In this article, school psychologist Kelly Glick shares about the role school psychologists play in implementing intensive intervention through a data-based individualization (DBI) process and how implementing DBI has impacted her district.
Error message
The page you requested does not exist. For your convenience, a search was performed using the words in the page you tried to access.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Event Type
Search
In this article, Dr. Carrie Thomas Beck from the Oregon Department of Education discusses the dyslexia law in Oregon, the role of intensive intervention in Oregon’s dyslexia initiative, and provides advice for states defining their dyslexia frameworks.
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?”
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.
In this Voices from the Field post, we archive the presentations from day 1 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on creating the systems to support implementation of intensive intervention.
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.