This resource is a companion to NCII’s Clarifying Questions to Create a Hypothesis to Guide Intervention Changes: Question Bank and provides additional questions for teams to consider for students who are English learners.
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This handout describes three validated goal-setting strategies educators can use to set intervention goals using general outcome measures.
NCII developed this resource to help educators better understand the purpose of and considerations surrounding behavior screening in schools. Educators can use the information on this resource in conjunction with the Behavior Screening Tools Chart to (a) design a screening process for their school and (b) select or evaluate screening tools.
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 guide was developed by Melanie Kowalick an MTSS Curriculum Specialist in Wichita Falls Independent School District. This planning guide may be used for planning short intervention activities, review and practice activities, or progress monitoring checks. During school closures, we learned that virtual intervention does not look the same as face-to-face intervention. Parent support and planning are going to be the key to helping our students who have difficulties with reading and mathematics. For educators or parents, part of this support includes simple ways to monitor student progress.
This resource developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually. It includes guiding questions and considerations for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.
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.
With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting. This collection of frequently asked questions is intended to provide a starting place for consideration.
The Behavior Progress Monitoring Tools Chart is comprised of evidence-based progress monitoring tools that can be used to assess students’ social, emotional or behavioral performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. The chart displays ratings on technical rigor of performance level standards (reliability and validity) and growth standards (sensitivity and decision rules) and provides information on the whether a bias analysis was conducted, and key usability features. The chart is intended to assist educators and families in becoming informed consumers who can select behavior progress monitoring tools that address their specific needs. The presence of a particular tool on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Behavior Progress Monitoring or NCII.