In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses the benefits of embedding intensive intervention within a multi-tiered system of support.
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In this video, Dr. Chris Riley-Tillman, a Professor at the University of Missouri and NCII Senior Advisor, discusses how evidence-based practices, instruction, and intervention change as academic and behavior needs become more severe.
In this video, Dr. Chris Riley-Tillman a Professor at the University of Missouri and NCII Senior Advisor, discusses the research behind Direct Behavior Rating or DBR and its utility as a progress monitoring measure for behavior.
In this video, Dr. Chris Riley-Tillman, a Professor at the University of Missouri and NCII Senior Advisor, discusses the important considerations when selecting behavioral progress monitoring tools.
In this video, Sandra Chafouleas, Professor of Educational Psychology in the Neag School of Education at the University of Connecticut, discusses the importance of progress monitoring in behavior and how it differs from screening and diagnostic assessment.
This webinar discusses 1) the importance of fractions instruction and typical challenges faced by students, 2) share recommendations for fractions instruction, and 3) provide considerations for supporting students within secondary or Tier 2 and intensive intervention.
This presentation provides an overview of the Direct Behavior Rating (DBR). DBR is a method for collecting data on student behavior that merges a rating scale approach and direct observation. The presentation describes: (a) considerations before using the DBR, (b) completing the DBR and (c) using the DBR to monitor progress and evaluate behavior.
These two modules from the IRIS Center introduce users to progress monitoring in reading and mathematics. Progress monitoring is a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers. Because the overall progress monitoring process is almost identical for any subject area, the content in the two modules is very similar.
This module was adapted from a series of training modules developed by the National Center on Intensive Intervention (NCII) and is aimed at district or school teams involved in the initial planning for using data-based individualization (DBI) as a framework for providing intensive intervention in academics and behavior. The audience for this module may include school teams supporting academic intervention and progress monitoring in middle school mathematics.
This module is focused on the evidence-based strategies necessary for students to be successful in solving word problems. Specific strategies and practice of the strategies to include as part of mathematics intervention are reviewed. PowerPoint Slides (508 Compliant Version) Related Resources Learn about additional math resources. Supporting Mathematics Intervention in Middle School: Training Module Collection Mathematics Curriculum Crosswalks Grades 1-5