This activity was developed by Tammy Moran a special education teacher in Ferris Independent School District. In this lesson, she illustrates the use of the Understand-Plan-Solve-Evaluate (UPSE) Method. This method is a problem-solving strategy that can be used to support students struggling with word problems. The lesson can be used synchronously or asynchronously and does not require using multiple platforms. This collection includes a tip sheet, a video example, slides to facilitate the lesson, a UPSE template, and reflection questions.
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Office discipline referrals (ODRs) are a data source commonly used by school teams to identify students who need behavioral intervention. In this brief, the National Center on Intensive Intervention (NCII) and the Center on Positive Behavioral Interventions and Supports (PBIS) provide a brief synthesis of the research on using ODRs has a behavioral screener and offer considerations for using ODRs to make data-based decisions.
This rubric uses descriptors of the dimensions of the Taxonomy of Intervention Intensity to support teams in selecting and evaluating validated interventions for small groups or individual students. Teams may consider using data available on the National Center on Intensive Intervention Academic Tools Chart and the publishers’ websites as well as results from previous implementation efforts. Each dimension will be rated on a scale of 0– Fails to Address Standard to 3 – Addresses Standard Well. Taxonomy of Intervention Intensity: Academic Rating Rubric Related Resources Taxonomy of Intervention Intensity Resources
This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.
Are you confused about how to support the social-behavioral needs of your learners as you return to school this fall? How can you ensure that all students, including those with intensive needs, have access to instruction regardless of virtual, in-person, or hybrid learning? In this webinar, Dr. Teri Marx and Stacy Hirt from the National Center on Intensive Intervention and Dr. Leanne Hawken, Professor Emeritus in the Department of Special Education at the University of Utah, highlight strategies schools should consider in relationship to their implementation of social-behavioral supports across the continuum of tiers in a multi-tiered system of support framework as they return to school during COVID-19 restrictions.
This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. Dr. Teri A. Marx from the National Center on Intensive Intervention and the PROGRESS Center, as well as Dr. Faith G. Miller from the University of Minnesota—Twin Cities, share 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.
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
These five screening one-page documents provide a brief overview of each of the NCII screening standards. They include a definition and information on why that particular standard is important for understanding the quality of screening tools.
This module applies behavioral theory to strategy to use in the classroom. The focus is on antecedents and instructional strategies. This module should be viewed once the basic behavioral terms have been learned. By the end of this module you should be able to: Maximize structure in the classroom Post, teach, prompt, review, monitor and reinforce a small number of positively stated expectations Actively engage students in observable ways