Individualization

This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of place value computation. 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.

Supporting students with math difficulty can be challenging. When teaching students with math difficulty, it is important to provide explicit and systematic instruction, teach math vocabulary and symbols, use the concrete-representational-abstract framework, and incorporate fluency building, effective questioning and error analysis.

This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of numeracy and counting. Within college- and career-ready standards numeracy and counting are taught in Pre-K through Grade 1. 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.

Question: What should we consider when teaching students with math difficulty? 

Do you have questions about data-based individualization and implementing intensive intervention for students with severe and persistent academic and behavioral needs? In this webinar, expert panelists Drs. Chris Lemons, T. Chris Riley-Tillman, and Teri Marx address frequently asked questions surrounding implementation of intensive intervention. 

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).

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

This log can be used by intervention providers or planning teams to review, document, and improve implementation of the data-based individualization (DBI) process for the group of students they serve.

This log can be used as a daily and weekly record of your implementation of an individual student’s intensive intervention plan. This information, along with progress monitoring graphs, can inform team intervention and data review meetings. You may choose to supplement the logs with additional items or more detailed intervention notes.

This Module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).

Pages

Subscribe to Individualization