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233 Total Resources

Recently Posted

Behavior Strategies to Support Intensifying Interventions

Organization: National Center for Intensive Intervention

This series of behavioral strategies supports teachers working with students with primary academic deficits and challenging behaviors. Each strategy incorporates key terminology, an overview of the purpose, and all associated materials. The strategies also integrate approaches for intensification for students with more challenging behaviors. Although teachers supporting students with the most challenging behaviors may be able to implement some of these strategies, these students will likely need support through a more comprehensive behavioral plan. The materials are organized around three overarching areas: antecedent modification, self-management, and reinforcement strategies. 

https://intensiveintervention.org/intervention-resources/behavior-strategies-support-intensifying-interventions

Topic(s): Behavior
Intended Audience(s): Administrators, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report, Website

Date posted on this site: Monday, May 13, 2019


Recently Posted

What Should Educators Keep in Mind When Engaging With Families of Students With Intensive Needs?

Organization: National Center for Intensive Intervention

In this video, Lindsay Jones, the CEO of the National Center on Learning Disabilities, shares some considerations and strategies that educators can use to support partnering with families of students with intensive needs.

https://intensiveintervention.org/voices-from-the-field/what-should-educators-keep-mind-when-engaging-families-students-intensive

Topic(s): Progress Monitoring
Intended Audience(s): Parents, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Presentation(s), Website

Date posted on this site: Monday, May 13, 2019


Recently Posted

IDA’s Knowledge and Practice Standards: How They Can Improve Reading Instruction for All Students

Organization: IDA’s Knowledge and Practice Standards: How They Can Improve Reading Instruction for All Students

The IDA Knowledge and Practice Standards for Teachers of Reading define what all teachers of reading (classroom educators and dyslexia specialists) need to know and be able to do to teach all students to read proficiently. In this free 60-minute webinar Dr. Louisa Moats reviews the science behind these standards, considers some examples of what these standards mean for teacher training, and reviews the certification alternatives presently offered by IDA.

https://dyslexiaida.org/idas-free-webinar-series

Topic(s): Reading Instruction
Intended Audience(s): Campus Leaders, Researchers/Faculty, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Presentation(s), Website

Date posted on this site: Monday, May 13, 2019


Recently Posted

The Identification of Specific Learning Disabilities: A Summary of Research on Best Practices

Organization: Texas Center for Learning Disabilities

This report begins with a summary of the legal requirements for specific learning disability (SLD) and what constitutes a comprehensive evaluation. It then discusses the attributes of SLD according to different conceptual frameworks and reviews research on the reliability and validity of different methods for SLD identification that emanate from these frameworks. The report concludes with recommendations for best practice, regardless of the specific identification methods employed.

https://www.texasldcenter.org/library/resource/the-identification-of-specific-learning-disabilities-a-summary-of-research

Topic(s): RTI, LD Identification
Intended Audience(s): Administrators, Campus Leaders, Researchers/Faculty, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report, Website

Date posted on this site: Monday, May 13, 2019


Recently Posted

Fractions as Numbers: Instructional Videos

Organization: National Center for Intensive Intervention

This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of fractions. Within college- and career-ready standards fractions are typically taught in grades 3-5. Developing an understanding of fractions as numbers includes part/whole relationship, number on the number line, equivalent fractions, whole numbers as fractions, and comparing fractions. These videos may be used as these concepts are introduced or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.

https://intensiveintervention.org/resource/fractions-numbers-videos

Topic(s): Mathematics Instruction
Intended Audience(s): Administrators, Campus Leaders, Researchers/Faculty, State Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5
Media Type(s): Presentation(s), Website

Date posted on this site: Monday, May 13, 2019


Recently Posted

The Taxonomy of Intervention Intensity: A Case Example of Building Intervention Intensity in Behavior

Organization: National Center for Intensive Intervention

In this webinar, Drs. Joe Wehby and Joey Staubitz, demonstrate how the Taxonomy of Intervention Intensity can support educators in systematically selecting and modifying intensive behavior intervention based on student need. After providing a brief overview of the dimensions for evaluating and building intervention intensity, they will share a detailed case study illustrating how a teacher used the taxonomy to provide data-based individualized instruction in behavior.

https://intensiveintervention.org/resource/taxonomy-intervention-intensity-case-example-building-intervention-intensity-behavior

Topic(s): Behavior
Intended Audience(s): Campus Leaders, Others, Researchers/Faculty, State Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Presentation(s), Website

Date posted on this site: Monday, May 13, 2019


Reimagining Classroom Experiences to Maximize Student Engagement

Organization: The CEEDAR Center

This webinar is about engaging all learners through active classroom experiences. With a focus on two high-leverage practices, the webinar reviews informal and deliberate methods to assess what students are learning during instruction to collect data and make informed decisions. Participants will learn a variety of strategies to build relationships with students, create a learning environment that encourages active participation, and check for student understanding—all of which maximize student outcomes.

