The annual report summarizes NCII’s progress toward meeting project goals during the second year of project funding (October 2022-September 2023).
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
This resource is a companion to NCII’s Clarifying Questions to Create a Hypothesis to Guide Intervention Changes: Question Bank and provides additional questions for teams to consider for students who are English learners (ELs). Teams may use these questions when considering a student’s progress monitoring data, intervention fidelity data, and informal diagnostic data.
Learn about the work of the NCII and how the Center is building knowledge and capacity of state and local leaders, faculty and professional development providers, educators, and other stakeholders to support implementation of intensive intervention for students with severe and persistent learning and/or social, emotional, or behavioral needs using data-based individualization (DBI). The Progress Toward Outcomes report is an annual report summarizing NCII’s progress toward meeting project goals. This report reflect activities completed between October 2021-September 2022 which represents the first year of funding under Award No. H326Q210001. NCII Progress Toward Outcomes (Year 1)
This handout describes three validated goal-setting strategies educators can use to set intervention goals using general outcome measures.
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.
This handout briefly defines the seven dimensions of the Taxonomy of Intervention Intensity for academics and behavior. The Taxonomy of Intervention Intensity was developed based on research to support educators in evaluating and building intervention intensity. The seven dimensions include strength, dosage, alignment, attention to transfer, comprehensiveness, behavior or academic support, and individualization.
This checklist can be used by teams to help identify ideas to intensify interventions based on their hypothesis for why the student may not be responding to an intervention. The checklist is aligned with the dimensions of the Taxonomy of Intervention Intensity.
This question bank includes questions that teams can use to develop a hypothesis about why an individual or group of students may not be responding to an intervention. The hypothesis should help guide intervention planning and selection of intensification strategies using the Intervention Intensification Strategy Checklist. When developing a hypothesis, teams should consider the intervention design, fidelity of implementation, and learner needs. Intervention fidelity data collected using the Student Intervention Implementation Log and informal diagnostic data may help teams answer the questions included in the question bank.
Within a multi-tiered system of supports (MTSS), intensive intervention, also known as Tier 3, is designed to support students with the most severe and persistent learning and/or behavior difficulties. This document highlights some common misconceptions about intensive academic and behavior interventions that experts from the Center on Positive Behavioral Interventions and Supports and NCII have observed in supporting the implementation of intensive intervention within the context of MTSS.
During distance learning, weekly check-ins can help teachers develop relationships with their students and stay connected. For students, check-ins can increase their emotional awareness, as well as their abilities to represent and express thoughts and feelings. Check-ins can also give students opportunities to advocate for themselves because they are asked what they need to be successful. For teachers, weekly check-ins provide insight on how students are feeling and what support they may need for academic and social-emotional skills. This resource was developed by Kerry Hayes Trotta, Etmi Lopes Martins, Kendra Haggerty, Maryann Reilly, Michelle Silvia, and Amy Burns, educators, and administrators at Robert F. Kennedy Elementary School in Providence, Rhode Island. It includes a tip sheet and an example weekly check-in form.