In this article, Drs. Ketterlin Geller, Lembke, and Powell discuss how they are supporting educators to implement (1) the process of data-based individualization (DBI), (2) the principles of explicit and systematic instruction, and (3) key components of algebra readiness as part of Project STAIR (Supporting Teaching of Algebra: Individual Readiness).
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In this article, Mr. Paul Elery addresses the question: “If a new administrator is implementing intensive intervention in their school or district, what advice would you give them?”
This fourteen minute video shares Wyoming’s journey in building the capacity of educators to implement data-based individualization (DBI) to improve academic and behavior outcomes for students with disabilities as part of their state systemic improvement plan (SSIP). Wyoming administrators, teachers, parents and students from Laramie County School District # 1 and preschool sites share how DBI implementation impacted teacher efficacy, team meetings, quality of services, student confidence, and state and local collaboration.
The purpose of this module is to introduce schools interested in implementing intensive intervention to the infrastructure needed to implement data-based individualization (DBI). The module includes presentation slides with integrated activities and handouts to help teams determine their readiness and develop an action plan for implementation.
At-home learning requires increased independence for students. With no bells signaling the beginning or end of class and no teacher leading the class for each subject, students must follow a virtual schedule. Within these schedules, students are responsible for accessing the appropriate links to class sessions and work activities. In addition, students often must populate usernames and passwords—most of which are unique for each different site or task.
During distance learning, weekly check-ins can help teachers develop relationships with their students and stay connected. For students, check-ins can increase their emotional awareness, as well as their abilities to represent and express thoughts and feelings. Check-ins can also give students opportunities to advocate for themselves because they are asked what they need to be successful. For teachers, weekly check-ins provide insight on how students are feeling and what support they may need for academic and social-emotional skills. This resource was developed by Kerry Hayes Trotta, Etmi Lopes Martins, Kendra Haggerty, Maryann Reilly, Michelle Silvia, and Amy Burns, educators, and administrators at Robert F. Kennedy Elementary School in Providence, Rhode Island. It includes a tip sheet and an example weekly check-in form.
In this video, Dr. Luann Purcell, Chief Executive Officer of the Council of Administrators of Special Education and NCII Advisor, discusses how special educators can work collaboratively with general education teachers and staff to support students with persistent and severe learning and/or behavioral needs.