In this webinar, Drs. Tessie Rose Bailey and Zach Weingarten from the National Center on Intensive Intervention and the PROGRESS Center, as well as Thom Jones from the Wyoming Department of Education and Justine Essex from Freedom Elementary School in Cheyenne, Wyoming shared how to set ambitious goals for students by selecting a valid, reliable progress monitoring measure, establishing baseline performance, choosing a strategy, and writing a measurable goal.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
The Rhode Island Department of Education (RIDE) has been partnering with NCII since 2012 to support DBI implementation within Rhode Island.
This brief presents an overview of how social and emotional learning (SEL) relates to intensive intervention and offers sample strategies for skill building among students in need of intensive learning, social, emotional, and behavioral supports.
The purpose of this document is to increase the capacity of practitioners and educational leaders to support a broad range of learners who need more literacy supports to become skilled readers and writers by identifying a set of essential practices that are research-supported and should be the focus of professional development. These practices for intensifying literacy instruction apply to those learners with severe and persistent reading and writing challenges who have not responded when provided with instruction aligned with state academic standards, regardless of disability status.
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.
This brief offers recommendations to support educators to efficiently collect, analyze, and use diagnostic data to adapt or intensify intervention.
The purpose of this guide is to provide brief explanations of key practices that can be implemented when working with students in need of intensive intervention in mathematics. Special education instructors, math interventionists, and others working with students who struggle with mathematics may find this guide helpful. Strategies presented in this guide should be used in conjunction with teaching guides developed for specific mathematical concepts.
Watch and listen to Erica Lembke address the question, "So I’ve been collecting progress monitoring data, when do I know it’s time to make an intervention change?"
Parents and families are critical partners in supporting students with intensive academic and behavioral needs. It is important to recognize that every parent and family member is different, with varying levels of knowledge and comfort with school; they may not consider their involvement in the school in the same way that the school perceives it. As a result, our approach to parent and family engagement should be differentiated. It is important to: share information about the school’s approach to multi-tiered systems of support (MTSS) and data-based individualization (DBI) to ensure that families have an understanding of the process, ask parents and families for information about their child, and invite them to be a part of the process as relevant.
Research tells us that ongoing coaching is essential for achieving practice change. And without ongoing coaching and practice opportunities, professional development is highly unlikely to lead to increased knowledge and skills to implement a new practice soundly. This rings especially true for complex processes like data-based individualization (DBI). DBI requires that educators commit to engaging in the iterative process of providing intervention, analyzing progress monitoring data, and making data-based decisions to adapt and individualize interventions when needed. To help schools effectively implement DBI, ongoing implementation support in the form of coaching that provides opportunities to learn critical information, apply and receive feedback, and troubleshoot problems when they occur is essential.
![center product](/themes/custom/sass_boot/images/center_product.png)