Opportunity to register for this CoP is now closed. Additional opportunities for professional development providers and coaches will occur in the future. Are you an professional development provider interested in learning more about data-based individualization (DBI) and how to support educators to implement DBI? NCII is excited to launch a community of practice (CoP) for individuals who work in schools, districts, or state agencies who conduct, design, or supervise professional development activities for educators on topics related to intensive intervention. You’ll get to learn from experts and network with others in similar roles.
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DBI Process
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Implementation Guidance and Considerations
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This course is the first in a series focused on progress monitoring. This module introduces progress monitoring and role progress monitoring plays in the DBI process.
The NCII has established a standard process to evaluate the scientific rigor of commercially available assessments that can be used as part of a DBI process. The 2022 call for submissions for behavior screening and progress monitoring tools is NOW OPEN.
This webinar, Getting it Right from the Start: Why Embedding Data-Based Individualization in Teacher Education Programs Matters, discusses strategies to help teacher education faculty integrate the principles of intensive intervention within undergraduate and graduate-level programs for aspiring and current teachers. The webinar highlights free and publicly available resources for faculty to embed within courses and clinical experiences, including materials from a recent community of practice (CoP) that comprised educator preparation faculty.
Are your intervention planning meetings taking up too much time or resulting in limited solutions? This webinar, Better Together! Keys to Creating Collaborative, Efficient, and Effective Intensive Intervention Team Meetings, shares the important role teams can play in implementation of intensive intervention and identifies strategies to improve meeting efficiency and effectiveness. Presenters, Sarah Benz, Amy Peterson, and Nicole Bucka, introduce a series of data teaming tools designed to help facilitators and participants before, during, and after their intervention meeting. These tools allow for active participation in individual problem-solving meetings, which can provide a clear plan for intensifying an intervention based on a student’s unique needs. Presenters discuss how tools may be used and highlight lessons learned from district and school-level implementers.
These lessons were developed as part of a National Center on Intensive Intervention Community of Practice with educators focused on implementing intervention virtually during Spring 2020 in response to COVID-19. Participating educators represented Colorado, Oregon, Rhode Island, Texas, and Washington. These activities were developed by practitioners and are intended to showcase example strategies that educators have used to deliver intervention in a virtual environment during the pandemic.
This webinar, featuring Drs. Donna Sacco, John Hoover, and Tracy Spies, illustrates considerations for implementing data-based individualization (DBI) with ELs that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs. They share why it is important to (a) deliver instruction that represents culturally and linguistically sustaining best practices, and (b) distinguish the needs and assets of learners to improve progress (i.e., second-language acquisition, culture, learning challenges).
The purpose of this training is to gain foundational knowledge of how all behavior serves a purpose or function. This foundational knowledge is core to understanding behavior, supporting students with challenging behavior, and diagnosing the function of behavior and developing effective behavioral interventions. This module introduces function of behavior and provides suggestions for how you can use this understanding within the context of a data-based individualization (DBI) process. While this module briefly mentions the role of a Functional Behavioral Assessment (FBA), this is not the focus of this module.
Getting along with others, paying attention, following directions, making responsible decisions, and managing emotions are challenges for many students who require intensive intervention, and may be linked to difficulties with executive functioning, communication, behavior, and academic learning. In this webinar, presenters Mara Schanfield and Zach Weingarten shared an overview of how social emotional learning (SEL) relates to intensive intervention and offer sample strategies and resources for building social and emotional competencies for students in need of intensive learning, social, emotional, or behavioral supports.
State education agencies (SEAs) have an important role in initiating, supporting, and sustaining district- and school-level implementation of intensive intervention for students with severe and persistent learning and behavior needs. This document outlines five recommendations offered by SEA personnel who successfully led DBI capacity-building efforts in their states.
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