The Behavior Screening Tools Chart is comprised of evidence-based screening tools that can be used to identify students in need of behavioral 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 behavior screening 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 Screening or NCII.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
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.
What is the role of local special education directors in leading the work of intensive intervention?
In this video, Dr. Luann Purcell discusses the role of the local special education director in intensive intervention. Dr. Purcell is the Executive Director of the Council of Administrators of Special Education (CASE) which is an international professional educational organization affiliated with the Council for Exceptional Children (CEC).
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.
In this article, Dr. Carrie Thomas Beck from the Oregon Department of Education discusses the dyslexia law in Oregon, the role of intensive intervention in Oregon’s dyslexia initiative, and provides advice for states defining their dyslexia frameworks.
For children with the most severe and persistent academic and/or behavioral challenges, parent and family involvement is vital. School teams can use this guide to better understand intensive intervention and how to engage parents and families with the process.
Support from leaders is essential for effective DBI implementation. This resource illustrates how DBI can help principals and local level administrators leverage existing resources, integrate supports for academics and behavior, define Tier 3, align special education and MTSS, establish effective data meetings, and improve outcomes for students who are at-risk for poor learning outcomes. In addition, the resource shares strategies and resources available to support implementation
Teams are a vital part of an effective multi-tiered system of supports (MTSS) across both academics and behavior as well as special education. Making connections across the across the various teams used in MTSS and special education can be challenging. This resource from NCII and the PBIS Center, provides information about how DBI can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.
In this article, Dr. Jennifer Ledford shares information about single-case design research and how it relates to intensive intervention as well as resources from the Council for Exceptional Children Division for Research (CEC DR).