This video from the REL Midwest features Michigan educators discussing how districts can accelerate reading growth for young learners. Educators and leaders from Chippewa Hills School District, specifically discuss the use of data-based individualization (DBI).
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This lesson, featuring Karen McWilliams, a 504 Coordinator and Dyslexia Teacher in Rochelle ISD in Texas, supports educators in using technology to teach foundational reading skills to students in elementary grades. During this virtual literacy lesson, students engage in a variety of facilitated activities to support phonemic awareness, phoneme–grapheme correspondence, irregular and high-frequency words, writing, and connected text. Educators may present this lesson to students one-on-one or in a small group. The templates were adapted from content developed by the University of Florida Literacy Institute to support educators implementing virtual instruction. The collection includes a tip sheet, a video examples, and slides illustrating the lesson.
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.
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).
This webinar demonstrates how the Taxonomy of Intervention Intensity can support educators in systematically selecting and modifying intensive literacy interventions based on student need.
This webinar demonstrates how the Taxonomy of Intervention Intensity can support educators in systematically selecting and modifying intensive behavior intervention based on student need.
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 presentation provides an overview of the Direct Behavior Rating (DBR). DBR is a method for collecting data on student behavior that merges a rating scale approach and direct observation. The presentation describes: (a) considerations before using the DBR, (b) completing the DBR and (c) using the DBR to monitor progress and evaluate behavior.
It is important that the instructional practices and interventions delivered within a school’s multi-tiered system of support (MTSS) be grounded in evidence. However, the “practice” that happens within each tier is different; therefore, the type of evidence that is required for each tier also must be different. A useful way to think about evidence-based practices in MTSS is to think about levels of evidence that vary and correspond to the different levels of intervention intensity at each tier. In the tables below, find resources to support the selection and evaluation of Tier 1, Tier 2, and Tier 3 or intensive interventions.
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.