Newsletter

Welcome to the National Center on Intensive Intervention newsletter.  In this newsletter, we will strive to offer you timely, relevant, and helpful information to assist you as you provide support to those students who require intensive intervention.  In every issue, you can look forward to information and resources from the NCII, updates about the work we are doing in states and districts, helpful resources from other centers and organizations, and recent news from the U.S. Department of Education.  We look forward to sharing this information with you and hope you find this newsletter pertinent and informative.

Questions or comments? Contact us at NCII@air.org



May 2017 Issue 29

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Quick Links

NCII Highlights and Resources

Resources From our Partners

U.S. Department of Education

 

NCII Highlights and Resources

Stay up to date with the National Center on Intensive Intervention's (NCII) most recent products and announcements by following us on Twitter @TheNCII and visiting our National Center on Intensive Intervention YouTube Channel. Below are some highlights of new resources from NCII.

Lessons Learned from Implementing DBI: New Infographic
Lessons Learned from Implementing DBI: New InfographicWhat is important to consider when implementing intensive intervention? See an overview of the five overarching lessons learned from NCII's first five years of working with schools and districts in our new infographic and read the full report for more in-depth information about each lesson and recommendations for getting ready to implement intensive intervention in your school or district.

Behavior Progress Monitoring: New video focused on why progress monitoring in behavior is important & how it differs from other assessment methods
Behavior Progress Monitoring: New video focused on why progress monitoring in behavior is important & how it differs from other assessment methods Our latest Ask the Expert video has Dr. Sandra Chafouleas at the University of Connecticut answering, "Why is progress monitoring in behavior important and what information does progress monitoring provide that is different from screening data and diagnostic data?" View the video here and remember to check out our archived videos here.

 

Resources From Our Partners

Two New Regional Education Lab (REL) Southeast Papers Explore Evidence-based Reading Interventions & Initiatives
This REL Southeast released two new reports focused on reviewing and implementing evidence-based reading and literacy practices.

  • One report reviews teacher outcomes related to Mississippi's early literacy professional development that was provided to K-3 educators through online modules, in-person workshops, and ongoing coaching. Findings suggested that this professional development model increased teacher knowledge and quality of instruction. To read the other key findings click here.
  • The second report presents updated information on evidence supporting the use of reading interventions for students who are at risk of reading difficulty in grades 1-3. Click here to learn more.

NCSI Releases Four New Rubrics to Assess & Improve Stakeholder Engagement
Authentically engaging stakeholders is critical for effective implementation. How do you know if you are engaging stakeholders well and how do you improve engagement? Modeled on the rubrics within the Leading by Convening Blueprint, the National Center for Systemic Improvement (NCSI) has developed four new rubrics focused on data use, evidence-based practices, active engagement, and evaluation. To download the rubrics and learn more click here.

CEEDAR Center: Evidence-Based Practices for English Learners
The CEEDAR Center recently released an Innovation Configuration (IC) discussing Evidence-Based Practices for English Learners. The IC includes recommendations for academic instruction, progress monitoring, and family-school partnerships. View this new IC, learn about ICs and how to use them, and view all of the IC's available from CEEDAR.

 

U.S. Department of Education

Updated Data: National Longitudinal Transition Study 2012 Released
The US Department of Education has released its third longitudinal study that analyzes post high school outcomes of youth with disabilities. Some key findings include the following:

  • "Youth with an IEP, particularly those with intellectual disability and emotional disturbance, are more likely than their peers to be socioeconomically disadvantaged".
  • "Youth with an IEP are more likely than other youth to struggle academically, yet less likely to receive some forms of school-based support".
  • "Youth with autism, deaf-blindness, intellectual disability, multiple disabilities, and orthopedic impairments are most at-risk for not transitioning successfully beyond high school."

To learn more about the study and read the full report click here.

Disproportionality Resources: Essential Questions and Answers
The US Office of Special Education Programs (OSEP) has made available an Essential Questions and Answers document that explains various aspects of the IDEA Part B Regulations on Significant Disproportionality. Readers can find answers to questions like "Must an LEA publicly report on the revision of its policies, practices, and procedures if it concludes after a review that no change is necessary" and "Is significant disproportionality different from disproportionate representation?" Click here to see the answers to these questions and read the full document, or watch the webinar on Equity in IDEA here.

OSERS Blog: Learn About the History of Multi-Tiered System of Supports (MTSS) and Work of Dr. Hill Walker
OSERS Blog: Learn About the History of Multi-Tiered System of Supports (MTSS) and Work of Dr. Hill Walker Did you know that MTSS was adopted from the medical community? In the mid 1990s, Dr. Hill Walker used the three tiered prevention model from medicine and developed a framework for helping students with the most challenging behavior problems. Learn more about the history of MTSS and Dr. Hill’s work in this blog post and find additional blogs from the Office of Special Education and Rehabilitative Services related to disabilities, IDEA, and more.

This is the National Center on Intensive Intervention newsletter. Our mission is to build capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive intervention in reading, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs.

 

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National Center on Intensive Intervention,
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