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.
Topic(s): Behavior, Progress Monitoring
Intended Audience(s): Administrators, Campus Leaders, Researchers/Faculty, Teachers
Grade Level(s): 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
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
Grade Level(s): 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
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.
Topic(s): Mathematics Instruction
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grade Level(s): Grades K-3, Grades 4-5
Media Type(s): Document/Report, Website
Date posted on this site: Monday, November 12, 2018
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.
Topic(s): Mathematics Instruction, Progress Monitoring, Reading Instruction, Intervention
Intended Audience(s): Campus Leaders, State Leaders, Teachers
Grade Level(s): 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
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.
Topic(s): Behavior, Progress Monitoring
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grade Level(s): 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
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
Grade Level(s): 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
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
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Journal Article, Website
Date posted on this site: Monday, November 12, 2018
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.
Topic(s): Progress Monitoring, Reading Instruction
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Teachers
Grade Level(s): 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
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
Grade Level(s): 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
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.
Topic(s): Behavior, Teacher Preparation
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grade Level(s): 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
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
Grade Level(s): Grades 4-5, Grades 6-8
Media Type(s): Presentation(s)
Date posted on this site: Monday, August 13, 2018
Organization: Regional Educational Laboratory Southeast
The goal of this report is to provide administrators, school psychologists, counselors, special educators, and reading specialists with a summary and analysis of the evidence that supports the use of reading interventions in grades 1–3. The review was limited to studies of Tier 2 interventions, those designed to provide preventive services to students at risk for reading difficulties. The initial literature search identified 1,813 articles and reports.
https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4558
Topic(s): Reading Instruction
Intended Audience(s): Administrators, Campus Leaders, District Leaders, State Leaders, Teachers, Technical Assistance Providers
Grade Level(s): Grades K-3
Media Type(s): Document/Report
Date posted on this site: Monday, August 13, 2018
Organization: National Center on Intensive Intervention
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. DBI is the technical term for what many good teachers do naturally through the problem-solving process: frequently review student data and make changes to their teaching based on what works for students. DBI, however, makes this process systematic, explicit, and tailored to meet the needs of individual students through a multistep process that gradually intensifies instruction and support.
https://intensiveintervention.org/intensive-intervention
Topic(s): Progress Monitoring, Reading Instruction, Intervention, RTI
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grade Level(s): Grades 4-5, Grades 6-8
Media Type(s): Website
Date posted on this site: Monday, August 13, 2018
Organization: Institute of Education Sciences
This guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote reading achievement. Teachers and reading specialists can use these strategies to implement response to intervention and multitier intervention methods and frameworks at the classroom or school level. Recommendations cover how to screen students for reading problems, design a multitier intervention program, adjust instruction to help struggling readers, and monitor student progress.
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_reading_pg_021809.pdf
Topic(s): Progress Monitoring, Reading Instruction, Intervention, RTI
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grade Level(s): Grades 4-5, Grades 6-8
Media Type(s): Document/Report
Date posted on this site: Monday, August 13, 2018
Organization: IRIS Center
This article offers an overview of classroom behavior management, the Acting Out Cycle, and evidence-based behavior interventions. It includes links to IRIS Center resources about behavior for those who wish to learn more.
Topic(s): Behavior, Teacher Preparation
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report
Date posted on this site: Friday, July 06, 2018
Organization: What Works Clearinghouse, Institute of Education Sciences
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. DBI is the technical term for what many good teachers do naturally through the problem-solving process: frequently review student data and make changes to their teaching based on what works for students. DBI, however, makes this process systematic, explicit, and tailored to meet the needs of individual students through a multistep process that gradually intensifies instruction and support.
https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4558
Topic(s): Reading Instruction, Intervention, RTI, Middle/High School RTI, School RTI, State RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Teachers, Technical Assistance Providers
Grade Level(s): Grades K-3
Media Type(s): Document/Report
Date posted on this site: Friday, July 06, 2018
Organization: Institute for Education Sciences
This guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. Teachers and reading specialists can use these strategies to implement Response to Intervention and mult-itier intervention methods and frameworks at the classroom or school level. Recommendations include how to screen students for reading problems, design a multitier intervention program, adjust instruction to help struggling readers, and monitor student progress.
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_reading_pg_021809.pdf
Topic(s): Progress Monitoring, Reading Instruction, Intervention, RTI, District RTI, School RTI, What is RTI?
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grade Level(s): Grades 4-5
Media Type(s): Document/Report, Website
Date posted on this site: Friday, July 06, 2018
Organization: What Works Clearinghouse, The Institute of Education Sciences
Developed by a panel of practitioners and researchers, this practice guide offers school and district administrators four evidence-based recommendations for helping students stay in school, progress through school, and graduate high school.
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_dropout_092617.pdf
Topic(s): Behavior, Progress Monitoring, RTI, Middle/High School RTI
Intended Audience(s): Administrators, Campus Leaders, State Leaders, Teachers
Grade Level(s): Grades 9-12
Media Type(s): Document/Report
Date posted on this site: Friday, July 06, 2018
Organization: Education Service Center Region 20
The purpose of this guide is to support teachers as they identify the essential components for providing K–12 instruction to address English language learners' linguistic needs. The guide highlights connections between the English Language Proficiency Standards, the Texas English Language Proficiency Assessment System proficiency-level descriptors, linguistic accommodations, and the College Career Readiness Standards.
https://www.texasgateway.org/resource/elps-linguistic-instructional-alignment-guide-liag
Topic(s): English Language Learners, Reading Instruction, RTI, Screening
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Researchers/Faculty, State Leaders, Teachers, Technical Assistance Providers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report
Date posted on this site: Friday, March 02, 2018
Organization: Instructional Research Group
This website for has materials from the National Science Foundation 2-day conference, including PowerPoint presentations, videos, posters, and handouts from researchers across the world who work in this field.
Topic(s): Behavior, English Language Learners, Mathematics Instruction, Progress Monitoring, Reading Instruction, Intervention, RTI, LD Identification, Middle/High School RTI, School RTI, State RTI, What is RTI?, Screening
Intended Audience(s): Administrators, District Leaders, Researchers/Faculty, State Leaders, Teachers, Technical Assistance Providers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Presentation(s), Website
Date posted on this site: Wednesday, February 07, 2018
