Resources

Cohen, L. G., & Spenciner, L. J. (2010). Error analysis of mathematics. Pearson/Allyn Bacon/Prentice Hall: Boston, MA.

Colorado Department of Education. (2006). 2006 Hasbrouck & Tindal oral reading fluency data. Retrieved on October 29, 2015, from http://www.cde.state.co.us/sites/default/files/documents/coloradoliteracy/clf/downloads/guide_for_assessing_fluency_rates_and_accuracy.pdf

Danielson, L., & Rosenquist, C. (2014). Introduction to the TEC special issue on data-based individualization. TEACHING Exceptional Children, 46(4), 6–12.

Deno, S. (n.d.). Ongoing student assessment. Retrieved on May 14, 2015, from http://www.rtinetwork.org/essential/assessment/ongoingassessment

Educational Research. (n.d.). Students’ common errors in working with fractions. Retrieved on October 29, 2015, from http://www.ernweb.com/educational-research-articles/students-common-errors-misconceptions-about-fractions/

El Paso Community College. (2009). Decimals: Common mistakes. Retrieved on October 29, 2015, from https://www.epcc.edu/CollegeReadiness/Documents/Decimals_0-40.pdf

El Passo Community College. (2009). Fractions: Common mistakes. Retrieved on October 29, 2015, from https://www.epcc.edu/CollegeReadiness/Documents/Fractions_0-40.pdf

Fuchs, D., Fuchs, L. S., & Vaughn, S. (2014). What is intensive instruction and why is it important? TEACHING Exceptional Children, 46(4), 13–18.

Fuchs, L. S., & Fuchs, D. (2006). Progress monitoring: Identifying LD and improving student outcomes. PowerPoint slides. Retrieved on October 29, 2015, from http://www.studentprogress.org/library/presentations.asp#cec

Fuchs, L., & Kern, L. (2014). Data rich, information poor? Making sense of progress monitoring data to guide intervention decisions. PowerPoint slides. Retrieved on May 14, 2015, from http://www.intensiveintervention.org/video-resource/data-rich-information-poor-making-sense-progress-monitoring-data-guide-intervention

Gunther, J., & Learn NC, UNC School of Education. (2007). Ongoing assessment for reading: Analyzing the miscues. Retrieved on May 14, 2015, from http://www.learnnc.org/lp/editions/readassess/1103

Iowa Department of Education. (n.d.). Reading skills error analysis sheet. Retrieved on October 29, 2015, from http://dwwlibrary.wested.org/media/reading-skills-error-analysis-sheet

Lane Education Service District. (n.d.). A parent’s guide to standardized achievement testing. Retrieved on May 14, 2015, from http://www.lesd.k12.or.us/homeschooling/documents/testing-assessment/Parent’s%20Guide%20to%20Understanding%20Achievement%20Testing.pdf

Lemons, C. J., Kearns, D. M., & Davidson, K. A. (2014). Data-based individualization in reading: Intensifying interventions for students with significant reading disabilities. TEACHING Exceptional Children, 46(4), 20–29.

National Center on Intensive Intervention. (2013). Data-based individualization: A framework for intensive intervention. Retrieved on November 5, 2015, from http://www.intensiveintervention.org/sites/default/files/DBI_Framework.pdf

National Center on Intensive Intervention. (2014). Reading miscue analysis. Retrieved on May 14, 2015, from http://www.intensiveintervention.org/sites/default/files/Reading_Miscue_Analysis.pdf

National Center on Intensive Intervention. (2104). Computation error analysis practice. Retrieved on May 14, 2015, from http://www.intensiveintervention.org/sites/default/files/Computation_Error_Analysis_Practice.pdf

National Center on Intensive Intervention. (n.d.). Informal academic diagnostic assessment: Using data to guide intensive instruction. Part 1: Administering academic progress monitoring measures. PowerPoint slides. Retrieved on May 14, 2015, from http://www.intensiveintervention.org/resource/informal-academic-diagnostic-assessment-using-data-guide-intensive-instruction-part-1

