This video demonstrates how to teach students to think flexibly about fractions. Similar to whole numbers, fractions can be put together and taken apart in many different combinations. Students should practice identifying these combinations so that they can become fluent with fraction addition and subtraction.
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This video illustrates the use of manipulatives to help students practice comparing quantities that are grouped as tens and ones. When numbers are represented with manipulatives organized as tens and ones, students develop a concrete understanding for using place value to comparing quantities. Students also benefit from multiple opportunities to talk about mathematics and use appropriate mathematics vocabulary such as “greater than” and “less than.”
In Module 8 of the Intensive Intervention in Mathematics Course Content we highlight the necessity for implementing evidence-based practices with fidelity. We also explain how to make adaptations to the instructional platform when students demonstrate inadequate progress. We finish this module by putting all the information learned across modules together with the intensive intervention framework.
In Module 6 of the Intensive Intervention in Mathematics Course Content we focus on whole 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.
It is important that the instructional practices and interventions delivered within a school’s multi-tiered system of support (MTSS) be grounded in evidence. However, the “practice” that happens within each tier is different; therefore, the type of evidence that is required for each tier also must be different. A useful way to think about evidence-based practices in MTSS is to think about levels of evidence that vary and correspond to the different levels of intervention intensity at each tier. In the tables below, find resources to support the selection and evaluation of Tier 1, Tier 2, and Tier 3 or intensive interventions.
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).
The Taxonomy of Intervention Intensity (Fuchs, Fuchs, & Malone, 2017) can be used to select or evaluate an intervention platform used as the validated intervention platform or the foundation of the DBI process. It can also be used to guide the adaptation of intensification of an intervention during the intervention adaptation step of the DBI process. The Taxonomy includes the following dimensions:
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.
Assessment is an essential part of the data-based individualization (DBI) process and a multi-tiered system of support (MTSS). Without technically sound assessment, which provides accurate, meaningful information, a teacher has no objective method for determining what a student needs or how to intensify instruction to meet those needs. The close connection between assessment and intervention is at the foundation of the DBI process. This connection is what drives teacher decision making. With the right assessment tools and guidance on how to use them, teachers can make sound, data-based decisions about who needs intensive intervention, when to make instructional changes, and what skills to focus on. In the tables below, find resources to support the selection and evaluation of screening, progress monitoring and diagnostic assessments.