Tools to Support Intensive Intervention Data Meetings

Tools to Support Intensive Intervention Data Meetings

Data teams serve multiple roles in the data-based individualization (DBI) process. Although schools may have multiple teams that look at different types of data across a multi-tiered system of support (MTSS), when talking about the DBI process, the team is focused on the needs of individual students who are not making progress in their current intervention or special education program. It is critical that these meetings are driven by data, occur regularly, and use an efficient, consistent process that allows participants to review progress and make intervention decisions for students. NCII has created a series of tools to help teams establish efficient and effective individual student data meetings.

These resources include information for both those leading and participating in the meeting, sample agendas, tools for analyzing data, and note-taking templates. Although these tools were designed for use within the DBI process, they can be adapted and expanded to support data meetings across the tiers of a multi-tiered system of support or to support individualized education program (IEP) teams.

These documents are intended as examples, and many have been posted in word format so that you can adapt them to meet the needs of your school’s team. Additional handouts are also available.

Preparing for the Meeting

Ensure that team members are prepared to discuss students by using the premeeting documents. These resources are intended to support teams in developing a holistic sense of the student, including relevant background information, current performance, current supports, prior intervention efforts, and other relevant data.

Conducting the Initial Meeting

The initial meeting documents can assist teams in facilitating an efficient and effective process for analyzing data and designing intensive intervention plans for students.

Facilitating Ongoing Meetings

Ensure that ongoing meetings run smoothly by using the progress monitoring meeting documents. These tools are intended to support teams as they review student progress monitoring data after the initial intervention plan has been put in place and determine whether the student is making progress at an acceptable rate or if adaptations to the intervention plan are necessary.

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TIP FROM THE FIELD

Teams can adapt available meeting tools to address the unique needs of the school context. This may include changing the language in the text, time allocated to various tasks, or overall look of the document. For example, one school used the form in Google Docs to allow the team to more easily access the information.