In this video, Cathy Kea, Professor of Special Education at North Carolina A&T State University, discusses how we can better serve racially, ethnically, and linguistically diverse students who have persistent learning and behavior problems.
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What is an evidence-based practice? How do I know if evidence shows that a practice will be right for my students? Many practitioners ask these critical questions every day as they are faced with making decisions regarding how to best meet the needs of their students.
This brief highlights how to use culturally and linguistically aligned strategies to support multilingual learners within an multi-tiered system of supports framework
In this video, Dr. Evelyn Johnson, Associate Professor at Boise State University, discusses how data can be used to support eligibility decisions for students with disabilities.
This updated training module provides a rationale for intensive intervention and an overview of data-based individualization (DBI), NCII’s approach to providing intensive intervention. DBI is a research-based process for individualizing validated interventions through the systematic use of assessment data to determine when and how to intensify intervention. Two case studies, one academic and one behavioral, are used to illustrate the process and highlight considerations for implementation.
This webinar highlights strategies schools should consider in relationship to their implementation of social-behavioral supports across the continuum of tiers in a multi-tiered system of support framework as they return to school during COVID-19 restrictions.
In this article, Mr. Paul Elery addresses the question: “If a new administrator is implementing intensive intervention in their school or district, what advice would you give them?”
When a student fails to respond to a validated intervention, teams need to identify why the student is not responding to determine how to adapt the intervention. Diagnostic data can assist teams in this process. They may be used to understand a student’s specific skill deficits and strengths or to identify the environmental events that predict and maintain the student’s problem behavior.
The purpose of this document is to provide content-specific examples of how to structure educator-level and/or systems-level coaching as a mechanism to ensure ongoing professional learning to support tiered intervention. This document provides examples of coaching supports, models, and functions within the context of tiered intervention (e.g., RtI, PBIS, MTSS) and data-based decision making (e.g., data-based individualization [DBI]) for educators who already have foundational knowledge and/or experience with coaching.
NCII developed this resource to help educators better understand the purpose of and considerations surrounding behavior screening in schools. Educators can use the information on this resource in conjunction with the Behavior Screening Tools Chart to (a) design a screening process for their school and (b) select or evaluate screening tools.