This guide is intended to accompany the sample literacy lessons and activities on the NCII website. It is divided into four sections covering the five components of reading, instructional principles of reading instruction intervention, how to use the NCII reading lessons, and additional resources.
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These lessons were developed as part of a National Center on Intensive Intervention Community of Practice with educators focused on implementing intervention virtually during Spring 2020 in response to COVID-19. Participating educators represented Colorado, Oregon, Rhode Island, Texas, and Washington. These activities were developed by practitioners and are intended to showcase example strategies that educators have used to deliver intervention in a virtual environment during the pandemic.
This video demonstrates how to use different types of concrete manipulatives, such as fraction circles and Cuisenaire Rods, to compare fractions with like denominators. When students use models to compare fractions, they can place them side-by-side to determine which fraction represents a greater value. For students who struggle with visually comparing values, consider teaching them how to stack Cuisenaire Rods for a direct comparison. Note that, in this video with the fraction circles, the sets of fractions circles are not the same size. This may confuse some students, so it may be important to use identical sets of fraction circles.
Data-based individualization (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. This document introduces and describes the DBI process and how it can be used to support students who require intensive intervention in academics and/or behavior.
This video illustrates the use of an efficient counting on strategy that students may practice to solve simple addition problems without the use of manipulatives. When students use a counting on strategy to solve an addition problem, they must be able to hold one number in working memory; however, an important working memory strategy to teach students and allow students to practice includes using fingers to track counting. Counting on is an efficient strategy that students may use to quickly determine the solution to an addition problem. With enough practice opportunities students will soon be able to perform simple arithmetic without the use of working memory strategies such as finger counting.
This video shows how to use an area model to solve a multi-digit multiplication problem. An area model can serve as a visual representation of the partial products multiplication strategy. Using an area model may be a good option for students who have not yet gained a conceptual understanding of how regrouping works or how the partial products strategy works. The area model method can serve as a visual guide for students until they are ready to use traditional algorithms.
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.
This video shows how to use the set model to represent the fraction 3/4 with two-colored counting chips and clips. Individual chips within the set, represent the fractional parts. It is important that students be exposed to the set model because fractions in real-world settings are often represented this way.
This lesson features Carla Jo Whatley, a First Grade Teacher at Ferris Intermediate in Ferris ISD in Texas. In the lesson she illustrates how to use virtual manipulatives within a math lesson. These manipulatives allow educators and students to engage in the Concrete-Representational-Abstract approach without having the physical materials in front of them. For some educators, switching between platforms has been challenging. This lesson can be used synchronously or asynchronously, does not require using multiple platforms, and allows educators to apply the features of interactive base ten blocks. The collection includes a tip sheet, two video examples, and slides with virtual base ten block practice examples.
In this video, Dr. Chris Riley-Tillman, a Professor at the University of Missouri and NCII Senior Advisor, discusses how evidence-based practices, instruction, and intervention change as academic and behavior needs become more severe.