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.
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DBI Process
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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.
In this video, Lucille Eber, E.D.., Statewide Coordinator of Illinois’ Emotional and Behavioral Disabilities (EBD) Network, discusses how behavioral support staff can assist and collaborate with general education teachers to support students with intensive behavioral needs.
In this article, Drs. Mary Little, Cynthia Pearl and Dena Slanda share lessons and strategies to support teachers in developing the skills and competencies to implement intensive intervention.
Part 2 of the two part series about UCF's project bridges highlights challenges and successes the program has faced when trying to build the skills and competencies of educators to implement intensive intervention.
Support from leaders is essential for effective DBI implementation. This resource illustrates how DBI can help principals and local level administrators leverage existing resources, integrate supports for academics and behavior, define Tier 3, align special education and MTSS, establish effective data meetings, and improve outcomes for students who are at-risk for poor learning outcomes. In addition, the resource shares strategies and resources available to support implementation
In this video, Derrick Bushon, Director of Student Services for Swartz Creek Community Schools, discusses how his district took a systems approach to integrating DBI into schools.
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.
State education agencies (SEAs) have an important role in initiating, supporting, and sustaining district- and school-level implementation of intensive intervention for students with severe and persistent learning and behavior needs. This document outlines five recommendations offered by SEA personnel who successfully led DBI capacity-building efforts in their states.
In this video, Rob Horner, Professor of Special Education at the University of Oregon and co-Director of OSEP Technical Assistance Center on PBIS and the OSEP Research and Demonstration Center on School-wide Behavior Support, discusses how data systems can be used within the context of intensive intervention.