If you are like most educators, you agree with the idea of providing intensive intervention for students with the most intractable academic and behavior problems. The question you may be asking is, how do I find the time? This guide includes strategies that educators can consider when trying to determine how to find the time for this intensification within the constraints of busy school schedules. Supplemental resources, planning questions, and example schedules are also provided.
For children with the most severe and persistent academic and/or behavioral challenges, parent and family involvement is vital. School teams can use this guide to better understand intensive intervention and how to engage parents and families with the process.
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.
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 report, published in 2007, summarizes 12 peer-reviewed, high-quality research studies between 1995 and 2005 and synthesizes their findings on the effects of extensive reading interventions (comprising at least 100 instructional sessions) for struggling K-3 readers. It then explains the related implications for practice for students with reading problems or learning disabilities in an RTI setting.
This guide provides information critical to developing and implementing an effective school-level intervention program. It is designed to suggest some guiding principles along with examples of how these principles can be operationalized to develop an effective school-level system for meeting the instruction needs of all students.
This brief developed by the Center on Great Teachers & Leaders outlines a framework for coherence that supports states in connecting college and career readiness standards, multi-tiered systems of support (MTSS), and educator effectiveness by capitalizing on their shared goal: improving instructional quality to enhance educational outcomes for students. The brief asks readers to examine the shared goals, context, and identify instructional connections across initiatives that support better learning outcomes for all students. Additionally, readers can explore opportunities to enhance the alignment and conceptual coherence of these initiatives in an effort to improve student outcomes.
This synopsis, published in 2007, highlights key findings from a synthesis of research on interventions for struggling math students. Baker, Gersten, and Lee (2002) synthesized findings from 28 years of research on interventions for students struggling in learning math. Access this Resource