This webinar reviews keys recommendations and lessons learned to help school and district leaders establish the conditions needed for educators to successfully implement data-based individualization (DBI) for students with the most intensive needs
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DBI Process
Subject
Implementation Guidance and Considerations
Student Population
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This webinar introduce a series of data teaming tools designed to help facilitators and participants before, during, and after their intervention meeting.
This interactive self-paced module is intended to help educators and administrators learn about using teaming to support the data-based individualization (DBI) process.
This checklist can be used by teams to help identify ideas to intensify interventions based on their hypothesis for why the student may not be responding to an intervention. The checklist is aligned with the dimensions of the Taxonomy of Intervention Intensity.
This question bank includes questions that teams can use to develop a hypothesis about why an individual or group of students may not be responding to an intervention.
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.
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 tip sheet and example schedules were developed to support virtual learning.
This rubric uses descriptors of the dimensions of the Taxonomy of Intervention Intensity to support teams in selecting and evaluating validated interventions for small groups or individual students.