This presentation was delivered by Dr. Tessie Rose Bailey as part of the Colorado Multi-Tiered System of Support Virtual Summit 2020. In the presentation, Dr. Bailey focused on considerations for providing virtual intervention and progress monitoring and highlights resources developed by the National Center on Intensive Intervention
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In this webinar, Dr. Anita Archer teaches high leverage instructional practices for in-person and remote learning. Consistent with an explicit instruction approach, Dr. Archer demonstrates each practice, actively engages her audience, and sets educators up to successfully pivot their effective instructional practices into the current content.
Progress monitoring allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. This FAQ collection includes considerations for data collection and analysis for schools to consider as they rethink their progress monitoring approach due to the COVID-19 pandemic. Guidance from vendors on the academic and behavior progress monitoring tools charts are included.
This resource developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually. It includes guiding questions and considerations for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.
Families can use this resource to make a family schedule, choose family expectations, and make a plan to teach, remind, reward, and respond to behavior at home.
Brief guidance provided on how to administer and collect implementation capacity assessments and other implementation assessments virtually.
Brief guidance provided on key questions to consider when planning purposeful adaptations to evidence based practices for new contexts such as online learning or blended learning environments.
This resource focuses on how to use inclusive practices in online environments and highlights how the best practices for including special populations are also the best practices for all students. There are also considerations for teachers around planning inclusive online learning.
Communication is necessary whether students are schooling at home or in school. This resource describes what teachers can do to support students who are using Augmentative and Alternative Communication (AAC) even when they are not in the same location as the student.
Families may start to feel “stuck” during distance learning. This resource offers strategies and tools to help families and students get “unstuck” when frustrated with distance learning.
School is starting or just around the corner! Here are some tips for families and teachers to prepare for the first week of school, whether it be in-person, online, or hybrid learning.
Olivia is a teenager experiencing school at home. This is a snapshot of what she is experiencing right now, and what her mother believes is important for school teams to take into consideration today, in hopes of better supporting families and children.
We have talked with many administrators, advocates and teachers and a pressing concern is “How do you collect data for students with significant cognitive disabilities when you are not in the same room?” This resource offers some suggestions.
Specially Designed Instruction (SDI) can be done as part of distance learning using both high-tech and low-tech options. SDI, data collection, and collaboration can and should be continued throughout the distance learning process.
Learning in quarantine is emotional work! Here are some strategies and tools to help families and their children communicate and manage emotions during this time of transition.