In this video, Ralph P. Ferretti, Professor of Education and Psychological & Brain Sciences at the University of Delaware explain why it is important to consider both the study quality and the study results when determining the evidence base of an intervention.
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In this video, Mike Jacobsen, Assessment and Curriculum Director, White River School District in Washington State discusses how their districts planned for and implemented intensive intervention within the districts RTI model.
This Voices from the Field piece highlights how North Carolina, Oregon, Washington, and Texas have raised awareness, visibility, and statewide knowledge of data-based individualization (DBI) at statewide conferences through keynote speakers, workshops, breakout sessions, and facilitated team time.
This webinar discusses the importance of family engagement and provides examples of ways to engage families to support students.
With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting. This collection of frequently asked questions is intended to provide a starting place for consideration.
This lesson includes a tip sheet and a video tutorial that demonstrates how to create and implement the 5-point scale in a virtual setting.
This tip sheet and example schedules were developed to support virtual learning.
This resource includes a tip sheet and an example weekly check-in form to help teachers develop relationships with their students and stay connected during distance learning.
NCII developed this resource to help educators better understand the purpose of and considerations surrounding behavior screening in schools. Educators can use the information on this resource in conjunction with the Behavior Screening Tools Chart to (a) design a screening process for their school and (b) select or evaluate screening tools.
This webinar illustrates considerations for implementing data-based individualization (DBI) with English Learners that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs.