Remote Literacy Learning for Schools

This guide describes the use of a multi-tiered systems of support (MTSS) framework, like positive behavioral interventions and supports (PBIS), to restart classrooms and schools in a manner that all students, families, and educators are supported effectively, efficiently, and relevantly.

Teachers can use this resource for tips and strategies on how to improve their students' learning.

This handout presents strategies for bridging the digital divide during remote learning.

Read about strategies for testing interventions and supplemental activities to engage students with different needs.

Learn how technology tools can support struggling students and those with learning disabilities in acquiring background knowledge and vocabulary, improving their reading comprehension, and making connections between reading and writing.

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students with disabilities during and following the novel coronavirus pandemic.

This webinar with Dr. Anita Archer. 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.

Family engagement professionals become first responders, and develop creative ways to connect with students and parents

This practice brief shares tips for maintaining continuity of learning through defining classroom expectations for remote (i.e., distance) instruction and online learning environments. With a few adaptations, teachers can use a PBIS framework to make remote learning safe, predictable, and positive.

Educators can download this template and create their own plan to implement PBIS in their classroom.

This webinar highlights critical practices to create positive, predictable, and safe learning environments for all students.

This document provides general guidance for supporting distance learning and MLLs/ELLs.

This document provides general guidance for supporting distance learning and MLLs/ELLs.

This video provides an example of how an educator can implement one of the NCII sample reading lessons to extend practice for a student virtually.

Find out more about the Taxonomy of Intervention Intensity which includes seven dimensions (strength, dosage, alignment, attention to transfer, comprehensiveness, behavioral or academic support, and individualization).

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 Meadows Center for Preventing Educational Risk, address key reading and prereading skills

Universal Design for Learning (UDL) gives all students an equal opportunity to succeed. This approach to teaching and learning offers flexibility in the ways students access material and show what they know. UDL also looks for different ways to keep students motivated.

Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

Learn more about how Universal Design for Learning (UDL) offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning.

This page introduces some of the web accessibility requirements for websites, web applications, browsers, and other tools. It provides references to the international standards from W3C Web Accessibility Initiative (WAI)

This page is meant to be your entry point into the creation of accessible content with familiar tools such as Microsoft Office and Google Docs. You will learn about five practices that can have a significant impact on the learner experience for all students, especially those who rely on assistive technology for their access to the curriculum.

These documents were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19. They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards.

This resource developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually.

Implementation Data: Observation tool to be used in collecting data about Tier 1 instruction. Can be used in conducting an evaluation to determine eligibility for special education.

This guide was developed by Melanie Kowalick, MTSS Curriculum Specialist in Wichita Falls Independent School District, during the spring of 2020 as part of an NCII community of practice focused on virtual intervention delivery.

These activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Video of student response practice during remote learning.

This brief presents practices and resources that educators of children and youth with disabilities can use to support students' continuity of learning during school building closures.

This resources accompanies the NCII video demonstrations of sample instruction and provides helpful tips for educators when using the lesson plans in a virtual environment.

This video provides an example of how an educator can implement one of the NCII sample reading lessons to extend practice for a student virtually.

Elementary teachers can use this website to explore new ways to teach foundational reading skills using technology.