South Carolina's Intensive Intervention Implementation Story The National Center on Intensive Intervention partnered with a team representing the Office of Special Education Services (OSES) at the South Carolina Department of Education, Dr. Pam Stecker from Clemson University, and Dr. Susan Thomas an educational consultant working with schools and districts in South Carolina to support data-based individualization (DBI) implementation within South Carolina. During this time, NCII worked with the team to build state capacity to support DBI and embed DBI into statewide efforts to support students with intensive needs, piloted DBI implementation with a school, built awareness through conference presentations and webinars, and held a community of practice with eight districts. View the video below to learn more about DBI implementation in South Carolina and the lessons learned along the journey.
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Rhode Island's Intensive Intervention Implementation Story Since 2012, RIDE has learned alongside local education agency personnel (at both district and school levels) about what it takes to implement data-based individualization (DBI) within a multi-tiered system of supports (MTSS). Early on in the work, two LEAs were deeply engaged in DBI implementation: Bristol Warren Regional School District and Coventry School District. After witnessing positive student outcomes for learners with severe and persistent academic and/or behavioral needs through DBI implementation, RIDE opted to invest more deeply in scaling both MTSS and DBI through the following initiatives: State Systemic Improvement Plan and BRIDGE-RI (the Home of MTSS in Rhode Island).
Oregon's Intensive Intervention Implementation Story For over 15 years the Oregon Response to Instruction and Intervention (ORTIi) project has worked with districts across the State of Oregon to implement comprehensive multi-tiered systems of prevention and intervention support to improve literacy instruction that would allow each and every child in the state to become a successful reader. In 2017, ORTII partnered with the National Center on Intensive Intervention and the Oregon Department of Education (ODE) to further build capacity for implementation of intensive intervention at the local education agency (LEA) level.
North Carolina's Intensive Intervention Implementation Story In 2018, North Carolina began its partnership with NCII. This video describes the reasoning behind the state’s involvement with NCII and how the partnership is so critical to the work across state initiatives. From the Department of Public Instruction (DPI), their state education agency, to their North Carolina State Improvement Project (NC SIP), state-wide coaches, and institutions of higher education, North Carolina is building a strong infrastructure for intensive intervention and DBI. In the short time since the start, these partners have built a strong system of dissemination throughout the state, utilizing tools developed by NCII to support DBI implementation across state initiatives.
The National Center on Intensive Intervention (NCII) has been working intensively with Michigan's MTSS (MiMTSS) Technical Assistance Center since 2017 to create coherence and support local-level implementation of intensive intervention in Michigan.
Starting in 2016, NCII has worked with Colorado, Michigan, North Carolina, Oregon, Rhode Island, South Carolina, Texas, Washington, and Wyoming to support DBI implementation. To learn more about the work in these states, click on the states in the map and review the recommendations for building state capacity to support DBI implementation.
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.
The purpose of this module, Behavior Basics: Understanding Principles of Behavior, is to gain foundational knowledge of what behavior is, how behavior is defined, and what environmental factors influence behavior. This foundational knowledge is core to understanding behavior, supporting students with challenging behavior, and later, diagnosing function of behavior and developing effective behavioral interventions.
The Academic Intervention Taxonomy Briefs provide educators with information they can use to evaluate the appropriateness of academic interventions available on the academic intervention tools chart for a specific student or group of students who require intervention. The information included in the briefs is organized along the seven dimensions of the Taxonomy of Intervention Intensity
In this Voices from the Field post, we archive the presentations from day 3 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on improving outcomes for students through DBI implementation.