Intervention Platform

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 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.

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 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 webinar, What is an Evidence-Based Behavior Intervention? Choosing and Implementing Behavior Interventions that Work, presented by Dr. Chris Riley-Tillman of the University of Missouri and Dr.

This document provides a list of national resources that may be helpful in supporting students and individuals with behavioral needs. A brief description and contact information are provided for each of the resources and services. Click here to learn more about considerations for planning tiered behavior supports.

This training module, Secondary Interventions: Setting the Foundation for Intensive Support, explains the purpose and rationale for secondary or Tier II interventions, (a) as part of a larger multi-tiered system of support, and, (b) in laying the groundwork for effective intensive intervention.  This module is part of a larger set of trainings that cover different elements of the data-based individualization process for delivering intensive intervention, and provides a review of the essential elements that should be in place for secondary interventions to function effectively and p

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