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Organization: EdResearch for Recovery
This brief is part of a series aimed at providing K-12 education decision makers and advocates with an evidenced base to ground discussions about how to best serve students during and following the novel coronavirus pandemic.
https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Brief_2.pdf
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Organization: CECPD and E-Team at the University of Oklahoma
According to the website, “the Early Learning Quick Assessments (ELQA) are web-based assessment tools that facilitate formative progress monitoring of early literacy and numeracy skills. The ELQA are developmentally appropriate for children ages 3 to 5 and provide teachers detailed data to plan differentiated instruction. Children’s early learning skills are assessed at the beginning of the school year and again at intervals throughout the school year so that teachers are able to (1) identify children at risk for not meeting early learning benchmarks and (2) differentiate instruction to prepare young children to enter kindergarten with the necessary literacy and numeracy skills to benefit from formal school instruction.”
The ELQA include the following:
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Organization: World Innovation Summit for Education
In this video French cognitive neuroscientist Stanislas Dehaene speaks at the World Innovation Summit for Education about his research on how the brain learns to read and why it is important for education.
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Organization: National Center for Intensive Intervention
In this video, Dr. Chris Riley-Tillman, a professor at the University of Missouri and senior advisor at NCII, discusses the research behind direct behavior rating, or DBR, and its utility as a progress-monitoring measure for behavior.
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Organization: National Center for Leadership in Intensive Intervention
The purpose of this forum is to (a) increase scholars’ understanding of intensive intervention and key competencies, and (b) facilitate the development of a collaborative, cross-institutional cohort of faculty and scholars. The forum includes learning modules focused on various aspects of intensive intervention, research methodology, and other content aimed at increasing scholars’ understanding of key competencies. The forum also includes supplemental materials and videos featuring NCLII faculty and other experts in the field. An overview of learning modules are assigned throughout the training program across four years.
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Organization: National Center on Intensive Intervention
NCII provides a series of reading lessons to support special education instructors, reading interventionists, and others working with students who struggle with reading. These lessons, adapted with permission from the Florida Center for Reading Research and The Meadows Center for Preventing Educational Risk, address key reading and prereading skills and incorporate research-based instructional principles that can help intensify and individualize reading instruction. The reading lessons are examples of brief instructional routines that may be used to supplement reading interventions, programs, or curricula that are currently in place. These lessons are designed to illustrate concepts and supplement, not supplant, reading instruction and interventions for struggling readers. They do not represent an exhaustive reading curriculum. Teachers are expected to customize these lessons to meet the needs of their target students.
https://intensiveintervention.org/intervention-resources/literacy-strategies
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Organization: National Center of Intensive Intervention
In this video, Dr. Devin Kearns, an assistant professor of special education at the University of Connecticut and an NCII trainer and coach, discusses the importance of consistency when selecting, administering, and scoring progress monitoring tools.
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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
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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.
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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.
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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.
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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.
The Identification of Specific Learning Disabilities: A Summary of Research on Best Practices
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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/
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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.
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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.
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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.
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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
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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.
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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.
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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?
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