Staff from the Exceptional Children department in Charlotte-Mecklenburg Schools convened a group of their teachers in Spring 2020 to share their perspectives and ideas. This advisory group includes approximately 20 teachers of exceptional children across Charlotte-Mecklenburg Schools. In this Voices from the Field video, the National Center on Intensive Intervention spoke with four teachers in the advisory group about their work during COVID-19 restrictions.
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This guide highlights 5 key practices for teachers and families to support all students, including students with disabilities, at school and home.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII discusses the role professional development should play when preparing staff to implement a multi-tiered system of supports.
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.
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 video, Dr. Catherine Bradshaw, Deputy Director of the John Hopkins Center for the Prevention of Youth Violence and Co-Director of the John Hopkins Center for Prevention and Early Intervention, discusses PBIS, who it works for, and under what conditions it works best.
In this video, Dr. Catherine Bradshaw, Associate Dean for Research for the Curry School of Education at the University of Virginia, Deputy Director of the Johns Hopkins Center for Prevention of Youth Violence, and Co-Director of the Johns Hopkins Center for Prevention and Early Intervention, discusses how PBIS can be combined with other programs, such as social-emotional learning curriculum, to support students.
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.
The series illustrates how educators can implement the NCII reading and mathematics sample lessons through virtual learning and provide tips for there use.
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).