Part 2 of the two part series about UCF's project bridges highlights challenges and successes the program has faced when trying to build the skills and competencies of educators to implement intensive intervention.
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DBI Process
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Implementation Guidance and Considerations
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In this article, Drs. Mary Little, Cynthia Pearl and Dena Slanda share lessons and strategies to support teachers in developing the skills and competencies to implement intensive intervention.
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
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.
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