In this Voices from the Field piece, we talk to Dr. Chrissy Brown, a recent National Center for Leadership in Intensive Intervention (NCLII) scholar. Dr. Brown discusses the NCLII program and how it has guided her in preparing educators to implement intensive interventions.
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In this article, Drs. Ketterlin Geller, Lembke, and Powell discuss how they are supporting educators to implement (1) the process of data-based individualization (DBI), (2) the principles of explicit and systematic instruction, and (3) key components of algebra readiness as part of Project STAIR (Supporting Teaching of Algebra: Individual Readiness).
This is part 2 of the module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part includes examples of graphed data and is intended to provide participants with guidance for reviewing progress monitoring data to determine if the instructional plan is working or if a change is needed.
In Module 7 of the Intensive Intervention in Mathematics Course Content we focus on rational number concepts and computation. In Modules 4 and 5, we emphasized important instructional delivery methods and strategies to include when providing instruction within intensive intervention. Modules 6 and 7 focus on important concepts and procedures for whole numbers (Module 6) and rational numbers (Module 7) teachers may find important for being able to explain mathematics to students.
Module 6 is the second in a set of four course modules focused on explicit instruction. This module introduces the concept of supporting practices necessary for successful implementation of explicit instruction. The module introduces how to use effective methods to elicit frequent responses. Throughout the module, educators will learn how eliciting frequent responses support instruction within the DBI framework.
This toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K–12 students with significant learning difficulties and disabilities. Grounded in research, this toolkit is based on the Center on Instruction’s Intensive Interventions for Students Struggling in Reading and Mathematics: A Practice Guide, and includes the following resources:
Module 8 is the fourth module in a set of four course modules focused on explicit instruction. This module reviews explicit instruction and the supporting practices. It includes a number of opportunities to view and evaluate lesson examples, apply what was learned, and self-reflect.
This lesson includes a tip sheet and a video tutorial that demonstrates how to create and implement the 5-point scale in a virtual setting.
NCII’s Faculty Professional Learning Series is an opportunity for teacher preparation faculty and professional development providers to learn from colleagues and NCII experts about available tools and resources to enhance coursework, field experiences, and professional development opportunities related to intensive intervention. Webinar 1: Preparing Teachers to Deliver Intervention in Virtual Settings This webinar presented five practical strategies for adapting preparation and professional learning experiences to help teachers develop skills for delivering intensive intervention in virtual settings.
This training module, Using the Taxonomy of Intervention Intensity to Select, Design, and Intensify Intervention, introduces the Taxonomy of Intervention Intensity and describes how it supports the DBI process by helping provide explicit guidance on how to select and evaluate validated intervention programs to best meet students’ needs and intensify or adapt those interventions when students or groups of students do not adequately respond. At the end of the training participants will be able to: