This webinar shares 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.
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DBI Process
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Implementation Guidance and Considerations
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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).
The NCII tools charts include a large amount of information and the “best” tool is not going to be the same for everyone. Users should review all the elements of the charts before making decisions. This user guide reviews a series of recommended steps that users should consider when making decisions.
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.
The 2017 Supreme Court decision Endrew F. v. Douglas County School District highlighted the importance of monitoring students’ progress toward appropriately challenging individualized educational program (IEP) annual goals and making changes to students’ educational programs when needed. In this guide, we explain how educators can establish IEP goals that are measurable, ambitious, and appropriate in light of the student's circumstances.
An effective and efficient data system is essential for successful implementation of a multi-tiered system of support (MTSS). However, prior to selecting an appropriate system, schools and districts must identify what its staff and community need and what resources the district or school has to support an MTSS data system. This two-step tool can help teams to consider both what their needs are and to evaluate available tools against those needs. Step 1 can help your team systematically identify and document your MTSS data system needs and current context and step 2 focuses on selecting and evaluating a data system for conducting screening and progress monitoring within a tiered system of support based on the identified needs and context from step 1