In this video, Dr. Chris Riley-Tillman, a Professor at the University of Missouri and NCII Senior Advisor, discusses the important considerations when selecting behavioral progress monitoring tools.
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This module identifies Tier II and Tier III interventions for students at risk and high risk for behavioral challenges. By the end of this module you should be able to: Describe the decision-making process to indicate Tier II is appropriate Identify critical features of Tier II Discuss how to modify Tier II interventions to meet the needs of more students Highlight critical elements of a Functional Behavior Assessment (FBA) Choose a desired and replacement behavior Complete a Competing Pathway Model Begin to identify strategies to make the problem behavior irrelevant, inefficient, and ineffective
In this video, Dr. Chris Riley-Tillman, a Professor at the University of Missouri and NCII Senior Advisor, discusses how evidence-based practices, instruction, and intervention change as academic and behavior needs become more severe.
The purpose of this document is to increase the capacity of practitioners and educational leaders to support a broad range of learners who need more literacy supports to become skilled readers and writers by identifying a set of essential practices that are research-supported and should be the focus of professional development. These practices for intensifying literacy instruction apply to those learners with severe and persistent reading and writing challenges who have not responded when provided with instruction aligned with state academic standards, regardless of disability status.
Intensive Intervention in Reading Course: Module 4 Overview This module provides an overview of data-based individualization (DBI), including using CBM measures, how to present level of performance and set student goals, and use data to make instructional decisions. This module is divided into five parts with an introduction and closing. A 508 compliant version of the full PowerPoint presentation across all parts of the module, a version of the PowerPoint that includes all the animations, and a workbook is available below.
In this video, Dr. Evelyn Johnson, Associate Professor at Boise State University, discusses how data can be used to support eligibility decisions for students with disabilities.
In this video, Dr. Alba Ortiz, Professor Emeritus of Special Education at the University of Texas at Austin discusses the importance of culturally and linguistically responsive instruction and intervention.
Diagnostic tools provide data to assist educators in designing individualized instruction and intensifying intervention for students who do not respond to validated intervention programs. Diagnostic tools can be either informal, which are easy-to-use tools that can be administered with little training, or standardized, which must be delivered in a standard way by trained staff. Teams may find it helpful to initially consider using more informal and easily accessible diagnostic tools and data to avoid loss of instructional time. Standardized diagnostic tools, which require more time to administer and interpret, may be required for students who continually demonstrate a lack of response or who require special education.
In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses considerations for ensuring that intensive interventions are implemented with fidelity.
These professional learning training materials are intended to assist district or school teams involved in initial planning or implementation of data-based individualization (DBI) as a framework for providing intensive intervention in academics and behavior. The modules listed below provide an overview of the DBI process and more in-depth exploration of the various components of DBI.