Part 2 of the two part series about UCF's project bridges highlights challenges and successes the program has faced when trying to build the skills and competencies of educators to implement intensive intervention.
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In this webinar presenters reviewed the evidence-base behind explicit instruction for students with disabilities and highlighted recently released course content designed to help educators learn how to deliver explicit instruction and review their current practices.
The first module in the Intensive Intervention Math Course Content focuses on the mathematics content necessary to include within intensive intervention. This includes matching decisions about instruction and assessment to the mathematics content.
This IRIS Star Legacy Module, first in a series of two, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. Developed in collaboration with the IRIS Center and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).
In this Voices From the Field piece, the National Center on Intensive Intervention (NCII) speaks to Cyndi Caniglia, PhD, an assistant professor in the Department of Education at Whitworth University in Spokane, Washington about how she has meaningfully integrated the NCII Features of Explicit Instruction Course Content into her coursework.
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.
Module 4 of the Intensive Intervention in Mathematics Course Content focuses on the delivery of the instructional platform. We rely on evidence-based strategies to inform how teachers should deliver the instructional platform.
In this video, Sarah Powell, Assistant Professor in the Department of Special Education at the University of Texas at Austin, discusses key considerations when teaching students with math difficulty.
Module 2 of the Intensive Intervention in Mathematics Course Content focuses on the assessment components of intensive intervention. We provide an overview of assessments before diving into instruction in order to stress the importance that intensive intervention cannot occur without adequate assessments in place.
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. DBI is the technical term for what many good teachers do naturally through the problem solving process: frequently review student data and make changes to their teaching based on what works for students. DBI, however, makes this process systematic, explicit, and tailored to meet the needs of individual students through a multi-step process that gradually intensifies instruction and support.