In this video, Dr. Russell Gersten, Senior Advisor to the National Center on Intensive Intervention and Professor Emeritus at the College of Education at the University of Oregon, discusses the similarities of progress monitoring and CBM and how they are different from other types of formative assessments.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Event Type
Search
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Near School of Education at the University of Connecticut and NCII Trainer & Coach, discusses considerations for progress monitoring.
In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses the interaction of behavior and academics when providing intensive interventions.
In this video, Sandra Chafouleas, Professor of Educational Psychology in the Neag School of Education at the University of Connecticut, discusses the importance of progress monitoring in behavior and how it differs from screening and diagnostic assessment.
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Neag School of Education at the University of Connecticut and NCII Trainer & Coach, discusses importance of consistency when selecting, administering, and scoring progress monitoring tools.
This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.
This video features reflections from Bill Rasplica, the former executive director of Franklin Pierce Schools, about his experiences implementing DBI, lessons learned, and recommendations for other district leaders.
What is the role of local special education directors in leading the work of intensive intervention?
In this video, Dr. Luann Purcell discusses the role of the local special education director in intensive intervention. Dr. Purcell is the Executive Director of the Council of Administrators of Special Education (CASE) which is an international professional educational organization affiliated with the Council for Exceptional Children (CEC).
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
Progress monitoring is an essential part of a multi-tiered system of supports (MTSS) and, specifically, the data-based individualization (DBI) process. It allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. In addition, these data are often used to set high-quality academic and behavioral goals within the individualized education program (IEP) for students with disabilities. With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting. This collection of frequently asked questions is intended to provide a starting place for consideration.