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).
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NCII, through a collaboration with the University of Connecticut, developed a set of course modules focused on developing educators’ skills in using explicit instruction. These course modules are designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of explicit instruction.
In this video, Amy McKenna, a special educator in Bristol Warren Regional School District shares her experience with data-based individualization (DBI). Amy discusses how she learned about DBI, the impact her use of the DBI process had on students she worked with, and how DBI helped changed her practice as a special educator.
This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of fractions. Within college- and career-ready standards fractions are typically taught in Grades 3-5. Developing an understanding of fractions as numbers includes part/whole relationship, number on the number line, equivalent fractions, whole numbers as fractions, and comparing fractions These videos may be used as these concepts are introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.
Module 6 is the second in a set of four course modules focused on explicit instruction. This module introduces the concept of supporting practices necessary for successful implementation of explicit instruction. The module introduces how to use effective methods to elicit frequent responses. Throughout the module, educators will learn how eliciting frequent responses support instruction within the DBI framework.
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:
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.
There are a variety of terms used interchangeably to define special education: specially-designed instruction, Tier 3 supports, and intensive intervention, but, do they mean the same thing? In this presentation, delivered at the 2017 OSEP Leadership Conference, state leaders of special education, David Sienko from the Rhode Island Department of Education and Glenna Gallo, from the Washington State Board of Education – alongside personnel from the National Center on Intensive Intervention – shared perspectives on how special education is defined to espouse commonalities across terminology and services to support students with disabilities. Presentation
This updated training module provides a rationale for intensive intervention and an overview of data-based individualization (DBI), NCII’s approach to providing intensive intervention. DBI is a research-based process for individualizing validated interventions through the systematic use of assessment data to determine when and how to intensify intervention. Two case studies, one academic and one behavioral, are used to illustrate the process and highlight considerations for implementation.
This report from Jobs for the Future and Authored by Sharon Vaughn, Lou Danielson, Rebecca Zumeta Edmonds, and Lynn Holdheide, 1) reviews previous efforts to promote better educational outcomes for students with disabilities, 2) describes research-based instructional strategies that can support them and other struggling learners, and 3) shares the kinds of policies and local resources needed to ensure that all young people have meaningful opportunities to learn deeply and become truly prepared to succeed in college, careers, and civic life.