This IRIS Star Legacy Module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the IRIS Center and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).
This IRIS Star Legacy Module, first in a series of two, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. Developed in collaboration with the IRIS Center and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).
This module provides the foundational information for users interested in learning more about intensive intervention and the DBI process. The module defines intensive intervention and DBI, describes how intensive intervention fits within a tiered system such as MTSS, RTI, or PBIS, demonstrates how intensive intervention can provide a systemic process to deliver specialized instruction for students with disabilities, and provides two case examples to allow viewers to apply new knowledge.
These five self-paced modules are designed to introduce and explain Leading by Convening as a strategy for authentically engaging stakeholders. The five modules introduce the concept of Leading by Convening, the modules contain interactive learning activities, scenarios, informal assessments, and provide tips for applying the principles, tools, and strategies of Leading by Convening. The approximate duration of each module range from 30 to 60 minutes, depending on the length of time participants spend on the learning activities in the module . It is recommended that users view the modules sequentially though those with more expertise in Leading by Convening may choose to target areas that meet their needs. In addition, a User Guide is provided to help to assist facilitators in developing learning sessions.
This self-paced module addresses the four practices coaches can use to improve teaching and student learning. These practices include observation, modeling, providing performance feedback, and using alliance-building strategies.
This module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed.
This IRIS Star Legacy Module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment (FBA) and developing a behavior plan are described.
How do you know if an intervention, program, or practice is likely to be effective with a particular subgroup of students? What resources are there to help school, district, and State leaders identify and select evidence-based practices (EBPs)? EBPs play an increasingly prominent role in Federal education policy. In both State Systemic Improvement Plans (SSIPs) and provisions in the Every Student Succeeds Act (ESSA), States are being asked to implement practices and programs that have evidence of effectiveness. This online module is intended to help teachers and leaders at the school, district, and State level identify and select interventions, practices, and programs that have evidence of effectiveness.
This three part series of IRIS STAR Legacy Modules includes information for selecting, implementing, and monitoring evidence-based practices.
This module discusses how progress monitoring can affect the academic outcomes of students, and it demonstrates how to implement curriculum-based measurement with a classroom of students.