This module provides an overview of how to use informal diagnostic data to individualize academic intervention. The module is intended to help educators learn how to use practical and efficient approaches to collect and analyze data and develop a hypothesis about why a student has not yet responded to an interventionAt the end of the training participants will be able to:

This handout provides an overview of three common decision rules educators can use to analyze academic progress monitoring data.

The NCII has established a standard process to evaluate the scientific rigor of commercially available screening assessments that can be used as part of a DBI process. The 2024 call for submissions for academic screening and progress monitoring tools is NOW OPEN.

In this webinar, presenters share strategies for data-based decision making and problem solving for youth behavior and mental health across the tiers of an MTSS framework and answer questions from the audience.

These training materials are best suited to support individuals with progress monitoring experience who want to improve their analysis skills for evaluating student growth. 

These training materials are best suited to support individuals with progress monitoring experience who want to deepen their knowledge, particularly those who want to learn about setting appropriate goals. 

These training materials are best suited to support individuals who have a foundational understanding of progress monitoring and want to determine what progress monitoring measures will work best for their students. 

These training materials review the essentials of academic progress monitoring and describes how to effectively integrate progress monitoring within the data-based individualization (DBI) process.

This self-paced module provides the foundational information about behavior progress monitoring including selecting a target behavior, tool, and developing a plan.

This video highlights strategies and resources to build the capacity of educators and families to engage in effective partnerships across all tiers of support, including for students with intensive need