In this Voices from the Field post, we archive the presentations from day 2 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on preparing in-service and pre-service educators and leaders to implement intensive intervention.
Implementation Guidance and Considerations
In this Voices from the Field post, we archive the presentations from day 1 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on creating the systems to support implementation of intensive intervention.
These three videos highlight key resources available to support families of students with the most intensive needs at home and as they transition to and from in-school services during the COVID-19 pandemic. The videos speak directly to parents and recommend that parents share the videos (and the mentioned resources) with the team of educators and other professionals working with their child. An easy-to-share handout is included for each of the videos. These handouts identify and link the spotlighted resources that educators and parents can turn to in planning for and supporting children’s virtual learning or return to in-school learning.
This module is intended to help educators and administrators understand the dimensions of the Taxonomy of Intervention Intensity and how it can be used to select, evaluate, and intensify interventions.
This three-part Voices from the Field video series profiles how Education Service Center (ESC) 15 in Texas approached implementing the DBI process in San Saba Independent School District (ISD). In these videos, Dedra Carter and Valerie Moos from ESC 15 and Jenna McSherry from San Saba ISD, discuss their experiences and recommendations for other districts implementing DBI.
This module is intended to help educators and administrators to dive deeper into the steps of the data-based individualization (DBI) process for individualizing and intensifying interventions.
This module provides the foundational information for users interested in learning more about intensive intervention and the DBI process. The module defines intensive intervention and DBI, describes how intensive intervention fits within a tiered system such as MTSS, RTI, or PBIS, demonstrates how intensive intervention can provide a systemic process to deliver specialized instruction for students with disabilities, and provides two case examples to allow viewers to apply new knowledge.
This IRIS Star Legacy Module, first in a series of two, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. Developed in collaboration with the IRIS Center and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).
This IRIS Star Legacy Module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the IRIS Center and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).
This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.