Part 2 of the two part series about UCF's project bridges highlights challenges and successes the program has faced when trying to build the skills and competencies of educators to implement intensive intervention.
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Part 2 of the two part series about UCF's project bridges highlights challenges and successes the program has faced when trying to build the skills and competencies of educators to implement intensive intervention.
This report presents findings from an exploratory study of how five high-performing districts, which we refer to as NCII’s knowledge development sites, defined and implemented intensive intervention. The findings offer lessons that other schools and districts can use when planning for, implementing and working to sustain their own initiatives to provide intensive intervention for students with the most severe and persistent learning and/or behavioral needs.
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.
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 audio story shares New York City's DBI implementation approach, successes, and lessons learned about sustainability
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