In this article, Mr. Paul Elery addresses the question: “If a new administrator is implementing intensive intervention in their school or district, what advice would you give them?”
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DBI Process
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Implementation Guidance and Considerations
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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.
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, Don Deshler, Ph.D., the Williamson Family Distinguished Professor of Special Education and the director of the Center for Research on Learning (CRL) at the University of Kansas, discusses considerations for determining if a student should move directly into Tier III supports.
In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses the benefits of embedding intensive intervention within a multi-tiered system of support.
In this video, Lucille Eber, E.D., Statewide Coordinator of Illinois’ Emotional and Behavioral Disabilities (EBD) Network and an NCII Advisory Committee member, discusses the relationship between Tier II and Tier III behavior interventions and whether all kids need to access Tier II prior to Tier III.
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.
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, 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 relationship between foundational skills and the core curriculum within intensive interventions.
This webinar discusses the importance of family engagement and provides examples of ways to engage families to support students.
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