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This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. Dr. Teri A. Marx from the National Center on Intensive Intervention and the PROGRESS Center, as well as Dr. Faith G. Miller from the University of Minnesota—Twin Cities, share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.
This resource from the TIES Center was developed by Erik Carter and Elizabeth Biggs to highlight how schools can create a place of belonging for every student. As defined in the guide, belonging is experienced when students are present, invited, welcomed, known, accepted, involved, supported, heard, befriended, and needed.
The Your Journey to Self-determination Series from CADRE includes six interactive self-directed courses that provide relatively short introductions to key concepts and skills needed to support students in becoming self-determined and engaging in their educational planning. Facilitation materials are also available.
This course is intended to explain the Individuals with Disabilities Education Act (IDEA) requirements for measurable annual goals and the critical role of measurable annual goals in the development of a high-quality individualized education program (IEP). The course describes the three essential elements of a measurable annual goal, identifies tips for developing measurable annual goals that promote progress, and shares resources for learning more. This course is part of a larger series on IEPs. Additional modules will be added over time.
This webpage and series of practice guides includes practical resources on assessment and instruction for children and youth with deaf-blindness. The Info Topics covered on the educational practices webpage, contain a collection of information and resources developed by researchers and practitoners.
Deaf-blindness is a rare condition in which an individual has combined hearing and vision loss, thus limiting access to both auditory and visual information. This webpage provides an introduction to deaf-blindness—it's causes, and the diversity of the population of children who are deaf-blind. It includes an overview and links to additional resources on the following aspects of deaf-blindness for children and youth:
- What is deaf-blindness?
- Profiles of children who are deaf-blind
- Vision and hearing characteristics
This course from the National Center on Intensive Intervention provides the foundational information for users interested in learning more about intensive intervention and the DBI process. The module defines intensive intervention and DBI, describes how intensive intervention fits within a tiered system such as MTSS, RTI, or PBIS, demonstrates how intensive intervention can provide a systemic process to deliver specialized instruction for students with disabilities, and provides two case examples to allow viewers to apply new knowledge.