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.
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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 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.
NCII partnered with Project STAIR (Supporting Teaching of Algebra: Individual Readiness) to host a series of three webinars focused on implementing data-based individualization (DBI) with a focus on mathematics during COVID-19 restrictions.
In this Voices from the Field piece, we talk to Dr. Chrissy Brown, a recent National Center for Leadership in Intensive Intervention (NCLII) scholar. Dr. Brown discusses the NCLII program and how it has guided her in preparing educators to implement intensive interventions.
This fourteen minute video shares Wyoming’s journey in building the capacity of educators to implement data-based individualization (DBI) to improve academic and behavior outcomes for students with disabilities as part of their state systemic improvement plan (SSIP). Wyoming administrators, teachers, parents and students from Laramie County School District # 1 and preschool sites share how DBI implementation impacted teacher efficacy, team meetings, quality of services, student confidence, and state and local collaboration.
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).
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.
In this article, Drs. Mary Little, Cynthia Pearl and Dena Slanda share lessons and strategies to support teachers in developing the skills and competencies to implement intensive intervention.
Data-based individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. The DBI process includes five iterative steps: