This training module introduces the Taxonomy of Intervention Intensity and describes how it supports the DBI process by helping provide explicit guidance on how to select and evaluate validated reading intervention programs to best meet students’ needs and intensify or adapt those interventions when students or groups of students do not adequately respond.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
This training module, Using the Taxonomy of Intervention Intensity to Select, Design, and Intensify Intervention, introduces the Taxonomy of Intervention Intensity and describes how it supports the DBI process by helping provide explicit guidance on how to select and evaluate validated intervention programs to best meet students’ needs and intensify or adapt those interventions when students or groups of students do not adequately respond. At the end of the training participants will be able to:
These five screening one-page documents provide a brief overview of each of the NCII screening standards. They include a definition and information on why that particular standard is important for understanding the quality of screening tools.
The Academic Progress Monitoring Tools Chart is comprised of evidence-based progress monitoring tools that can be used to assess students’ academic 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, alternate forms, 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 academic 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 Academic Progress Monitoring or NCII.
The Academic Screening Tools Chart is comprised of evidence-based screening tools that can be used to identify students at risk for poor academic outcomes, including students who require intensive intervention. The chart displays ratings on technical rigor in the areas of classification accuracy, reliability, and validity, and provides information on the representativeness of the sample, 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 academic screening tools that address their specific needs. The presence of a particular program on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Academic Screening or NCII.
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.
Data-based individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. This document introduces and describes the DBI process and how it can be used to support students who require intensive intervention in academics and/or behavior.
This training module demonstrates how academic progress monitoring fits into the Data-Based Individualization (DBI) process by (a) providing approaches and tools for academic progress monitoring and (b) showing how to use progress monitoring data to set ambitious goals, make instructional decisions, and plan programs for individual students with intensive needs.
This training module, includes four sections that (a) provide an overview of administering common general outcome measures for progress monitoring in reading and mathematics, (b) review graphed progress monitoring data, and (c) provide guidance on identifying what type of skills the intervention should target to be most effective in reading and mathematics.
This is part 1 of the larger module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part is intended to provide an overview of common general outcome measures (GOM) used for progress monitoring in reading and mathematics, with guidance on selecting an appropriate measure.