In this video, Mike Jacobsen, Assessment and Curriculum Director, White River School District in Washington State discusses how their districts planned for and implemented intensive intervention within the districts RTI model.
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In this video, Dr. Chris Riley-Tillman, a Professor at the University of Missouri and NCII Senior Advisor, discusses how evidence-based practices, instruction, and intervention change as academic and behavior needs become more severe.
In this video, Dr. Evelyn Johnson, Associate Professor at Boise State University, discusses how data can be used to support eligibility decisions for students with disabilities.
In this video, Dr. Russell Gersten, Senior Advisor to the National Center on Intensive Intervention and Professor Emeritus at the College of Education at the University of Oregon, discusses the similarities of progress monitoring and CBM and how they are different from other types of formative assessments.
In this video, Mary Randel, a doctoral candidate in Special Education at Michigan State University & NCII Coach for the Swartz Creek School District, addresses the importance of ensuring that students with disabilities have access to supports across the tiers of a tiered frameworks, especially intensive intervention.
In this video, Dr. Chris Riley-Tillman a Professor at the University of Missouri and NCII Senior Advisor, discusses the research behind Direct Behavior Rating or DBR and its utility as a progress monitoring measure for behavior.
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Near School of Education at the University of Connecticut and NCII Trainer & Coach, discusses considerations for progress monitoring.
In this video, Dr. Chris Riley-Tillman, a Professor at the University of Missouri and NCII Senior Advisor, discusses the important considerations when selecting behavioral progress monitoring tools.
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 importance of consistency when selecting, administering, and scoring progress monitoring tools.
In this video, Cathy Kea, Professor of Special Education at North Carolina A&T State University, discusses how we can better serve racially, ethnically, and linguistically diverse students who have persistent learning and behavior problems.
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