NCII partnered with Project STAIR (Supporting Teaching of Algebra: Individual Readiness) to host a series of three webinars focused on implementing data-based individualization (DBI) with a focus on mathematics during COVID-19 restrictions. Webinar 1: Don't Panic, Pivot! Tips for Implementing Data-Based Individualization (DBI) for the Synchronous and Asynchronous Learner
Are you confused about how to support the social-behavioral needs of your learners as you return to school this fall? How can you ensure that all students, including those with intensive needs, have access to instruction regardless of virtual, in-person, or hybrid learning? In this webinar, Dr. Teri Marx and Stacy Hirt from the National Center on Intensive Intervention and Dr. Leanne Hawken, Professor Emeritus in the Department of Special Education at the University of Utah, highlight strategies schools should consider in relationship to their implementation of social-behavioral supports across the continuum of tiers in a multi-tiered system of support framework as they return to school during COVID-19 restrictions.
In this webinar held September 12, 2018, Dr. Kathleen Lane and Amy Peterson, explore current practices on behavioral screening within the context of a tiered system of support and provide an overview of NCII’s new behavior screening tools chart.
This webinar provides an overview of the ways in which intensive intervention connects to and supports key federal education policy initiatives such as Results Driven Accountability and how intensive intervention can support states in meeting the goals of their State Systemic Improvement Plan.
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 Dr. Rebecca Zumeta Edmonds, provides an overview of the Center’s approach to providing intensive interventions: the data-based individualization process, or DBI, in academics.
This webinar, presented by Dr. Erica Lembke, Nicole Bucka, and Dr. Gail Chan, discusses the integrated relationship between academics and behavior, reviews a case study example using DBI to provide individualized integrated academic and behavioral support based on student need, and shares behavioral strategies intended to support teachers working with students with primary academic deficits and challenging behaviors.
This webinar is conducted by NCII Center Director, Dr. Lou Danielson. In it, he discusses why intensive intervention is necessary, who requires intensive intervention, and where and when intensive intervention should occur.
This webinar presented by Dr. Lou Danielson, Michele Walden-Doppke and Nicole Hitchener describes contextual factors that can support or impede the implementation of intensive intervention. Presenters discuss lessons learned about critical infrastructure elements and practices that were identified through NCII’s work with school sites, and provide an example from a Rhode Island district.
Current education accountability initiatives require that all students make progress toward academic proficiency standards, including students with disabilities who often have challenging learning needs. In honor of Learning Disabilities/Attention Deficit Hyperactivity Disorder Disability Awareness Month, the directors from two Centers funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and National Center for Special Education Research (NCSER) discussed how intensive intervention can help these students make progress.