http://ceedar.education.ufl.edu/portfolio/ga-mtss-webinar-2/

Topic(s): Progress Monitoring, Teacher Preparation
Intended Audience(s): Administrators, Campus Leaders, District Leaders, State Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report, Website

Date posted on this site: Wednesday, March 06, 2019


Evidence-Based Transition Planning and Services

Organization: The CEEDAR Center

As participants work through this course enhancement module (CEM), they will learn about the essential components of effective transition planning and services for students with disabilities. The CEM provides preservice candidates and in-service teachers with the framework necessary for designing effective transition programs and services to improve graduation and postschool outcomes for students with disabilities.

http://ceedar.education.ufl.edu/cems/transition/

Topic(s): Teacher Preparation
Intended Audience(s): Administrators, Teachers
Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Wednesday, March 06, 2019


Intensive Intervention: A Practitioner’s Guide for Communicating With Parents and Families

Organization: National Center for Intensive Intervention

For children with the most severe and persistent academic and/or behavioral challenges, parent and family involvement is vital. School teams can use this guide to better understand intensive intervention and how to engage parents and families in the process.

https://intensiveintervention.org/resource/intensive-intervention-practitioners-guide-communicating-parents-and-families

Topic(s): Progress Monitoring
Intended Audience(s): Parents, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Wednesday, March 06, 2019


Academic Screening Tools Chart

Organization: National Center for Intensive Intervention

Universal screening can be used to identify which children will need the most intensive intervention. In some cases, children with the weakest initial skills may bypass Tier 2 intervention and move directly into intensive intervention. The tools on the Academic Screening Tools Chart can be used to identify students at risk for poor academic outcomes, including students who require intensive intervention.

https://charts.intensiveintervention.org/chart/academic-screening

Topic(s): Screening
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Wednesday, March 06, 2019


Interacting With Peers in Mathematics

Organization: American Institutes for Research

When peers collaborate to discuss, read, and write about concepts, they build their understanding of mathematical concepts and processes. This instructional strategy guide defines "peer interaction" and includes an accompanying slide show, a list of evidence-based teaching strategies to differentiate instruction using technology, short videos, and links to resources to use technology to support peer interaction instruction.

https://powerupwhatworks.org/strategy-guide/interacting-peers

Topic(s): Mathematics Instruction
Intended Audience(s): Administrators, Researchers/Faculty, Teachers
Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Website

Date posted on this site: Tuesday, December 18, 2018


MTSS/RTI: Mathematics

Organization: IRIS Center, Vanderbilt University

This module describes the multitiered systems of support (MTSS), or response to intervention (RTI), framework as applied to mathematics. It includes discussions of how MTSS and RTI are related, as well as a description of instruction, assessment, and data-based decision-making at each level of intensity: Tier 1, Tier 2, and Tier 3. The estimated completion time is 2.5 hours.

https://iris.peabody.vanderbilt.edu/module/rti-math/

Topic(s): Mathematics Instruction, Reading Instruction
Intended Audience(s): Administrators, Researchers/Faculty, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Online Module

Date posted on this site: Tuesday, December 18, 2018


Approaches to Dropout Prevention: Heeding Early Warning Signs With Appropriate Interventions

Organization: American Institutes for Research

This report outlines steps that schools can take to identify at-risk students and provide the necessary support systems and relevant interventions to assist students in obtaining a high school diploma. Further, the report discusses the use of early warning data systems to target interventions for groups and individual students, offers a variety of best-practice approaches undertaken by higher-performing high schools, and presents effective programs that are currently being implemented to stem the dropout problem.

https://www.air.org/resource/approaches-dropout-prevention-heeding-early-warning-signs-appropriate-interventions

Topic(s): Reading Instruction, Intervention
Intended Audience(s): Administrators, Researchers/Faculty, State Leaders, Teachers
Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Tuesday, December 18, 2018


Voices from the Field: How Can School Psychologists Support the Implementation of Intensive Intervention?

