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.
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The Colorado Department of Education (CDE) has been working closely with NCII to align and scale up use of data-based individualization (DBI) across the state. One of the strategies CDE has used is the development of virtual learning resources and online learning modules on DBI to help make professional learning accessible to all educators. In this Voices from the Field video, Dr. Jason Harlacher and Veronica Fielder share CDE’s process for developing virtual learning modules on DBI and their strategies for ensuring the modules are accessible to educators.
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 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).
During fall 2020, educators provided virtual, in-person, and hybrid intervention with an ongoing need to engage with and support parents and families. Although the context and environment may have changed, the focus on providing high-quality interventions with validated practices, monitoring student progress, and adapting and intensifying supports based on student data as outlined in the data-based individualization (DBI) process continues to be applicable across virtual, in-person, or hybrid models. This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings.
NCII partnered with Project STAIR (Supporting Teaching of Algebra: Individual Readiness) to host a series of three webinars focused on implementing data-based individualization (DBI) with a focus on mathematics during COVID-19 restrictions.
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.
This presentation was delivered by Dr. Tessie Rose Bailey as part of the Colorado Multi-Tiered System of Support Virtual Summit 2020. In the presentation, Dr. Bailey focused on considerations for providing virtual intervention and progress monitoring and highlights resources developed by the National Center on Intensive Intervention. Related Resources Find additional resources for educators and families support students at home Supporting Students With Intensive Needs During COVID-19