Do you have questions about how to collect and use diagnostic data to inform adaptations when students aren’t responding to an intervention? Join NCII on December 14, 2023 for If You’ve Got a Problem, ICE-L Will Solve It: Using the RIOT/ICEL Matrix to Help Guide Intensification Decisions! In this webinar, Dr. Jason Harlacher, Education Systems Task Lead and Technical Assistance Provider at NCII, will describe how the RIOT/ICEL matrix can support problem-solving by helping teams to organize their diagnostic data, refine hypotheses, and guide decision making. Dr. Harlacher will highlight examples, share and apply resources for data collection, and connect the variables in the RIOT/ICEL matrix with the dimensions of the Taxonomy of Intervention Intensity.

This resource is a companion to NCII’s Clarifying Questions to Create a Hypothesis to Guide Intervention Changes: Question Bank and provides additional questions for teams to consider for students who are English learners (ELs). Teams may use these questions when considering a student’s progress monitoring data, intervention fidelity data, and informal diagnostic data.

How can data-based individualization (DBI) help educators to address the growing expectations for literacy outcomes for students with intellectual and developmental disabilities? In this webinar, Dr. Chris Lemons an NCII Advisor, Associate Professor of Special Education in the Graduate School of Education at Stanford University, and Co-Director of the Stanford Down Syndrome Research Center, provides an overview of activities conducted through an Office of Special Education Programs model demonstration project. This project focused on increased literacy outcomes using DBI, inclusion, and enhancing individualized education programs. The webinar shares project findings and provides recommendations for integrating those findings into professional development and practice to improve student outcomes.

How can data-based individualization (DBI) help educators to address the growing expectations for literacy outcomes for students with intellectual and developmental disabilities? In this webinar, Dr. Chris Lemons an NCII Advisor, Associate Professor of Special Education in the Graduate School of Education at Stanford University, and Co-Director of the Stanford Down Syndrome Research Center, will provide an overview of activities conducted through an Office of Special Education Programs model demonstration project. This project focused on increased literacy outcomes using DBI, inclusion, and enhancing individualized education programs. The webinar will share project findings and provide recommendations for integrating those findings into professional development and practice to improve student outcomes.  

This document addresses five guiding questions for educators to consider when reviewing and interpreting assessment data for English Learners and includes links to selected resources.

This brief offers recommendations to support educators to efficiently collect, analyze, and use diagnostic data to adapt or intensify intervention.

This online course helps educators learn how to set goals, collect data, and make decisions using academic progress monitoring data.

In this webinar, experts from the PROGRESS Center and National Center on Intensive Intervention (NCII) model how practitioners can use data-based individualization (DBI) to develop and implement SDI for students with disabilities and a panel of special educators share how using DBI improved the efficiency and effectiveness of their service delivery, communication with families, and collaboration with other educators.

In this webinar, experts from the PROGRESS Center and National Center on Intensive Intervention (NCII) will model how practitioners can use data-based individualization (DBI) to develop and implement SDI for students with disabilities. A panel of special educators will share how using DBI improved the efficiency and effectiveness of their service delivery, communication with families, and collaboration with other educators.

This course is the second in a series on progress monitoring. This module describes two types of academic progress monitoring measures and considerations for selecting an academic progress monitoring tool.