The purpose of this module is to introduce schools interested in implementing intensive intervention to the infrastructure needed to implement data-based individualization (DBI). The module includes presentation slides with integrated activities and handouts to help teams determine their readiness and develop an action plan for implementation.
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DBI Process
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Implementation Guidance and Considerations
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The purpose of this document is to provide an overview of the Center’s accomplishments and to highlight a set of lessons learned from the 26 schools that implemented intensive intervention while receiving technical support from the Center.
This checklist can be used by intervention providers or planning teams to review, document, and improve implementation of the data-based individualization (DBI) process and monitor whether the student intervention plans were implemented as intended.
Intensive intervention teams can use these checklists to monitor implementation of the data-based individualization (DBI) process during initial planning and ongoing review (progress monitoring) meetings in order to ensure teams develop high quality student plans. These detailed checklists may be most beneficial for less experienced teams. As teams become more familiar with DBI implementation, they may choose to use the checklists less frequently or focus on only a subset of items.
This webinar describes contextual factors that can support or impede the implementation of intensive intervention.
In this video, Dr. Lynn Fuchs, Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University and Senior Advisor to the National Center on Intensive Intervention, shares considerations for adapting interventions when the validated intervention program wasn’t successful.
What is an evidence-based practice? How do I know if evidence shows that a practice will be right for my students? Many practitioners ask these critical questions every day as they are faced with making decisions regarding how to best meet the needs of their students.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII, explains why intensive intervention is critical and how it can help support students with disabilities.
How do you know if an intervention, program, or practice is likely to be effective with a particular subgroup of students? What resources are there to help school, district, and State leaders identify and select evidence-based practices (EBPs)? EBPs play an increasingly prominent role in Federal education policy. In both State Systemic Improvement Plans (SSIPs) and provisions in the Every Student Succeeds Act (ESSA), States are being asked to implement practices and programs that have evidence of effectiveness.
The purpose of this document is to increase the capacity of practitioners and educational leaders to support a broad range of learners who need more literacy supports to become skilled readers and writers by identifying a set of essential practices that are research-supported and should be the focus of professional development. These practices for intensifying literacy instruction apply to those learners with severe and persistent reading and writing challenges who have not responded when provided with instruction aligned with state academic standards, regardless of disability status.