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227 Total Resources

Recently Posted

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


Recently Posted

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


Recently Posted

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


Recently Posted

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


Interacting With Peers in Mathematics

Organization: LD OnLine

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

http://www.ldonline.org/article/61470

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

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


What Does It Really Take? Frequently Asked Questions About Implementing Intensive Intervention

Organization: National Center on Intensive Intervention

In this webinar, expert panelists Drs. Chris Lemons, T. Chris Riley-Tillman, and Teri Marx address frequently asked questions surrounding implementation of intensive intervention, including data-based individualization, for students with severe and persistent academic and behavioral needs.

https://intensiveintervention.org/resource/what-does-it-really-take-frequently-asked-questions-about-implementing-intensive

Topic(s): Progress Monitoring, Reading Instruction
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: Monday, November 12, 2018


Is Grade Retention an Effective Intervention?

Organization: Building RTI Capacity for Implementation in Texas Schools

This online professional development model explores the topic of grade retention, including why students are retained, risk factors for retention, short-term and long-term outcomes for students who are retained, and alternatives to retention. The module, references, and a feedback survey are all available online.

https://buildingrti.utexas.org/modules/grade-retention-effective-intervention

Topic(s): Behavior, Reading Instruction, Intervention, RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, 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: Thursday, August 16, 2018


Managing Classroom Behavior: Learning How

Organization: IRIS Center, Vanderbilt University

This article offers an overview of classroom behavior management, the acting-out cycle, and evidence-based behavior interventions, and includes information and links to IRIS Center resources about behavior. 

https://iris.peabody.vanderbilt.edu/wp-content/uploads/2014/08/edge_summer2014_iris_professional_development.pdf

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

Date posted on this site: Monday, August 13, 2018


Effective Social and Emotional Learning Programs (Preschool and Elementary School Edition)

Organization: Collaborative for Academic, Social, and Emotional Learning

This guide provides a systematic framework for evaluating the quality of classroom-based social and emotional learning (SEL) programs. It uses this framework to rate and identify well-designed, evidence-based SEL programs with potential for broad dissemination to schools across the United States. The primary goal of the guide is to give educators information for selecting and implementing SEL programs in their districts and schools. It also documents the significant advances the SEL field has made in the past decade, establishes new and more rigorous standards for SEL program adoption, and provides suggestions for next steps for SEL research and practice.

http://casel.org/wp-content/uploads/2016/01/2013-casel-guide-1.pdf

Topic(s): Behavior
Intended Audience(s): Administrators, Campus Leaders, Researchers/Faculty, Teachers
Grades 4-5
Media Type(s): Document/Report

Date posted on this site: Monday, August 13, 2018


A Summary of Functional Behavioral Analysis

Organization: IRIS Center, Vanderbilt University

Students who display problem behaviors that are unresponsive to typical behavioral interventions may require a functional behavioral assessment. A functional behavioral assessment can determine the function of the student’s behavior, a critical step in planning an effective intervention. 

https://www.youtube.com/watch?v=NFHck-X43y4

Topic(s): Behavior
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grades 4-5, Grades 6-8
Media Type(s): Presentation(s)

Date posted on this site: Monday, August 13, 2018