This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. Dr. Teri A. Marx from the National Center on Intensive Intervention and the PROGRESS Center, as well as Dr. Faith G. Miller from the University of Minnesota—Twin Cities, share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior. This webinar is a companion to the Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals Guide.
Implementation Guidance and Considerations
In this webinar, Drs. Tessie Rose Bailey and Zach Weingarten from the National Center on Intensive Intervention and the PROGRESS Center, as well as Thom Jones from the Wyoming Department of Education and Justine Essex from Freedom Elementary School in Cheyenne, Wyoming shared how to set ambitious goals for students by selecting a valid, reliable progress monitoring measure, establishing baseline performance, choosing a strategy, and writing a measurable goal.
On May 8, 2019, Drs. Mitch Yell, David Bateman, Tessie Bailey and Teri Marx presented Recommendations and Resources for Preparing Educators in the Endrew Era. In this webinar, Drs. Yell and Bateman draw on their recent article Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation in Teacher Education and Special Education. They provide an overview of Endrew’s impact on individualized instruction for students with disabilities and share six recommendations for preparing educators to meet the clarified requirements under Endrew. Drs. Tessie Bailey and Teri Marx, experts from the National Center on Intensive Intervention, illustrate how NCII resources and technical assistance supports can assist states, local agencies, and educators to address these recommendations and improve design and delivery of individualized instruction in academics and behavior.
This webinar provides an overview of the ways in which intensive intervention connects to and supports key federal education policy initiatives such as Results Driven Accountability and how intensive intervention can support states in meeting the goals of their State Systemic Improvement Plan.
In this video, Dr. Sharon Vaughn, Senior Advisor to the National Center on Intensive Intervention and the Executive Director of The Meadows Center for Preventing Educational Risk, discusses the importance of intensive interventions in academics and behavior.
Implementing intensive intervention to improve outcomes for students with significant learning and behavior needs is challenging work! In this webinar, panelists share lessons learned from five years of implementing intensive intervention at the district and school level.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII, explains why intensive intervention is critical and how it can help support students with disabilities.
Do you have questions about data-based individualization and implementing intensive intervention for students with severe and persistent academic and behavioral needs? In this webinar, expert panelists Drs. Chris Lemons, T. Chris Riley-Tillman, and Teri Marx address frequently asked questions surrounding implementation of intensive intervention.
What is an evidence-based practice? How do I know if evidence shows that a practice will be right for my students? Many practitioners ask these critical questions every day as they are faced with making decisions regarding how to best meet the needs of their students.
This webinar presented by Dr. Lou Danielson, Michele Walden-Doppke and Nicole Hitchener describes contextual factors that can support or impede the implementation of intensive intervention. Presenters discuss lessons learned about critical infrastructure elements and practices that were identified through NCII’s work with school sites, and provide an example from a Rhode Island district.