How can data-based individualization (DBI) help educators to address the growing expectations for literacy outcomes for students with intellectual and developmental disabilities? In this webinar, Dr. Chris Lemons an NCII Advisor, Associate Professor of Special Education in the Graduate School of Education at Stanford University, and Co-Director of the Stanford Down Syndrome Research Center, provides an overview of activities conducted through an Office of Special Education Programs model demonstration project. This project focused on increased literacy outcomes using DBI, inclusion, and enhancing individualized education programs. The webinar shares project findings and provides recommendations for integrating those findings into professional development and practice to improve student outcomes.

How can data-based individualization (DBI) help educators to address the growing expectations for literacy outcomes for students with intellectual and developmental disabilities? In this webinar, Dr. Chris Lemons an NCII Advisor, Associate Professor of Special Education in the Graduate School of Education at Stanford University, and Co-Director of the Stanford Down Syndrome Research Center, will provide an overview of activities conducted through an Office of Special Education Programs model demonstration project. This project focused on increased literacy outcomes using DBI, inclusion, and enhancing individualized education programs. The webinar will share project findings and provide recommendations for integrating those findings into professional development and practice to improve student outcomes.  

In this webinar, experts from the PROGRESS Center and National Center on Intensive Intervention (NCII) will model how practitioners can use data-based individualization (DBI) to develop and implement SDI for students with disabilities. A panel of special educators will share how using DBI improved the efficiency and effectiveness of their service delivery, communication with families, and collaboration with other educators.

NCII was featured in the Midwest Symposium for Leadership in Behavior Disorders ReThinking Behavior Winter 2023 Issue. The article reviews the data-based individualization (DBI) process and highlights resources to support implementation that are available on the NCII website.

NCII was excited to host the inaugural Intensive Intervention Institute: Building Knowledge and Capacity for Faculty, State, and District Leaders on June 27-28, 2023. The two-day in person Intensive Intervention Institute aimed to build the knowledge and capacity of state and local leaders and teacher preparation faculty to support implementation of intensive intervention for students with severe and persistent learning and/or social, emotional, or behavioral needs using data-based individualization (DBI).

Opportunity to register for this CoP is now closed. Additional opportunities for local leaders will occur in the future. Are you an local education agency leader or district level personnel interested in learning more about how to support and scale data-based individualization (DBI) implementation? NCII is excited to launch a community of practice (CoP) for local leaders. During the CoP, you’ll get to learn from experts, develop an action plan, and network with other local leaders.

Opportunity to register for this CoP is now closed. Additional opportunities for professional development providers and coaches will occur in the future. Are you an professional development provider interested in learning more about data-based individualization (DBI) and how to support educators to implement DBI? NCII is excited to launch a community of practice (CoP) for individuals who work in schools, districts, or state agencies who conduct, design, or supervise professional development activities for educators on topics related to intensive intervention. You’ll get to learn from experts and network with others in similar roles.

This webinar, Getting it Right from the Start: Why Embedding Data-Based Individualization in Teacher Education Programs Matters, discusses strategies to help teacher education faculty integrate the principles of intensive intervention within undergraduate and graduate-level programs for aspiring and current teachers. The webinar highlights free and publicly available resources for faculty to embed within courses and clinical experiences, including materials from a recent community of practice (CoP) that comprised educator preparation faculty.

This webinar, featuring Drs. Donna Sacco, John Hoover, and Tracy Spies, illustrates considerations for implementing data-based individualization (DBI) with ELs that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs. They share why it is important to (a) deliver instruction that represents culturally and linguistically sustaining best practices, and (b) distinguish the needs and assets of learners to improve progress (i.e., second-language acquisition, culture, learning challenges).

Getting along with others, paying attention, following directions, making responsible decisions, and managing emotions are challenges for many students who require intensive intervention, and may be linked to difficulties with executive functioning, communication, behavior, and academic learning. In this webinar, presenters Mara Schanfield and Zach Weingarten shared an overview of how social emotional learning (SEL) relates to intensive intervention and offer sample strategies and resources for building social and emotional competencies for students in need of intensive learning, social, emotional, or behavioral supports.