This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of fractions. Within college- and career-ready standards fractions are typically taught in Grades 3-5. Developing an understanding of fractions as numbers includes part/whole relationship, number on the number line, equivalent fractions, whole numbers as fractions, and comparing fractions These videos may be used as these concepts are introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.

In this video, Dr. Chris Riley-Tillman a Professor at the University of Missouri and NCII Senior Advisor, discusses the research behind Direct Behavior Rating or DBR and its utility as a progress monitoring measure for behavior.

Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) are frameworks for integrating instruction, evidence-based interventions, and assessments to meet the academic and behavior needs of all students. This video includes a discussion with MTSS experts Lynn Fuchs and Joe Jenkins.

In this video, Lee Branum-Martin, Associate Professor at Georgia State University explains why we need to ensure we have multiple parallel or equated forms when measuring student progress.

In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses the benefits of embedding intensive intervention within a multi-tiered system of support.

In this video, Russell Gersten, Senior Advisor to the National Center on Intensive Intervention and Professor Emeritus at the College of Education at the University of Oregon, discusses the relationship between foundational skills and the core curriculum within intensive interventions.

In this video, Derrick Bushon, Director of Student Services for Swartz Creek Community Schools, discusses how his district took a systems approach to integrating DBI into schools.

In this video, Michelle Hosp, Associate Professor in the College of Education at the University of Massachusetts Amherst discusses why your progress monitoring tool may not directly focus on the skills that you are teaching. 

In this video, Dr. Joe Wehby, Senior Advisor to the National Center for Intensive Intervention and Associate Professor in the Vanderbilt University Department of Special Education, discusses the number of data points needed to make decisions for students with intensive behavior needs. 

In this video, Mary Randel, a doctoral candidate in Special Education at Michigan State University & NCII Coach for the Swartz Creek School District, addresses the importance of ensuring that students with disabilities have access to supports across the tiers of a tiered frameworks, especially intensive intervention.