In this video, Derrick Bushon, Director of Student Services for Swartz Creek Community Schools, discusses how his district took a systems approach to integrating DBI into schools.
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In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Neag School of Education at the University of Connecticut and NCII Trainer & Coach, discusses things to consider when selecting an academic progress monitoring tool.
In this video, Nicole Bucka, NCII coach and MTSS professional development provider for Rhode Island discuss lessons learned from implementing intensive intervention at the middle and secondary level.
In this video, Mary Little, Professor and Program Coordinator of the Department of Child, Family, and Community Services at the University of Central Florida discusses why data and data-based decision making such a critical part of instruction and intervention.
In this video, Sarah Powell, Assistant Professor in the Department of Special Education at the University of Texas at Austin, discusses key considerations when teaching students with math difficulty.
In this video, John M. Hintze, Professor in the Department of Student Development at the University of Massachusetts Amherst explains why it is important to consider whether an assessment is biased against a specific sub-group.
This video from the REL Midwest features Michigan educators discussing how districts can accelerate reading growth for young learners. Educators and leaders from Chippewa Hills School District, specifically discuss the use of data-based individualization (DBI).
This series of lessons from the State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center highlights a research driven approach to coaching. The series begins with an overview lesson and includes additional lessons that cover how to deliver effective and efficient prompting, performance feedback, and scaffolding and using data to identify recipients current phase of learning. A coaching practice profile is also available.
These two modules from the IRIS Center introduce users to progress monitoring in reading and mathematics. Progress monitoring is a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers. Because the overall progress monitoring process is almost identical for any subject area, the content in the two modules is very similar.
How do you know if an intervention, program, or practice is likely to be effective with a particular subgroup of students? What resources are there to help school, district, and State leaders identify and select evidence-based practices (EBPs)? EBPs play an increasingly prominent role in Federal education policy. In both State Systemic Improvement Plans (SSIPs) and provisions in the Every Student Succeeds Act (ESSA), States are being asked to implement practices and programs that have evidence of effectiveness.
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