In this webinar, experts from the PROGRESS Center and National Center on Intensive Intervention (NCII) will model how practitioners can use data-based individualization (DBI) to develop and implement SDI for students with disabilities. A panel of special educators will share how using DBI improved the efficiency and effectiveness of their service delivery, communication with families, and collaboration with other educators.

Opportunity to register for this CoP is now closed. Additional opportunities for professional development providers and coaches will occur in the future. Are you an professional development provider interested in learning more about data-based individualization (DBI) and how to support educators to implement DBI? NCII is excited to launch a community of practice (CoP) for individuals who work in schools, districts, or state agencies who conduct, design, or supervise professional development activities for educators on topics related to intensive intervention. You’ll get to learn from experts and network with others in similar roles.

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.

After initial data-based individualization (DBI) implementation, schools and districts need to own the work and deliver ongoing support, including supports for new teachers within existing budgets and staff time. Planning for sustainability upfront can help district leaders to streamline their implementation efforts. In New York City, Jason Borges and Meghan Duffy from the New York City Department of Education have found several successful strategies for DBI implementation that have helped make DBI self-sustaining. This audio story shares their DBI implementation approach, successes, and lessons learned about sustainability. The recording is broken into three parts.

In this Voices from the Field post, we archive the presentations from day 2 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on preparing in-service and pre-service educators and leaders to implement intensive intervention.

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.

Within a multi-tiered system of supports (MTSS), intensive intervention, also known as Tier 3, is designed to support students with the most severe and persistent learning and/or behavior difficulties. This document highlights some common misconceptions about intensive academic and behavior interventions that experts from the Center on Positive Behavioral Interventions and Supports and NCII have observed in supporting the implementation of intensive intervention within the context of MTSS.

This three-part Voices from the Field video series profiles how Education Service Center (ESC) 15 in Texas approached implementing the DBI process in San Saba Independent School District (ISD). In these videos, Dedra Carter and Valerie Moos from ESC 15 and Jenna McSherry from San Saba ISD, discuss their experiences and recommendations for other districts implementing DBI.

This IRIS Star Legacy Module, first in a series of two, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. Developed in collaboration with the IRIS Center and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).

During fall 2020, educators provided virtual, in-person, and hybrid intervention with an ongoing need to engage with and support parents and families. Although the context and environment may have changed, the focus on providing high-quality interventions with validated practices, monitoring student progress, and adapting and intensifying supports based on student data as outlined in the data-based individualization (DBI) process continues to be applicable across virtual, in-person, or hybrid models. This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings.