This video demonstrates how to use fraction circles to help students compare the value of several fractions with different numerators and denominators. The use of direct modeling with concrete manipulatives, such as fractions circles, allows students to develop conceptual understanding of fractions before they attempt to compare fractions without concrete manipulatives or pictorial representations. After students have had multiple opportunities to practice comparing fractions with concrete manipulatives, they may be ready to use other strategies such as mental images and reasoning strategies.
Error message
The page you requested does not exist. For your convenience, a search was performed using the words in the page you tried to access.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
There are a variety of terms used interchangeably to define special education: specially-designed instruction, Tier 3 supports, and intensive intervention, but, do they mean the same thing? In this presentation, delivered at the 2017 OSEP Leadership Conference, state leaders of special education, David Sienko from the Rhode Island Department of Education and Glenna Gallo, from the Washington State Board of Education – alongside personnel from the National Center on Intensive Intervention – shared perspectives on how special education is defined to espouse commonalities across terminology and services to support students with disabilities. Presentation
This webinar discusses the importance of family engagement and provides examples of ways to engage families to support students.
Norms for oral reading fluency (ORF) can be used to help educators make decisions about which students might need intervention in reading and to help monitor students’ progress once instruction has begun. This paper describes the origins of the widely used curriculum-based measure of ORF and how the creation and use of ORF norms has evolved over time. Using data from three widely-used commercially available ORF assessments (DIBELS, DIBELS Next, and easyCBM), a new set of compiled ORF norms for grade 1-6 are presented here along with an analysis of how they differ from the norms created in 2006.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII discusses the role professional development should play when preparing staff to implement a multi-tiered system of supports.
How might MTSS affect what's measured on report cards, including academic and non-academic measures?
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII, discusses ways that a multi-tiered system of supports (MTSS) can help educators consider what student report cards can measure beyond academic performance.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII discusses the differences between the terms “multi-tiered system of supports (MTSS)” and “Response to Intervention (RtI).”
This page is intended to help state and local leaders, including school, district, and state administrators and staff responsible for leading multi-tiered systems of support (MTSS) and special education initiatives, find tools and resources to support data-based individualization (DBI) implementation.
In this video, Drs. Mitch Yell and Tessie Bailey share information about the 2017 Endrew F. v. Douglas County School District decision by the U.S. Supreme Court. They highlight implications for writing a student's IEP and discuss the importance of setting setting ambitious IEP goals to ensure that students make progress in light of their individual circumstances.
This webinar provides an overview of the Academic Intervention Taxonomy Briefs and describes how they can help teachers design productive intervention programs for students with intensive academic needs.