The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
This report presents findings from an exploratory study of how five high-performing districts, which we refer to as NCII’s knowledge development sites, defined and implemented intensive intervention. The findings offer lessons that other schools and districts can use when planning for, implementing and working to sustain their own initiatives to provide intensive intervention for students with the most severe and persistent learning and/or behavioral needs.
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 webinar discusses the importance of family engagement and provides examples of ways to engage families to support students.
1400 Crystal Drive, 10th Floor
Arlington, VA 22202
Supported by U.S. Department of Education
Office of Special Education Programs