NCII partnered with Project STAIR (Supporting Teaching of Algebra: Individual Readiness) to host a series of three webinars focused on implementing data-based individualization (DBI) with a focus on mathematics during COVID-19 restrictions. Webinar 1: Don't Panic, Pivot! Tips for Implementing Data-Based Individualization (DBI) for the Synchronous and Asynchronous Learner
In this webinar, Dr. Sarah Powell an Associate Professor in the Department of Special Education at the University of Texas at Austin highlights freely available tools and resources that can help educators consider a scope and sequence for math skills, assessment and intervention practices, instructional delivery, concepts and procedures for whole and rational numbers, intensification considerations, and more. The webinar reviews the content available from the Intensive Intervention Math Course Content. The course content consists of eight modules covering a range of math related topics. Each module includes video lessons, activities, knowledge checks, practice-based opportunities, coaching materials and other resources.
In this webinar, Dr. Sarah Powell an Associate Professor in the Department of Special Education at the University of Texas at Austin introduces a new free resource from NCII that can be used by faculty to develop or supplement coursework to ensure educators are prepared to support students with intensive math needs. The Intensive Intervention Math Course Content consists of eight modules covering a range of math related topics. Each module includes video lessons, activities, knowledge checks, practice-based opportunities, and more! In this webinar, Dr. Powell reviews the content available, discusses how it could be used as you develop courses, and answers questions that you might have.
In this webinar, held February 19, 2019, Drs. Rebecca Zumeta Edmonds, Sarah Powell, and Devin Kearns, 1) reviewed the evidence-base behind explicit instruction for students with disabilities and 2) highlighted recently released course content that is designed to help educators learn how to deliver explicit instruction and review their current practices.
In this webinar, held April 3, 2018, Drs. Amelia Malone and Lynn Fuchs introduce the Taxonomy of Intervention Intensity as a method for systematically selecting an intensive intervention and guide teachers through modifying the intervention based on student need.
This webinar, sponsored by the NCII and National Center on Systemic Improvement (NCSI) and presented by Drs. Russell Gersten, Sarah Powell, and Robin Finelli Schumacher, 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 webinar presented by Dr. Rebecca Zumeta Edmonds, discusses various approaches to progress monitoring, focusing on the value and implications of using progress monitoring to track the growth of students with intensive academic needs. Dr. Zumeta Edmonds walks through the steps of the process for using progress monitoring data to make instructional decisions for individual students.
This webinar, presented by Dr. Erica Lembke, Nicole Bucka, and Dr. Gail Chan, discusses the integrated relationship between academics and behavior, reviews a case study example using DBI to provide individualized integrated academic and behavioral support based on student need, and shares behavioral strategies intended to support teachers working with students with primary academic deficits and challenging behaviors.
This webinar, led by Dr. Russell Gersten, provided an overview of the research related to RTI and mathematics and described specific guidelines for implementation for grades K-7. The topics discussed included effective instructional practices for interventions, strategies for screening and progress monitoring, and criteria to think about when selecting intervention curricula. The webinar also offered a candid appraisal of the quality and quantity of research on these topics.