National Center on Intensive Intervention. (n.d.). Informal academic diagnostic assessment: Using data to guide intensive instruction. Part 2: Reviewing graphed data. PowerPoint slides. Retrieved on May 14, 2015, from http://www.intensiveintervention.org/resource/informal-academic-diagnostic-assessment-using-data-guide-intensive-instruction-part-2

National Center on Intensive Intervention. (n.d.). Informal academic diagnostic assessment: Using data to guide intensive instruction. Part 3: Miscue and skills analysis. PowerPoint slides. Retrieved on May 14, 2015, from http://www.intensiveintervention.org/resource/informal-academic-diagnostic-assessment-using-data-guide-intensive-instruction-part-3

National Center on Intensive Intervention. (n.d.). Reading miscue analysis. Retrieved on October 29, 2015, from http://www.intensiveintervention.org/sites/default/files/Reading_Miscue_Analysis.pdf

Powell, S. R., & Stecker, P. M. (2014). Using data-based individualization to intensify mathematics intervention for students with disabilities. TEACHING Exceptional Children, 46(4), 31–37.

SuperKids. (n.d.). SuperKids math worksheet: Addition and subtraction. Retrieved on October 29, 2015, from http://www.superkids.com/aweb/tools/math/mixed/mixed1.shtml

University of Kansas, Special Connections. (n.d.). Error pattern analysis. Retrieved on May 14, 2015, from http://www.specialconnections.ku.edu/~specconn/page/instruction/math/pdf/patternanalysis.pdf

WestEd. (n.d.). Systematic analysis of student errors. Retrieved on October 29, 2015, from http://dwwlibrary.wested.org/media/systematic-analysis-of-student-errors

Filderman, M. J., & Toste, J. R. (2017). Decisions, decisions, decisions: Using data to make instructional decisions for struggling readers. TEACHING Exceptional Children, 50(3), 130–140. https://journals.sagepub.com/doi/10.1177/0040059917740701

Despite the emphasis on reading instruction as a crucial component of academic success, the authors of this piece report that some 50% of students with reading disabilities fail to make adequate progress. This article overviews data-based decision making (DDBM) as a means through which to intensify instruction and help students to reach their learning goals. Step-by-step instructions for collecting and interpretation data are included.

Jung, P-G, McMaster, K. L., Kunkel, A. K., Shin, J., & Stecker, P. M. (2018). Effects of data-based individualization for students with intensive learning needs: A meta-analysis. Learning Disabilities Research & Practice, 33(3), 144–155. DOI: 10.1111/1drp.12172

Here the authors examine the effect of data-based individualization (DBI) among students with intensive learning needs across a variety of academic topics and instructional applications. Included are data on a series of studies, indicating positive effects in reading, mathematics, spelling, writing, and more. Thoughts on the limitations of the study and suggestions for further investigation are also included.

Kern, L., & Wehby, J. H. (2014). Using data to intensify behavioral interventions for individual students. TEACHING Exceptional Children, 46(4), 45–53.

In this article, the authors provide information on the various tiers of intervention in the hypothetical case of Isaac, a twelve-year-old with a history of behavior issues in the classroom. Included also are details on self-monitoring, behavior assessments, family support, and classroom behavior expectations, among much more.

McInerney, M., Zumeta, R. O., Gandhi, A. G., & Gersten, R. (2014). Building and sustaining complex systems: Addressing common challenges to implementing intensive interventions. TEACHING Exceptional Children, 46(4), 54–63.

This informative article sees its authors overviewing some of the challenges facing schools as they begin to implement systems of intensive interventions. The article includes a number of step-by-step strategies for doing so, as well as specific examples drawn from actual schools and educators in the field.

Wehby, J. H., & Kern, L. (2014). Intensive behavior intervention: What is it, what is its evidence base, and why do we need to implement now? TEACHING Exceptional Children, 46(4), 38–44.

