School Districts

This collection of sample lesson's and activities is intended to assist special education teachers, interventionists, and others working with students with intensive reading needs.

Question: Why is progress monitoring in behavior important what information does progress monitoring provide that is different from screening data and diagnostic data

The purpose of this document is to provide an overview of the Center’s accomplishments and to highlight a set of lessons learned from the 26 schools that implemented intensive intervention while receiving technical support from the Center. These lessons include:

This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of place value. Within college- and career-ready standards place value is taught in K through Grade 5. These videos may be used as each concept is 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.

This video illustrates the use of scaffolding with manipulatives to teach students to group objects by tens with counting by ones.  When students practice counting numbers greater than 10 with manipulatives, they learn to recognize the patterns in place value and they begin to think about sets of 10 objects as one unit. Students develop fluency in counting by ones, and then counting by groups of 10 and ones. Once that skills is mastered they are ready to practice opportunities to count by tens and ones to determine cardinality (i.e., the total amount of the set). 

Current education accountability initiatives require that all students make progress toward academic proficiency standards, including students with disabilities who often have challenging learning needs.  In honor of Learning Disabilities/Attention Deficit Hyperactivity Disorder Disability Awareness Month, the directors from two Centers funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and National Center for Special Education Research (NCSER) discussed how intensive intervention can help these students make progress. Dr. Lou Danielson and Dr.

Implementing intensive intervention to improve outcomes for students with significant learning and behavior needs is challenging work! In this webinar, panelists share lessons learned from five years of implementing intensive intervention at the district and school level. In this webinar, Dr. Rebecca Zumeta Edmonds, Deputy Director of NCII, Dr. Chris Lemons, Senior Advisor to NCII and Assistant Professor in the Department of Special Education at Peabody College of Vanderbilt University, Dr. Kim Moore, NCII district coach for Columbia Public Schools in Columbia, Missouri, Dr.

This tool is designed to help educators collect academic progress monitoring data across multiple measures as a part of the data-based individualization (DBI) process. This tool allows educators to store data for multiple students (across multiple measures), graph student progress, and set individualized goals for a student on specific measures. Within the DBI process, this tool can be used in conjunction with the DBI Data Meeting Tools. 

This document includes an overview of the data-based individualization (DBI) process. DBI is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. The handout provides a graphic representation of this process and an overview of the 5 steps of the DBI process. 

What is an evidence-based practice? How do I know if evidence shows that a practice will be right for my students? Many practitioners ask these critical questions every day as they are faced with making decisions regarding how to best meet the needs of their students. In this webinar, staff from NCII, Collaboration for Effective Educator Development Accountability and Reform (CEEDAR) Center, and the National Center on Systemic Improvement (NCSI) share content focused on the continuum of evidence that supports instruction within multi-tiered systems of support (MTSS).


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