, Dr. Sarah Powell an Associate Professor in the Department of Special Education at the University of Texas at Austin introduces a new free resource from NCII that can be used by faculty to develop or supplement coursework to ensure educators are prepared to support students with intensive math needs. The Intensive Intervention Math Course Content consists of eight modules covering a range of math related topics. Each module includes video lessons, activities, knowledge checks, practice-based opportunities, and more! In this webinar, Dr. Powell reviews the content available, discusses how it could be used as you develop courses, and answers questions that you might have.
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.
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.