This module applies behavioral theory to strategy to use in the classroom. The focus is on antecedents and instructional strategies. This module should be viewed once the basic behavioral terms have been learned. By the end of this module you should be able to: Maximize structure in the classroom Post, teach, prompt, review, monitor and reinforce a small number of positively stated expectations Actively engage students in observable ways
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This module discusses how to define, measure and monitor behavior. By the end of the module you should be able to: Select an appropriate target behavior Write an operational definition for a target behavior Identify relevant dimensions of behavior Choose a measurement system based on relevant dimensions of behavior Use graphing conventions to create meaningful visual displays of data
In this video, Mike Jacobsen, Assessment and Curriculum Director, White River School District in Washington State discusses how their districts planned for and implemented intensive intervention within the districts RTI model.
Module 5 begins a series of modules on the topic of explicit instruction. Explicit instruction is about modeling and practicing to help students reach academic goals. Throughout the module, educators will learn how selecting an important objective and learning outcomes, designing structured instructional experiences, explaining directly, modeling the skills being taught and providing scaffolded practice to achieve mastery can be used within the DBI framework to support instruction.
This video demonstrates how to use lattice multiplication. Although the lattice multiplication strategy eliminates regrouping while solving the problem, it requires careful construction of the lattice (it needs to be the correct size), correct placement of the numbers (above or below the lattice line), and a solid understanding of place value. The lattice strategy uses place value by partitioning multi-digit numbers into smaller parts and it may not be an efficient strategy for students to use if they do not understand how multiplication works. However, learning this strategy with whole numbers may benefit students as they begin to multiply decimals as lattice multiplication is an efficient tool to use with decimals.
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Neag School of Education at the University of Connecticut and NCII Trainer & Coach, discusses things to consider when selecting an academic progress monitoring tool.
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Neag School of Education at the University of Connecticut and NCII Trainer & Coach, discusses importance of consistency when selecting, administering, and scoring progress monitoring tools.
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.
This brief highlights how to use culturally and linguistically aligned strategies to support multilingual learners within an multi-tiered system of supports framework
This guide is intended to accompany the sample literacy lessons and activities on the NCII website. It is divided into four sections covering the five components of reading, instructional principles of reading instruction intervention, how to use the NCII reading lessons, and additional resources.