In this article, Drs. Ketterlin Geller, Lembke, and Powell discuss how they are supporting educators to implement (1) the process of data-based individualization (DBI), (2) the principles of explicit and systematic instruction, and (3) key components of algebra readiness as part of Project STAIR (Supporting Teaching of Algebra: Individual Readiness).

In this video, Don Deshler, Ph.D., the Williamson Family Distinguished Professor of Special Education and the director of the Center for Research on Learning (CRL) at the University of Kansas, discusses considerations for determining if a student should move directly into Tier III supports. 

In this video, Nicole Bucka, M.Ed. MTSS Technical Assistance Provider in Rhode Island and NCII Coach, shares considerations for supporting students with intensive behavioral needs at the secondary level.  

In this video, Nicole Bucka, a NCII coach and MTSS professional development provider for Rhode Island shares why it is important to consider academics and behavior in an integrated manner. 

In this video, Nicole Bucka, NCII coach and MTSS professional development provider for Rhode Island discuss lessons learned from implementing intensive intervention at the middle and secondary level.

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 module is focused on the evidence-based strategies necessary for students to be successful in solving word problems. Specific strategies and practice of the strategies to include as part of mathematics intervention are reviewed.   PowerPoint Slides (508 Compliant Version)   Supplemental Resources/Documents Learn about additional math resources. Supporting Mathematics Intervention in Middle School: Training Module Collection Mathematics Curriculum Crosswalks Grades 1-5

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 focused on the foundational skills of basic facts and computations needed for students to be successful in middle school. This module reviews the math trajectories, and explicit, systematic strategies to teach that can lead to long-term success and mastery of facts that can be applied to more advanced, multi-step computations and is an essential component for all tiered interventions.

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.