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.
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Implementation Guidance and Considerations
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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 webinar discusses the importance of family engagement and provides examples of ways to engage families to support students.
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.
This webinar describes contextual factors that can support or impede the implementation of intensive intervention.
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, 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, 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, Dr. Joe Wehby, Senior Advisor to the National Center for Intensive Intervention and Associate Professor in the Vanderbilt University Department of Special Education, discusses the number of data points needed to make decisions for students with intensive behavior needs.