The NCII has established a standard process to evaluate the scientific rigor of commercially available assessments that can be used as part of a DBI process. The 2022 call for submissions for behavior screening and progress monitoring tools is NOW OPEN.
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Implementation Guidance and Considerations
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This guide was developed by Melanie Kowalick an MTSS Curriculum Specialist in Wichita Falls Independent School District. This planning guide may be used for planning short intervention activities, review and practice activities, or progress monitoring checks. During school closures, we learned that virtual intervention does not look the same as face-to-face intervention. Parent support and planning are going to be the key to helping our students who have difficulties with reading and mathematics. For educators or parents, part of this support includes simple ways to monitor student progress.
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 presentation provides an overview of the Direct Behavior Rating (DBR). DBR is a method for collecting data on student behavior that merges a rating scale approach and direct observation. The presentation describes: (a) considerations before using the DBR, (b) completing the DBR and (c) using the DBR to monitor progress and evaluate behavior.