Organization: National Center on Intensive Intervention

This talk is with Kelly Glick, a school psychologist who is part of a development grant to provide intensive intervention in mathematics to students with and at risk for disabilities. Glick answers the following questions: (1) ) How can school psychologists support the implementation of intensive intervention? (2) What role might a school psychologist play in the data-based individualization (DBI) process? (3) What changes has she seen in her schools since she implemented DBI? and (4) Has DBI been helpful in the identification process?

https://intensiveintervention.org/voices-from-the-field/how-can-school-psychologists-support-implementation-intensive-intervention

Topic(s): Reading Instruction, Intervention, RTI, Middle/High School RTI, School RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Tuesday, December 18, 2018


A Step-by-Step Guide to Tier 2 Behavioral Progress Monitoring

Organization: Beyond Behavior (journal)

Students who are at risk for or show low-intensity behavioral problems may need targeted Tier 2 interventions. Often, Tier 2 problem-solving teams are charged with monitoring student responsiveness to intervention. This process may be difficult for those who are not trained in data collection and analysis procedures. To aid practitioners in these worthwhile tasks, the authors offer a step-by-step guide to collecting and evaluating Tier 2 behavioral progress monitoring data. This systematic approach includes (a) selecting an appropriate method of measurement, (b) planning for data collection and evaluation, (c) collecting and analyzing data, (d) considering treatment fidelity, and (e) adjusting intervention based on student responsiveness. Each step is described in detail with specific examples and additional resources are provided.

https://journals.sagepub.com/doi/full/10.1177/1074295618756984?hootPostID=f242757b6e3542d73fcd556eb60e4a3d

Topic(s): Behavior, Progress Monitoring
Intended Audience(s): Administrators, Campus Leaders, Researchers/Faculty, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Journal Article, Website

Date posted on this site: Tuesday, December 18, 2018


The Role of Behavior Screening in Tiered Systems of Support

Organization: National Center on Intensive Intervention

In this webinar, held September 12, 2018, Dr. Kathleen Lane and Amy Peterson explore current practices for behavioral screening within the context of a tiered system of support and provide an overview of the National Center on Intensive Intervention's new behavior screening tools chart.

https://intensiveintervention.org/resource/role-behavior-screening-tiered-systems-support

Topic(s): Behavior, Screening
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Presentation(s), Website

Date posted on this site: Tuesday, December 18, 2018


Mathematics Strategies to Support Intensifying Interventions

Organization: National Center on Intensive Intervention

The National Center on Intensive Intervention developed a series of mathematics lessons and guidance documents to support special education instructors, mathematics specialists, and others working with students who struggle with mathematics. These lessons and activities are organized around six mathematics skill areas that align with college- and career-ready standards and incorporate several instructional principles to intensify and individualize mathematics instruction to assist teachers and interventionists working with students who have difficulty with mathematics. The lessons may be used to supplement mathematics interventions, programs, or curricula currently in place. However, these lessons by themselves would not constitute an effective mathematics intervention.

https://intensiveintervention.org/intervention-resources/mathematics-strategies-support-intensifying-interventions

Topic(s): Mathematics Instruction
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grades K-3, Grades 4-5
Media Type(s): Document/Report, Website

Date posted on this site: Monday, November 12, 2018


Using Academic Progress Monitoring for Individualized Instructional Planning

Organization: National Center on Intensive Intervention

Dr. Rebecca Zumeta Edmonds presented this webinar on March 28, 2013. Zumeta Edmonds discussed various approaches to progress monitoring, focusing on the value and implications of using progress monitoring to track the growth of students with intensive academic needs. The webinar provides a step-by-step walkthrough of the process for using progress-monitoring data to make instructional decisions for individual students and provides student-level examples.

https://intensiveintervention.org/resource/using-academic-progress-monitoring-individualized-instructional-planning

Topic(s): Mathematics Instruction, Progress Monitoring, Reading Instruction, Intervention
Intended Audience(s): Campus Leaders, State Leaders, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report, Website

Date posted on this site: Monday, November 12, 2018


What’s Evidence-Based Behavior Intervention? Choosing, Implementing Behavior Interventions That Work

Organization: National Center on Intensive Intervention

This webinar, presented by Dr. Chris Riley-Tillman of the University of Missouri and Dr. Allison Gandhi of the National Center on Intensive Intervention, discusses considerations for selecting and using evidence-based interventions to address challenging behaviors. The webinar introduces the National Center on Intensive Intervention's new Behavior Interventions Tools Chart and describes how educators can best use this resource and other available resources to select interventions.

https://intensiveintervention.org/resource/what-evidence-based-behavior-intervention-choosing-and-implementing-behavior-interventions

Topic(s): Behavior, Progress Monitoring
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report, Website

Date posted on this site: Monday, November 12, 2018


Taxonomy of Intervention Intensity

Organization: National Center on Intensive Intervention

Taxonomy of Intervention Intensity is a method for systematically selecting an intensive intervention and guiding teachers through modifying the intervention based on student need. The Taxonomy of Intervention Intensity includes seven dimensions: strength, dosage, alignment, attention to transfer, comprehensiveness, behavioral or academic support, and individualization.

https://intensiveintervention.org/resource/taxonomy-intervention-intensity-overview

Topic(s): Behavior, Reading Instruction, Intervention, RTI, School RTI
Intended Audience(s): Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report, Website

Date posted on this site: Monday, November 12, 2018