In this Voices from the Field piece, we talk to Dr. Chrissy Brown, a recent National Center for Leadership in Intensive Intervention (NCLII) scholar. Dr. Brown discusses the NCLII program and how it has guided her in preparing educators to implement intensive interventions. 

This is the first module in a series of modules about intensive intervention in reading. There are two parts in this module that answer the questions (1) why is intensive intervention in reading important? and (2) how does data-based individualization (DBI) apply to reading?

This collection highlights a sampling of recent research and journal articles focused on intensive intervention and data-based individualization (DBI). As different terms are used to describe intensive intervention, the collection of articles includes those that use various related terms such as precision teaching, data-based decision making (when in the context of providing individualized instruction), Tier 3, intervention adaptation, and individualization. In addition, although there is a wealth of research on key components of the DBI process (e.g., progress monitoring, validated intervention programs), this list is not intended to cover specific steps in the process nor is it an exhaustive review of all available literature. Additional articles and research will be added over time. The resource begins with a list of article citations, beginning with the most recent.

This fourteen minute video shares Wyoming’s journey in building the capacity of educators to implement data-based individualization (DBI) to improve academic and behavior outcomes for students with disabilities as part of their state systemic improvement plan (SSIP). Wyoming administrators, teachers, parents and students from Laramie County School District # 1 and preschool sites share how DBI implementation impacted teacher efficacy, team meetings, quality of services, student confidence, and state and local collaboration.

The first module in the Intensive Intervention Math Course Content focuses on the mathematics content necessary to include within intensive intervention. This includes matching decisions about instruction and assessment to the mathematics content.

In this article, Drs. Ketterlin Geller, Lembke, and Powell discuss how they are supporting educators to implement (1) the process of data-based individualization (DBI), (2) the principles of explicit and systematic instruction, and (3) key components of algebra readiness as part of Project STAIR (Supporting Teaching of Algebra: Individual Readiness).

NCII, through a collaboration with the University of Connecticut, developed a set of course modules focused on developing educators’ skills in using explicit instruction. These course modules are designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of explicit instruction.

In this video, Amy McKenna, a special educator in Bristol Warren Regional School District shares her experience with data-based individualization (DBI). Amy discusses how she learned about DBI, the impact her use of the DBI process had on students she worked with, and how DBI helped changed her practice as a special educator.

Part 2 of the two part series about UCF's project bridges highlights challenges and successes the program has faced when trying to build the skills and competencies of educators to implement intensive intervention.

In this article, Drs. Mary Little, Cynthia Pearl and Dena Slanda share lessons and strategies to support teachers in developing the skills and competencies to implement intensive intervention.