This tool is designed to help educators collect and graph academic progress monitoring data across multiple measures as a part of the data-based individualization (DBI) process. This tool allows educators to store data for multiple students (across multiple measures), graph student progress, and set individualized goals for a student on specific measures.
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This module focuses primarily on selecting evidence-based interventions that align with the functions of behavior for students with severe and persistent learning and behavior needs. The emphasis of this training will include four main content areas: (a) relating assessment to function, (b) selecting evidence-based interventions that align with functions of behavior, (c) linking assessment and monitoring, and (d) connecting data with the evidence-based interventions selected. The overarching goal is to connect concepts and theories in behavior and begin planning how intensive intervention can be put into practice to support students with intensive behavioral needs.
This webinar addresses a challenge faced by many teachers: feeling inundated by data while struggling to find useful information to guide intervention decision-making
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 three-part series of IRIS STAR Legacy Modules includes information for selecting, implementing, and monitoring evidence-based practices.
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 collection contains modules that can be used for professional development for middle school leaders, teachers, interventionists and instructional coaches to build their capacity to students who require intervention in mathematics. Basic Facts and Computations. Building Fluency and Conceptual Understanding: Middle School Level Connecting Intervention and Core Instruction. Instructional Strategies to Bridge Skills that Lead to Success: Middle School Level
This module is designed for interventionists, special educators, and general educators to review instructional strategies that students with mathematics difficulties need to be successful in both core instruction and intervention. Students with mathematics difficulties may make progress in intervention but still struggle in core because there is often not a bridge or support to show how the intervention connects to core. This module addresses these needs and identifies how all teachers need to support generalization and build upon mathematics trajectories for students to be successful.
This collection contains modules that can be used for professional development for elementary leaders, teachers, interventionists and instructional coaches to build their capacity to support students who require mathematics intervention.
The purpose of this module is to review how to implement the Early Numeracy Intervention, a validated intervention program that can be used for Tier 2 math intervention, or as an intensive intervention platform within DBI.