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 Kate Augustyn, Debra Jennings, and Kelly Orginski, discusses the importance of family engagement and provides examples of ways to engage families to support students.

This webinar, presented by Laura Magnuson, a technical assistance provider for NCII, provides an overview of the rationale and purpose for secondary or Tier 2 interventions.

This webinar presented by Dr. Lori Newcomer, provides an overview of the key features of behavioral support systems and walked through a “Needs Assessment” document that can be used in various ways (self-assessment, interview, etc..) to examine a school’s behavioral support system and target areas for improvement.

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. 

Dr. Doug Fuchs, Nicholas Hobbs Professor of Special Education and Human Development and Co-Director of Vanderbilt University's Kennedy Center Reading Clinic, presents a summary of his recent article published in Exceptional Children. Dr. Fuchs emphasizes the importance and relevance of tertiary prevention and describes the process of data-based individualization. 

In this webinar, Dr. Darren Woodruff and Debra Jennings, co-director of the Region 1 Parent Technical Assistance Center in New Jersey, discuss research related to parent involvement in the RTI process. They provide a general overview of research related to family engagement, a construct for developing strategies for intentional family engagement when implementing RTI, and discuss the importance of collaborating with OSEP-funded Parent Centers in addressing family engagement.