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.
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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.
In this video, Dr. Chris Lemons, Senior Advisor to the National Center on Intensive Intervention and Assistant Professor of Special Education at Vanderbilt University, explains what intensive interventions are and why they hold value for so many children’s futures.
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 intensive academic interventions and supplies up to date information about the status of research studies on the subject.
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, addresses this question around research on intensive behavioral interventions.
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.
NCII is excited to join the PROGRESS Center for Prepping for PROGRESS 2023! This 3-day free virtual event is for general and special educators, local leaders, professional development providers, faculty, and other stakeholders who support students with disabilities. We will focus on filling your supply closet with the information, tools, and resources you need to start the school year to ensure high expectations, access, and positive outcomes for students with disabilities.
This video from the REL Midwest features Michigan educators discussing how districts can accelerate reading growth for young learners. Educators and leaders from Chippewa Hills School District, specifically discuss the use of data-based individualization (DBI).
The What Works Clearinghouse has released a new practice guide focused on reading interventions for students in fourth through ninth grade. This guide includes four evidence-based and practical recommendations that were compiled by a panel of national experts. The recommendations include: Build decoding skill so students can read complex multisyllabic words. Provide purposeful fluency-building activities to help students read effortlessly. Routinely use a set of comprehension-building practices to help students make sense of the text. Provide students with opportunities to practice making sense of stretch or challenging text that will expose them to complex ideas and information.
How do you know if an intervention, program, or practice is likely to be effective with a particular subgroup of students? What resources are there to help school, district, and State leaders identify and select evidence-based practices (EBPs)? EBPs play an increasingly prominent role in Federal education policy. In both State Systemic Improvement Plans (SSIPs) and provisions in the Every Student Succeeds Act (ESSA), States are being asked to implement practices and programs that have evidence of effectiveness.