This webinar reviews keys recommendations and lessons learned to help school and district leaders establish the conditions needed for educators to successfully implement data-based individualization (DBI) for students with the most intensive needs
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
This webinar discusses classroom management strategies educators can apply to improve access and outcomes for students with disabilities and students with intensive needs.
This webinar describes how the RIOT/ICEL matrix can support problem-solving by helping teams to organize their diagnostic data, refine hypotheses, and guide decision making.
Using DBI to Improve Literacy Outcomes for Students with Intellectual and Developmental Disabilities
How can data-based individualization (DBI) help educators to address the growing expectations for literacy outcomes for students with intellectual and developmental disabilities? In this webinar, Dr. Chris Lemons an NCII Advisor, Associate Professor of Special Education in the Graduate School of Education at Stanford University, and Co-Director of the Stanford Down Syndrome Research Center, provides an overview of activities conducted through an Office of Special Education Programs model demonstration project. This project focused on increased literacy outcomes using DBI, inclusion, and enhancing individualized education programs. The webinar shares project findings and provides recommendations for integrating those findings into professional development and practice to improve student outcomes.
In this webinar, experts from the PROGRESS Center and National Center on Intensive Intervention (NCII) model how practitioners can use data-based individualization (DBI) to develop and implement SDI for students with disabilities and a panel of special educators share how using DBI improved the efficiency and effectiveness of their service delivery, communication with families, and collaboration with other educators.
In this webinar, NCII’s Caitlyn Majeika and Aleksis Kincaid provide an overview of the Academic Intervention Taxonomy Briefs and describe how they can help teachers design productive intervention programs for students with intensive academic needs. Presenters share how educators can use information from the briefs to understand the strengths and weaknesses of an intervention based on the dimensions of the Taxonomy of Intervention Intensity; evaluate the appropriateness of interventions on the academic intervention tools chart; and guide decisions about the selection or purchase of a new intervention. In addition, Kim St. Martin, Director of MiMTSS, shares how Michigan schools and MiMTSS staff have used the briefs to review academic interventions.
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.
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).
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.