Mathematics

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. 

The purpose of this guide is to provide brief explanations of practices that can be implemented when working with students in need of intensive intervention in mathematics. Special education instructors, math interventionists, and others working with students who struggle with mathematics may find this guide helpful. Specific topics covered include the following: Explicit, Systematic Instruction Effective Questioning Concrete, Representational/Visual/Pictorial, Abstract/Symbolic Models

Question: Why might we need to consider integrated academic and behavioral interventions, especially for students with more intensive needs and those at the secondary level? 
 

This webinar, presented by Dr. Erica Lembke an NCII Trainer and Associate Professor in the Department of Special Education at the University of Missouri, Nicole Bucka an NCII Coach and MTSS Technical Assistance Provider in Rhode Island, and Dr.

This report from Jobs for the Future, 1) reviews previous efforts to promote better educational outcomes for students with disabilities, 2) describes research-based instructional strategies that can support them and other struggling learners, and 3) shares the kinds of policies and local resources needed to ensure that all young people have meaningful opportunities to learn deeply and become truly prepared to succeed in college, careers, and civic life. 

This webinar, sponsored by the National Center on Intensive Intervention (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) shares recommendations for fractions instruction, and 3) provides considerations for supporting students within secondary or Tier 2 and intensive intervention. Content from the webinar draws on the following resources:

The Academic Intervention Tools Chart was developed to assist educators and families in becoming informed consumers who can select academic intervention programs that best meet their individual needs. This tools chart presents information about studies that have been conducted about academic intervention programs. The first tab, Study Quality, includes ratings from our TRC members on the technical rigor of the study design. The second tab, Study Results, includes information about the results of the studies.

This series of documents are intended to illustrate how college and career ready standards can be addressed across levels of a multi-tiered system of support (MTSS) in reading and mathematics. They provide examples of how to apply standards relevant instruction across core instruction, secondary intervention, intensive intervention and for to support students with significant cognitive challenges. 

This section is Part 4 of the module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part of the module is intended to provide participants with guidance for identifying skills to target in reading and math interventions. A coaching guide, intended for coaches supporting school or district implementation of DBI is also included and provides suggested activities to support the understanding and application of training content.  

This is part 3 of the larger module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part is intended to provide participants with an introduction to error or miscue analysis of curriculum-based measures for the purpose of identifying skill deficits. The module provides examples of miscue analysis in reading and mathematics.

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