This webinar models how practitioners can use data-based individualization (DBI) to develop and implement specially designed instruction (SDI) for students with disabilities.
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DBI Process
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Implementation Guidance and Considerations
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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.
In this Voices from the Field post, we archive the presentations from day 1 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on creating the systems to support implementation of intensive intervention.
This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings.
On May 8, 2019, Drs. Mitch Yell, David Bateman, Tessie Bailey and Teri Marx presented Recommendations and Resources for Preparing Educators in the Endrew Era. In this webinar, Drs. Yell and Bateman draw on their recent article Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation in Teacher Education and Special Education. They provide an overview of Endrew’s impact on individualized instruction for students with disabilities and share six recommendations for preparing educators to meet the clarified requirements under Endrew. Drs. Tessie Bailey and Teri Marx, experts from the National Center on Intensive Intervention, illustrate how NCII resources and technical assistance supports can assist states, local agencies, and educators to address these recommendations and improve design and delivery of individualized instruction in academics and behavior.
In this video, Amy McKenna, a special educator in Bristol Warren Regional School District shares her experience with data-based individualization (DBI). Amy discusses how she learned about DBI, the impact her use of the DBI process had on students she worked with, and how DBI helped changed her practice as a special educator.
In this article, Dr. Carrie Thomas Beck from the Oregon Department of Education discusses the dyslexia law in Oregon, the role of intensive intervention in Oregon’s dyslexia initiative, and provides advice for states defining their dyslexia frameworks.
For children with the most severe and persistent academic and/or behavioral challenges, parent and family involvement is vital. School teams can use this guide to better understand intensive intervention and how to engage parents and families with the process.
In this article, school psychologist Kelly Glick shares about the role school psychologists play in implementing intensive intervention through a data-based individualization (DBI) process and how implementing DBI has impacted her district.
Part 2 of the two part series about UCF's project bridges highlights challenges and successes the program has faced when trying to build the skills and competencies of educators to implement intensive intervention.