This course collection provides a guide to available NCII courses for those who are newer to the DBI process or interested in learning more about how intensive intervention can support students with severe and persistent learning and/or social, emotional, or behavioral needs.
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DBI Process
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Implementation Guidance and Considerations
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This audio story shares New York City's DBI implementation approach, successes, and lessons learned about sustainability
Washington's Intensive Intervention Implementation Story To best support this work at the local level, state agency staff at OSPI undertook a year of internal skill-building work related to their personal knowledge related to intensive intervention in academics and behavior. Once a foundation was built, OSPI, NCII, and the Central Valley School District (CVSD) partnered to conduct a two-year (2018-2019 and 2019-2020) training series focused on implementation of data-based individualization (DBI) across the district. The training series began with CVSD district leaders coordinating with schools to construct teams of educators who would attend the training series. Teams from eight participating elementary schools included multidisciplinary staff representative of building principals, school psychologists, special education teachers, interventionists, reading specialists, and general education teachers.
In this video, Derrick Bushon, Special Education Director for Swartz Creek Community Schools, shares lessons learned from implementing DBI at the district level.
Research indicates that for successful implementation to occur, it is important to look at not only what is being implemented but how it is implemented. Implementing DBI often necessitates that educators make school-wide instructional adaptations, engage in systematic data analysis, and conduct individualized student-level decisions at levels that task the bandwidth of resources, staffing, and budgets of many schools. Assessing readiness from multiple stakeholders with different perspectives prior to implementation allows educators across many levels (schools, districts, and states) to prioritize areas for their initial efforts and then slowly use the momentum to build capacity toward full implementation. In this section, find training materials, lessons learned from those who have implemented DBI, and tools to assess your initial readiness and build capacity to implement intensive intervention.
In this video, Dr. Lynn Fuchs, Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University and Senior Advisor to the National Center on Intensive Intervention, shares advice regarding access to the general education curriculum for students with disabilities.
This webinar introduce a series of data teaming tools designed to help facilitators and participants before, during, and after their intervention meeting.
Staff from the Exceptional Children department in Charlotte-Mecklenburg Schools convened a group of their teachers in Spring 2020 to share their perspectives and ideas. This advisory group includes approximately 20 teachers of exceptional children across Charlotte-Mecklenburg Schools. In this Voices from the Field video, the National Center on Intensive Intervention spoke with four teachers in the advisory group about their work during COVID-19 restrictions.
This toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K–12 students with significant learning difficulties and disabilities. Grounded in research, this toolkit is based on the Center on Instruction’s Intensive Interventions for Students Struggling in Reading and Mathematics: A Practice Guide, and includes the following resources:
Since 2017 the Oregon Department of Education and Oregon Response to Instruction and Intervention project have partnered with NCII to build capacity for implementation of intensive intervention.