Here the authors reflect on the critical importance of implementing intensive interventions among students with significant behavioral difficulties in the classroom. Included are details on the tiers of intervention with an emphasis on adapting those interventions to better suit individual students, as well as notes on the benefits of evidence-based practices and wrap-around supports.

Murray, C. S., Coleman, M. A., Vaughn, S., Wanzek, J., & Roberts, G. (2012). Designing and delivering intensive interventions: A teacher’s toolkit. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved on October 6, 2015, from http://www.meadowscenter.org/files/resources/Designing__Delivering_Intensive_Interventions_Toolkit.pdf

This online toolkit, developed by the Center on Instruction, is designed to provide “activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K–12 students with significant learning difficulties and disabilities.” Users will find sample lessons, as well as lesson reflection templates and an extensive resource guide, among much else.

National Center on Intensive Intervention. (2013). Using FBA for diagnostic assessment in behavior. Retrieved on November 11, 2015, from https://intensiveintervention.org/resource/using-fba-diagnostic-assessment-behavior-dbi-training-series-module-6

This online training module from the National Center on Intensive Intervention on the use of functional behavior analysis also offers a wealth of resources and information in the form of self-assessment worksheets, information on common behavior problems, PowerPoint slides, a coaching guide, and much more.

National Center on Intensive Intervention. (2014). Informal academic diagnostic assessment: Using data to guide instruction: Part 4: Identifying target skills in reading and math. Retrieved on November 11, 2015, from https://intensiveintervention.org/resource/informal-academic-diagnostic-assessment-using-data-guide-instruction-part-4-identifying

This online training module from the National Center on Intensive Intervention covers the identification of target skills in math and reading, and includes access to helpful resources like PowerPoint slides, progress monitoring handouts, a coaching guide, and much more.

Tillman, C. R., & Gandhi, A. (2014). What is an evidence-based behavior intervention? Choosing and implementing behavior interventions that work. Webinar. Accessed on November 11, 2015, from https://intensiveintervention.org/video-resource/what-evidence-based-behavior-intervention-choosing-and-implementing-behavior

In this Webinar, hosted by the National Center on Intensive Intervention, the presenters share information on selecting and properly implementing evidence-based practices and programs in the classroom. Included also is an overview of the Behavior Interventions Tools Chart, a resource created by NCII to help educators in both of those processes.

Center on Response to Intervention
http://www.rti4success.org

The Center on Response to Intervention at the American Institutes of Research (AIR) provides support for states, districts, and schools implementing RTI. The center’s Website includes links to resources for instructors, training modules, resources for families, and much more.

Florida Center for Reading Research
https://fcrr.org/

The Florida Center for Reading Research is focused on conducting reading research, disseminating research-based practices, and providing technical assistance to Florida’s schools and its State Department of Education. The Website features sections for teachers, coaches, administrators, parents, researchers, and FCRR faculty and staff, among much else.

The Meadows Center for Preventing Educational Risk
http://www.meadowscenter.org

The Meadows Center for Preventing Educational Risk (MCPER) is dedicated to generating, disseminating, and supporting the implementation of empirically validated practices to influence educators, researchers, policymakers, families, and other stakeholders who strive to improve academic, behavioral, and social outcomes for all learners.

National Center on Intensive Intervention
https://intensiveintervention.org/

The National Center on Intensive Intervention (NCII) seeks to build state and district capacity to support educators in using data-based individualization to effectively implement intensive interventions in reading, mathematics, and behavior in Grades K–12.

National Center on Student Progress Monitoring
https://www.studentprogress.org/

Dedicated to the implementation of scientifically based student progress monitoring, the National Center on Student Progress Monitoring offers technical assistance to states and districts and disseminates information about progress monitoring practices proven to work in a wide variety of academic content areas.

RTI Action Network
http://www.rtinetwork.org

The RTI Action Network works to guide educators and families in the large-scale implementation of RTI. It focuses especially on efforts to ensure that struggling students are identified early and receive the necessary supports to be successful.