These videos and tips are part of a series of products to support students with intensive needs in the face of COVID-19. These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice. In addition to the video examples, a tip sheet is available to help parents implement the lessons. Implementation of Reading Lesson: Parent Example
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
In this video, Drs. Mitch Yell and Tessie Bailey share information about the 2017 Endrew F. v. Douglas County School District decision by the U.S. Supreme Court. They highlight implications for writing a student's IEP and discuss the importance of setting setting ambitious IEP goals to ensure that students make progress in light of their individual circumstances.
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 video, Lindsay Jones the CEO of the National Center on Learning Disabilities, shares some considerations and strategies that educators can use to support partnering with families of students with intensive needs.
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.
In this article, Dr. Carrie Thomas Beck from the Oregon Department of Education discusses the dyslexia law in Oregon, the role of intensive intervention in Oregon’s dyslexia initiative, and provides advice for states defining their dyslexia frameworks.
Support from leaders is essential for effective DBI implementation. This resource illustrates how DBI can help principals and local level administrators leverage existing resources, integrate supports for academics and behavior, define Tier 3, align special education and MTSS, establish effective data meetings, and improve outcomes for students who are at-risk for poor learning outcomes. In addition, the resource shares strategies and resources available to support implementation
Teams are a vital part of an effective multi-tiered system of supports (MTSS) across both academics and behavior as well as special education. Making connections across the across the various teams used in MTSS and special education can be challenging. This resource from NCII and the PBIS Center, provides information about how DBI can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.
In this article, Dr. Jennifer Ledford shares information about single-case design research and how it relates to intensive intervention as well as resources from the Council for Exceptional Children Division for Research (CEC DR).
This series of infographics, developed in collaboration with the Rhode Island Parent Information Network, are intended to provide a high-level overview of intensive intervention, questions parents and families might want to ask school teams to learn more, and tips for parents in supporting their child who is receiving intensive intervention. These resources should not replace ongoing communication between schools, and parents and families.