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.
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DBI Process
Subject
Implementation Guidance and Considerations
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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.
This webinar introduce a series of data teaming tools designed to help facilitators and participants before, during, and after their intervention meeting.
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 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.
This webinar 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.
This brief 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.
This video features reflections from Bill Rasplica, the former executive director of Franklin Pierce Schools, about his experiences implementing DBI, lessons learned, and recommendations for other district leaders.
This guide explains how teacher preparation faculty can incorporate resources from NCII into preservice teacher preparation coursework and clinical experiences.