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 article, Dr. Jennifer Ledford shares information about single-case design research and how it relates to intensive intervention as well as resources from the Council for Exceptional Children Division for Research (CEC DR).
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 article, Drs. Mary Little, Cynthia Pearl and Dena Slanda share lessons and strategies to support teachers in developing the skills and competencies to implement intensive intervention.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII, explains why intensive intervention is critical and how it can help support students with disabilities.
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
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 report from Jobs for the Future and Authored by Sharon Vaughn, Lou Danielson, Rebecca Zumeta Edmonds, and Lynn Holdheide, 1) reviews previous efforts to promote better educational outcomes for students with disabilities, 2) describes research-based instructional strategies that can support them and other struggling learners, and 3) shares the kinds of policies and local resources needed to ensure that all young people have meaningful opportunities to learn deeply and become truly prepared to succeed in college, careers, and civic life.