An effective and efficient data system is essential for successful implementation of a multi-tiered system of support (MTSS). However, prior to selecting an appropriate system, schools and districts must identify what its staff and community need and what resources the district or school has to support an MTSS data system. This two-step tool can help teams to consider both what their needs are and to evaluate available tools against those needs. Step 1 can help your team systematically identify and document your MTSS data system needs and current context and step 2 focuses on selecting and evaluating a data system for conducting screening and progress monitoring within a tiered system of support based on the identified needs and context from step 1
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NCII partnered with Project STAIR (Supporting Teaching of Algebra: Individual Readiness) to host a series of three webinars focused on implementing data-based individualization (DBI) with a focus on mathematics during COVID-19 restrictions.
This is part 1 of the larger module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part is intended to provide an overview of common general outcome measures (GOM) used for progress monitoring in reading and mathematics, with guidance on selecting an appropriate measure.
This guide explains how teacher preparation faculty can incorporate resources from NCII into preservice teacher preparation coursework and clinical experiences.
In this article, Drs. Mary Little, Cynthia Pearl and Dena Slanda share lessons and strategies to support teachers in developing the skills and competencies to implement intensive intervention.
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.
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.
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.
Using DBI to Improve Literacy Outcomes for Students with Intellectual and Developmental Disabilities
This webinar provides an overview of a project focused on increasing literacy outcomes using DBI, inclusion, and enhancing individualized education programs.