In this video, Dr. Luann Purcell discusses the role of the local special education director in intensive intervention. Dr. Purcell is the Executive Director of the Council of Administrators of Special Education (CASE) which is an international professional educational organization affiliated with the Council for Exceptional Children (CEC).
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What is the role of local special education directors in leading the work of intensive intervention?
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
In this Voices from the Field post, we archive the presentations from day 3 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on improving outcomes for students through DBI implementation.
The purpose of this document is to provide an overview of the Center’s accomplishments and to highlight a set of lessons learned from the 26 schools that implemented intensive intervention while receiving technical support from the Center.
In this article, Drs. Ketterlin Geller, Lembke, and Powell discuss how they are supporting educators to implement (1) the process of data-based individualization (DBI), (2) the principles of explicit and systematic instruction, and (3) key components of algebra readiness as part of Project STAIR (Supporting Teaching of Algebra: Individual Readiness).
This brief reviews provides considerations for creating readiness to implement DBI to support successful implementation and scale-up in schools.
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 brief offers recommendations to support educators to efficiently collect, analyze, and use diagnostic data to adapt or intensify intervention.
This report from Jobs for the Future and Authored by Sharon Vaughn, Lou Danielson, Rebecca Zumeta Edmonds, and Lynn Holdheide, 1) reviews previous efforts to promote better educational outcomes for students with disabilities, 2) describes research-based instructional strategies that can support them and other struggling learners, and 3) shares the kinds of policies and local resources needed to ensure that all young people have meaningful opportunities to learn deeply and become truly prepared to succeed in college, careers, and civic life.