The National Center on Intensive Intervention has established a standard process to evaluate the scientific rigor of commercially available tools and interventions that can be used as part of a data-based individualization process for educating students with disabilities who require intensive intervention due to persistent learning and behavior problem. Below is an archive of past call materials that can be used for planning future submissions
The page you requested does not exist. For your convenience, a search was performed using the words in the page you tried to access.
Implementation Guidance and Considerations
NCII has developed six tools charts intended to assist educators and families in becoming informed consumers who can select academic and behavioral assessment tools and interventions that meet standards for technical rigor and address their specific needs.
Progress monitoring is an essential part of a multi-tiered system of supports (MTSS) and, specifically, the data-based individualization (DBI) process. It allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. In addition, these data are often used to set high-quality academic and behavioral goals within the individualized education program (IEP) for students with disabilities. With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting. This collection of frequently asked questions is intended to provide a starting place for consideration.
The Behavior Progress Monitoring Tools Chart is comprised of evidence-based progress monitoring tools that can be used to assess students’ social, emotional or behavioral performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. The chart displays ratings on technical rigor of performance level standards (reliability and validity) and growth standards (sensitivity and decision rules) and provides information on the whether a bias analysis was conducted, and key usability features. The chart is intended to assist educators and families in becoming informed consumers who can select behavior progress monitoring tools that address their specific needs. The presence of a particular tool on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Behavior Progress Monitoring or NCII.
In this video, Dr. Chris Riley-Tillman, a Professor at the University of Missouri and NCII Senior Advisor, discusses the important considerations when selecting behavioral progress monitoring tools.
This module focuses on behavioral progress monitoring within the context of the DBI process and addresses: (a) methods available for behavioral progress monitoring, including but not limited to Direct Behavior Rating (DBR), and (b) using progress monitoring data to make decisions about behavioral interventions.
Progress monitoring, a key component of a multi-tiered system of support (MTSS), occurs throughout the data-based individualization (DBI) process to assess responsiveness to the validated intervention platform, as well as adaptations to the intervention. Prior to delivering the validated intervention platform, intervention teams should develop a progress monitoring plan that outlines the progress monitoring tool, student goal, and frequency of data collection and review. During delivery of the validated and adapted intervention, educators should collect and graph frequent progress monitoring data.
This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. Dr. Teri A. Marx from the National Center on Intensive Intervention and the PROGRESS Center, as well as Dr. Faith G. Miller from the University of Minnesota—Twin Cities, share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.
The NCII tools charts include a large amount of information and the “best” tool is not going to be the same for everyone. Users should review all the elements of the charts before making decisions. This user guide reviews a series of recommended steps that users should consider when making decisions.
NCII has established a standard review process to evaluate the scientific rigor of academic and behavior assessment tools and interventions that can be used as part of a data-based individualization program for educating students with disabilities who require intensive intervention due to persistent learning and behavior problems. Reviews are conducted by Technical Review Committees (TRCs) made up of national content and methodological experts using rigorous evidence standards. TRCs, in conjunction with NCII staff and advisors, are responsible for the development of review materials including establishing technical standards and rating rubrics.