The National Center on Intensive Intervention has developed the tools charts to assist educators and families in becoming informed consumers who can select academic and behavioral interventions. The charts display reviews of studies of interventions including information about the quality of the study, outcomes, and implementation information. The charts are interactive so that users can filter, sort, compare, and review the data in order to select an intervention that meets their needs.
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To provide students with disabilities and their families the best educational experience, the use of the functional behavioral assessment should be a viable option when challenging behaviors are interfering with learning opportunities. As the technology of FBA continues to improve through systematic research, educators should not default to the legal requirements, which may, as we have outlined here, leave considerable gaps.
Research Report
On March 22, 2017, the U.S. Supreme Court issued a unanimous decision in Endrew F. v. Douglas County School District Re-1, 137 S.Ct. 988. The court held that “to meet its substantive obligation under the Individuals with Disabilities Education Act (IDEA), a school must offer [a child] an IEP [individualized education program] reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” On December 2017 the Office of Special Education and Rehabilitative Services (OSERS) released this 9-page Q&A to give parents and other stakeholders information on the issues addressed in the case and the impact of the Court's decision on the implementation of IDEA.
OSEP Policy Guidance
Teams are a vital part of an effective multi-tiered system of supports (MTSS) across both academics and behavior as well as special education. Making connections across the various teams used in MTSS and special education can be challenging. This resource from NCII and the PBIS Center, provides information about how data-based individualization (DBI) can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.
Tools
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 (e.g., Down syndrome, cerebral palsy, autism). Mrs.
News
This module, Parents: Supporting Learning During the COVID-19 Pandemic, from the IRIS Center offers tips to support your child’s learning at home during the COVID-19 pandemic.
Online Module
News
Including learners with significant communication needs in the general education classroom will require additional planning for general and special education teachers as well as related service providers. These include speech-language pathologists, physical and occupational therapists, and vision/hearing specialists. Coordinating the work of these service providers and leveraging their expertise can result in a high quality experience for all the learners in an inclusive class.
Fact Sheet
The National Center on Intensive Intervention has developed the tools charts to assist educators and families in becoming informed consumers who can select academic and behavioral progress monitoring tools. The charts display the technical rigor of the assessments as reviewed by a Technical Review Committee representing experts in assessment. The charts are interactive so that users can filter, sort, compare, and review the data in order to select an assessment that meets their needs.
Tools
On May 8, 2019, PROGRESS Center Advisors Drs. Mitch Yell, David Bateman and leaders Tessie Bailey and Teri Marx presented Recommendations and Resources for Preparing Educators in the Endrew Era. In this webinar, Drs. Yell and Bateman draw on their recent article Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation in Teacher Education and Special Education.
Webinar
In this video, Drs. Mitch Yell and Tessie Bailey share information about the 2017 Endrew F. v. Douglas County School District decision by the U.S. Supreme Court. They highlight implications for writing a student's IEP and discuss the importance of setting ambitious IEP goals to ensure that students make progress considering their individual circumstances.
Video