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.
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Intensive Intervention in Reading Course: Module 4 Overview This module provides an overview of data-based individualization (DBI), including using CBM measures, how to present level of performance and set student goals, and use data to make instructional decisions. This module is divided into five parts with an introduction and closing. A 508 compliant version of the full PowerPoint presentation across all parts of the module, a version of the PowerPoint that includes all the animations, and a workbook is available below.
NCII, through a collaboration with the University of Connecticut, developed a set of course content focused on developing educators’ skills in designing and delivering intensive reading instruction. This content is designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of intensive reading intervention.
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.
In this video, Dr. Chris Lemons shares considerations for implementing DBI to support students with intellectual and developmental disabilities. In this short video, he shares what we know, areas we need to understand better, research that is underway, and places to learn more.
These five screening one-page documents provide a brief overview of each of the NCII screening standards. They include a definition and information on why that particular standard is important for understanding the quality of screening tools.
The 2017 Supreme Court decision Endrew F. v. Douglas County School District highlighted the importance of monitoring students’ progress toward appropriately challenging individualized educational program (IEP) annual goals and making changes to students’ educational programs when needed. In this guide, we explain how educators can establish IEP goals that are measurable, ambitious, and appropriate in light of the student's circumstances.
NCII, through a collaboration with the University of Connecticut and the National Center on Leadership in Intensive Intervention and with support from the CEEDAR Center, developed course content focused on enhancing educators’ skills in explicit instruction, intensive mathematics intervention, behavior support and intensive reading intervention. Intensive Intervention Course Content Resources Web Tour
NCII, through a collaboration with the University of Connecticut, developed a set of course content focused on developing educators’ skills in designing and delivering behavior support in intensive intervention. This content is designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of behavior support in intensive intervention.
This module identifies Tier II and Tier III interventions for students at risk and high risk for behavioral challenges. By the end of this module you should be able to: Describe the decision-making process to indicate Tier II is appropriate Identify critical features of Tier II Discuss how to modify Tier II interventions to meet the needs of more students Highlight critical elements of a Functional Behavior Assessment (FBA) Choose a desired and replacement behavior Complete a Competing Pathway Model Begin to identify strategies to make the problem behavior irrelevant, inefficient, and ineffective