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.
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 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.
Staff from the Exceptional Children department in Charlotte-Mecklenburg Schools convened a group of their teachers in Spring 2020 to share their perspectives and ideas. This advisory group includes approximately 20 teachers of exceptional children across Charlotte-Mecklenburg Schools. In this Voices from the Field video, the National Center on Intensive Intervention spoke with four teachers in the advisory group about their work during COVID-19 restrictions.
Successful implementation of a multi-tiered system of supports (MTSS) and, specifically, intensive intervention through the data-based individualization (DBI) process, demands the collection and analysis of data. As teams consider data collection, challenges may occur with assessment administration, scoring, and data entry (Taylor, 2009). This resource reviews three data collection and entry challenges and strategies to ensure data about risk status and responsiveness accurately represent student performance and minimize measurement errors.
This series includes video examples and tip sheets to help educators and families in using the NCII reading and mathematics sample lessons to support students with intensive needs. These lessons provide short instructional routines to encourage multiple practice opportunities using explicit instruction principles. The videos and tip sheets describe how educators can use the sample lessons to support instruction in a virtual setting, how educators can share these lessons with parents, and how parents can also implement the lessons to provide additional practice opportunities.
These videos and tips are part of a series of products to support students with intensive needs in the face of COVID-19. These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice. In addition to the video examples, a tip sheet is available to help parents implement the lessons. Implementation of Reading Lesson: Parent Example
This video and tips are part of a series of products to support students with intensive needs in the face of COVID-19. The series illustrates how educators can implement the NCII reading and mathematics sample lessons through virtual learning and provide tips for there use. These lessons provide short instructional routines to encourage multiple practice opportunities using explicit instruction principles. Tips for how educators can share these lessons with parents and families and video examples of family members implementing the lessons to enhance practice opportunities are also available.
If we don’t implement critical components of an intervention with consistency, we cannot link student outcomes to the instruction provided. Fidelity can help us to determine the effectiveness of an intervention, and identify if a student requires more intensive supports. This resource outlines five elements of fidelity and provides guiding questions for each.