This video demonstrates how to use lattice multiplication. Although the lattice multiplication strategy eliminates regrouping while solving the problem, it requires careful construction of the lattice (it needs to be the correct size), correct placement of the numbers (above or below the lattice line), and a solid understanding of place value. The lattice strategy uses place value by partitioning multi-digit numbers into smaller parts and it may not be an efficient strategy for students to use if they do not understand how multiplication works. However, learning this strategy with whole numbers may benefit students as they begin to multiply decimals as lattice multiplication is an efficient tool to use with decimals.
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
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Neag School of Education at the University of Connecticut and NCII Trainer & Coach, discusses importance of consistency when selecting, administering, and scoring progress monitoring tools.
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.
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.
In this webinar, Dr. Sarah Powell an Associate Professor in the Department of Special Education at the University of Texas at Austin introduces a new free resource from NCII that can be used by faculty to develop or supplement coursework to ensure educators are prepared to support students with intensive math needs. The Intensive Intervention Math Course Content consists of eight modules covering a range of math related topics. Each module includes video lessons, activities, knowledge checks, practice-based opportunities, and more! In this webinar, Dr. Powell reviews the content available, discusses how it could be used as you develop courses, and answers questions that you might have.
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.
In this webinar, Dr. Kristen McMaster provides an overview of Curriculum-Based Measurement (CBM) and discusses how CBM data can be used at the secondary level to monitor student progress. She discusses the purpose of CBM, provides a brief description of the research, and demonstrates how CBM data can be used to monitor student progress. She reviews CBM tools that are available for high schools in reading, mathematics, and the content areas, and provides instructions for developing CBM tools for use at the high school level. Following Dr. McMaster's presentation, representatives from Walla Walla High School in Walla Walla, Washington discuss how they have monitored school progress as part of their tiered intervention model.