This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. Dr. Teri A. Marx from the National Center on Intensive Intervention and the PROGRESS Center, as well as Dr. Faith G. Miller from the University of Minnesota—Twin Cities, share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior. This webinar is a companion to the Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals Guide.
In this webinar, Drs. Tessie Rose Bailey and Zach Weingarten from the National Center on Intensive Intervention and the PROGRESS Center, as well as Thom Jones from the Wyoming Department of Education and Justine Essex from Freedom Elementary School in Cheyenne, Wyoming shared how to set ambitious goals for students by selecting a valid, reliable progress monitoring measure, establishing baseline performance, choosing a strategy, and writing a measurable goal.
On May 8, 2019, Drs. Mitch Yell, David Bateman, Tessie Bailey and Teri Marx presented Recommendations and Resources for Preparing Educators in the Endrew Era. In this webinar, Drs. Yell and Bateman draw on their recent article Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation in Teacher Education and Special Education. They provide an overview of Endrew’s impact on individualized instruction for students with disabilities and share six recommendations for preparing educators to meet the clarified requirements under Endrew. Drs. Tessie Bailey and Teri Marx, experts from the National Center on Intensive Intervention, illustrate how NCII resources and technical assistance supports can assist states, local agencies, and educators to address these recommendations and improve design and delivery of individualized instruction in academics and behavior.
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.
This webinar presented by Dr. Daniel Maggin, shares methods for collecting behavioral data, procedures for examining behavioral data, and discusses using behavioral progress monitoring to make programming decisions.
This webinar presented by Dr. Rebecca Zumeta Edmonds, discusses various approaches to progress monitoring, focusing on the value and implications of using progress monitoring to track the growth of students with intensive academic needs. Dr. Zumeta Edmonds walks through the steps of the process for using progress monitoring data to make instructional decisions for individual students.
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.
This webinar, led by Drs. Lynn Fuchs and Lee Kern addresses a challenge faced by many teachers: feeling inundated by data while struggling to find useful information to guide intervention decision-making
This webinar, presented by Dr. Lynn Fuchs, is the third in the series of webinars on RTI and learning disability identification. In this webinar, Dr. Fuchs discusses decision making in RTI, specifically, how to determine responsiveness to secondary prevention.
In this webinar, Dr. Amy Elledge provides an overview of the process of data-based decision making and the different types of decisions that can be made with screening and progress monitoring data in order to identify students in need of additional instruction and assessment, evaluate the effectiveness of the core curriculum, allocate resources, evaluate the effectiveness of instruction and interventions for specific populations, and identify students for special education evaluation.