The Colorado Department of Education (CDE) has been working closely with NCII to align and scale up use of data-based individualization (DBI) across the state. One of the strategies CDE has used is the development of virtual learning resources and online learning modules on DBI to help make professional learning accessible to all educators. 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.
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These three videos highlight key resources available to support families of students with the most intensive needs at home and as they transition to and from in-school services during the COVID-19 pandemic. The videos speak directly to parents and recommend that parents share the videos (and the mentioned resources) with the team of educators and other professionals working with their child. An easy-to-share handout is included for each of the videos. These handouts identify and link the spotlighted resources that educators and parents can turn to in planning for and supporting children’s virtual learning or return to in-school learning.
This module is intended to help educators and administrators understand the dimensions of the Taxonomy of Intervention Intensity and how it can be used to select, evaluate, and intensify interventions.
This three-part Voices from the Field video series profiles how Education Service Center (ESC) 15 in Texas approached implementing the DBI process in San Saba Independent School District (ISD). In these videos, Dedra Carter and Valerie Moos from ESC 15 and Jenna McSherry from San Saba ISD, discuss their experiences and recommendations for other districts implementing DBI.
This module is intended to help educators and administrators to dive deeper into the steps of the data-based individualization (DBI) process for individualizing and intensifying interventions.
This module provides the foundational information for users interested in learning more about intensive intervention and the DBI process. The module defines intensive intervention and DBI, describes how intensive intervention fits within a tiered system such as MTSS, RTI, or PBIS, demonstrates how intensive intervention can provide a systemic process to deliver specialized instruction for students with disabilities, and provides two case examples to allow viewers to apply new knowledge.
This IRIS Star Legacy Module, first in a series of two, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. Developed in collaboration with the IRIS Center and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).
This IRIS Star Legacy Module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the IRIS Center and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).
The National Center on Intensive Intervention (NCII) is excited to celebrate 10 years of building capacity at the state, district, school, teacher, and university level to support implementation of intensive intervention. We had a wonderful celebration June 7-9, 2021 hearing from educators, state and local leaders, researchers, professional development providers, and faculty. What amazing and inspiring stories! Thank you to all our presenters and the DBI Champions! View the recordings from the event linked below. Event Overview Time Day 1 (June 7, 2021)
In this webinar, Drs. Kim St. Martin and Sharon Vaughn highlight some key essential practices presented in Intensifying Literacy Instruction: Essential Practices Considerations and will reflect on considerations for implementation. Drs. St. Martin and Vaughn focus on ways educators and educational leaders can increase their capacity to develop skilled readers and writers, identify critical dimensions for designing intervention platforms as the foundation for effective instruction, and adapt interventions to increase the instructional intensity.