Policy and Compliance

This report from Jobs for the Future, 1) reviews previous efforts to promote better educational outcomes for students with disabilities, 2) describes research-based instructional strategies that can support them and other struggling learners, and 3) shares the kinds of policies and local resources needed to ensure that all young people have meaningful opportunities to learn deeply and become truly prepared to succeed in college, careers, and civic life. 

This webinar was co-hosted by the National Center for Systemic Improvement (NCSI) and NCII. In the webinar, presenters Drs. Chris Lemons, Chris-Riley-Tilman, Laura Kuchle and Sarah Arden, discussed the role of NCSI and NCII as their work align with the push towards Results Driven Accountability (RDA). Additionally, this webinar shared considerations for implementing intensive intervention within an MTSS framework and monitoring fidelity of implementation as a mechanism to improve outcomes for students with disabilities as part of RDA.

This brief developed by the Center on Great Teachers & Leaders outlines a framework for coherence that supports states in connecting college and career readiness standards, multi-tiered systems of support (MTSS), and educator effectiveness by capitalizing on their shared goal: improving instructional quality to enhance educational outcomes for students. The brief asks readers to examine the shared goals, context, and identify instructional connections across initiatives that support better learning outcomes for all students.

What works to support the implementation of intensive interventions for students with severe and persistent learning and behavioral needs? What do you need to consider to ensure you are ready to implement? In this webinar, Making it Happen: What Does it Take to Implement Intensive Intervention?,  NCII’s Director Dr.

This presentation from the CASE-NASDSE Conference (2016, September) featured directors at the Rhode Island Department of Education, a local district, and personnel from national technical assistance centers (NCII, NCSI, CEEDAR). Lessons learned from a state-local partnership focused on implementing intensive intervention were shared from school, district, state, and national perspectives. Implementation efforts were discussed in the context of the Office of Special Education Programs’ Results-Driven Accountability (RDA) framework.

NCII in collaboration with the National Center on Systemic Improvement (NCSI) presented a panel session at the 2015 OSEP Leadership Conference. Presenters included Dr. Sarah Arden, Dr. Rebecca Zumeta Edmonds, Dr. Teri Marx and Rhode Island Department of Education's David Sienko. The session included an interactive discussion around the collaboration occurring between the NCII and the State of Rhode Island with regard to the development and implementation of their State Systemic Improvement Plan (SSIP) to support outcomes for students with disabilities.

In 2015, the principal investigators for the Office of Special Education Programs (OSEP) National Center on Intensive Intervention (NCII: Louis Danielson) and the National Commission for Special Education Research (NCSER) Accelerating the Academic Achievement of Students with Learning Disabilities Research Initiative (A3 Initiative: Douglas Fuchs and Lynn Fuchs), along with the NCII Deputy Director (Rebecca Zumeta Edmonds) and NCII Senior Advisor (Sharon Vaughn), worked cooperatively with a team of advisers, including key personnel from NCSER at the Institute of Education Sciences (IES) and

The Council of Chief State School Officers (CCSSO) and the Collaboration for Effective Educator Development, Accountability, and Reform Center (CEEDAR Center) recently released a report, Transforming Educator Preparation to Better Serve a Diverse Range of Learners, which outlines some key policy actions that state educational agencies can take to ensure that all preparation programs sufficiently prepare teachers to work with ALL learners, particularly those who have the greatest learning and behavi

NCII presented a strand at Center for Exceptional Children (CEC) 2015 Convention and Expo. The strand, How Can We Make Intensive Intervention Happen?  Considerations for Knowledge Development, Implementation, and Policy, address the range of issues schools and districts encounter as they attempt to implement intensive intervention—knowledge and skills, systems to support and evaluate implementation, and policy context.

Dr. Lou Danielson, NCII Center Director presented the webinar, Intensive Intervention's Role in Results Driven Accountability, as part of the Technical Assistance Coordination Center (TACC) webinar series. The 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 (RDA) and how intensive intervention can support states in meeting the goals of their State Systemic Improvement Plan.

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