Many students who require intensive intervention also are students with disabilities. Thus, when used school-wide, data-based individualization (DBI) can help school teams design and implement a prereferral process and high-quality special education services. Furthermore, DBI also provides schools with a validated approach for identifying and supporting students with severe and persistent learning and behavior problems, including students who may require special education. This is because the data collected through the DBI process can assist teams in assessing the need for specialized instruction, which is one of two requirements for determining eligibility for special education. In addition, data collected through the DBI process can support special education teachers in more accurately developing present levels, goals, and specialized instruction and support that will be included in the initial IEP.
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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 Voices From the Field piece, the National Center on Intensive Intervention (NCII) talks with Amy Campbell. Mrs. Campbell has been teaching special education for 12 years in the Camas School District in southwest Washington state, working with students who experience moderate to profound impact from expressive and receptive communication barriers as well as other disabilities or conditions.
In Module 7 of the Intensive Intervention in Mathematics Course Content we focus on rational number concepts and computation. In Modules 4 and 5, we emphasized important instructional delivery methods and strategies to include when providing instruction within intensive intervention. Modules 6 and 7 focus on important concepts and procedures for whole numbers (Module 6) and rational numbers (Module 7) teachers may find important for being able to explain mathematics to students.
In this video, Dr. Catherine Bradshaw, Associate Dean for Research for the Curry School of Education at the University of Virginia, Deputy Director of the Johns Hopkins Center for Prevention of Youth Violence, and Co-Director of the Johns Hopkins Center for Prevention and Early Intervention, discusses how PBIS can be combined with other programs, such as social-emotional learning curriculum, to support students.
Module 4 of the Intensive Intervention in Mathematics Course Content focuses on the delivery of the instructional platform. We rely on evidence-based strategies to inform how teachers should deliver the instructional platform.
This audio story shares New York City's DBI implementation approach, successes, and lessons learned about sustainability
This question bank includes questions that teams can use to develop a hypothesis about why an individual or group of students may not be responding to an intervention.
The DBI process builds on a validated intervention program. This may also be called an evidence-based standard-protocol intervention or a Tier 2 intervention.
In this Voices from the Field post, Emma Shanahan reflects on her experiences with progress monitoring and data-based decision making as a teacher and shares findings from her recent research on DBI professional development.