In this Voices from the Field post, Emma Shanahan reflects on her experiences with progress monitoring and data-based decision making as a teacher and shares findings from her recent research on DBI professional development.
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This module provides an overview of diagnostic assessments, using error analysis with CBMs, developing and using curriculum-based assessments (CBAs), and integrating diagnostic and progress monitoring data to inform instructional adaptations.
This self-paced module provides the foundational information for users interested in learning more about intensive intervention and the DBI process.
In this video, Michele Walden-Doppke, M.A., CAGS, Response to Intervention (RTI) Technical Assistance Provider with Northern Rhode Island Collaborative for Rhode Island Department of Education (RIDE) and NCII Coach in Coventry Public Schools discusses infrastructure elements that support the implementation of intensive intervention.
This module discusses consequence strategies to decrease behavior. By the end of the module you should be able to: Describe consequence strategies to decrease behavior Establish a continuum of strategies to respond to inappropriate behavior
This series is intended for educators at the state and local level who work with secondary students with intensive behavioral needs during virtual learning and the return to in-person.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII, explains why intensive intervention is critical and how it can help support students with disabilities.
In this webinar presenters reviewed the evidence-base behind explicit instruction for students with disabilities and highlighted recently released course content designed to help educators learn how to deliver explicit instruction and review their current practices.
Data teams serve multiple roles in the data-based individualization (DBI) process and across a multi-tiered system of supports (MTSS). Although schools may have multiple teams that review different types of data across a multi-tiered system of supports (MTSS), the intensive intervention or DBI 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.
This four-part webinar series is focused on the Taxonomy of Intervention Intensity. This series provides an overview of the dimensions of the Taxonomy of Intervention Intensity and case applications showing how the taxonomy can be used to guide the intensification of reading, mathematics, and behavior interventions.