In this webinar, experts from the PROGRESS Center and National Center on Intensive Intervention (NCII) model how practitioners can use data-based individualization (DBI) to develop and implement SDI for students with disabilities and a panel of special educators share how using DBI improved the efficiency and effectiveness of their service delivery, communication with families, and collaboration with other educators.
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Are your intervention planning meetings taking up too much time or resulting in limited solutions? This webinar, Better Together! Keys to Creating Collaborative, Efficient, and Effective Intensive Intervention Team Meetings, shares the important role teams can play in implementation of intensive intervention and identifies strategies to improve meeting efficiency and effectiveness. Presenters, Sarah Benz, Amy Peterson, and Nicole Bucka, introduce a series of data teaming tools designed to help facilitators and participants before, during, and after their intervention meeting. These tools allow for active participation in individual problem-solving meetings, which can provide a clear plan for intensifying an intervention based on a student’s unique needs. Presenters discuss how tools may be used and highlight lessons learned from district and school-level implementers.
State education agencies (SEAs) have an important role in initiating, supporting, and sustaining district- and school-level implementation of intensive intervention for students with severe and persistent learning and behavior needs. This document outlines five recommendations offered by SEA personnel who successfully led DBI capacity-building efforts in their states.
The purpose of this module, Behavior Basics: Understanding Principles of Behavior, is to gain foundational knowledge of what behavior is, how behavior is defined, and what environmental factors influence behavior. This foundational knowledge is core to understanding behavior, supporting students with challenging behavior, and later, diagnosing function of behavior and developing effective behavioral interventions.
This collection of training materials can be used to provide an overview of the Taxonomy of Intervention Intensity for selecting, evaluating, and intensifying interventions or to provide specific examples in reading, mathematics, and behavior. The training materials include presentation slides with suggested speaker notes and workbooks with application activities. The modules are intended to be delivered by a trained, knowledgeable professional.
The pandemic has disrupted and, in many cases hindered, learning for all students – most particularly for our most vulnerable populations. Data literacy is key to understanding and tailoring instructional decisions to address students’ varying needs. In this webinar panelists discuss strategies and frameworks to ensure educators are data literate and understand how data literacy can help districts and schools address learning opportunity gaps.
This training module introduces the Taxonomy of Intervention Intensity and describes how it supports the DBI process by helping provide explicit guidance on how to select and evaluate validated behavior intervention programs to best meet students’ needs and intensify or adapt those interventions when students or groups of students do not adequately respond.
During fall 2020, educators provided virtual, in-person, and hybrid intervention with an ongoing need to engage with and support parents and families. Although the context and environment may have changed, the focus on providing high-quality interventions with validated practices, monitoring student progress, and adapting and intensifying supports based on student data as outlined in the data-based individualization (DBI) process continues to be applicable across virtual, in-person, or hybrid models. This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings.
This Innovation Configuration can serve as a foundation for strengthening existing preparation programs so that educators exit with the ability to use various forms of assessment to make data-based educational and instructional decisions within an MTSS. The expectation is that these skills can be further honed and supported through inservice as practicing teachers.
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.