NCII was featured in the Midwest Symposium for Leadership in Behavior Disorders ReThinking Behavior Winter 2023 Issue. The article reviews the data-based individualization (DBI) process and highlights resources to support implementation that are available on the NCII website.
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DBI Process
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This webinar illustrates considerations for implementing data-based individualization (DBI) with English Learners that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs.
In this article, Dr. Carrie Thomas Beck from the Oregon Department of Education discusses the dyslexia law in Oregon, the role of intensive intervention in Oregon’s dyslexia initiative, and provides advice for states defining their dyslexia frameworks.
This webinar demonstrates how the Taxonomy of Intervention Intensity can support educators in systematically selecting and modifying intensive behavior intervention based on student need.
The first module in the Intensive Intervention Math Course Content focuses on the mathematics content necessary to include within intensive intervention. This includes matching decisions about instruction and assessment to the mathematics content.
English learners (ELs), as defined by the Elementary and Secondary Education Act, are individuals enrolled in school between the ages of 3 and 21 whose native language is not English. Although ELs are categorized under a single, homogeneous label, they represent a diverse population of students with wide-ranging cultural experiences, native and second-language proficiencies, and varying degrees of subject matter knowledge (Vaughn et al., 2019). Delivering intensive intervention for ELs involves consistent attention to students’ language development, culture, and academic and behavioral needs throughout the DBI process. Supporting ELs with intensive needs depends on an educator’s
In this Voices from the Field video, Dr. Jason Harlacher and Veronica Fielder share CDE’s process for developing virtual learning modules on DBI and their strategies for ensuring the modules are accessible to educators.
In this article, Drs. Mary Little, Cynthia Pearl and Dena Slanda share lessons and strategies to support teachers in developing the skills and competencies to implement intensive intervention.
This webinar discusses strategies to help teacher education faculty integrate the principles of intensive intervention within undergraduate and graduate-level programs for aspiring and current teachers.
In this Voices from the Field piece, we talk to Dr. Chrissy Brown, a recent National Center for Leadership in Intensive Intervention (NCLII) scholar. Dr. Brown discusses the NCLII program and how it has guided her in preparing educators to implement intensive interventions.
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