This report presents findings from an exploratory study of how five high-performing districts, which we refer to as NCII’s knowledge development sites, defined and implemented intensive intervention. The findings offer lessons that other schools and districts can use when planning for, implementing and working to sustain their own initiatives to provide intensive intervention for students with the most severe and persistent learning and/or behavioral needs.
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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 updated training module provides a rationale for intensive intervention and an overview of data-based individualization (DBI), NCII’s approach to providing intensive intervention. DBI is a research-based process for individualizing validated interventions through the systematic use of assessment data to determine when and how to intensify intervention. Two case studies, one academic and one behavioral, are used to illustrate the process and highlight considerations for implementation.
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. Catherine Bradshaw, Deputy Director of the John Hopkins Center for the Prevention of Youth Violence and Co-Director of the John Hopkins Center for Prevention and Early Intervention, discusses PBIS, who it works for, and under what conditions it works best.
In this video, Dr. Catherine Bradshaw, Associate Dean for Research for the Curry School of Education at the University of Virginia, Deputy Director of the Johns Hopkins Center for Prevention of Youth Violence, and Co-Director of the Johns Hopkins Center for Prevention and Early Intervention, discusses how PBIS can be combined with other programs, such as social-emotional learning curriculum, to support students.
In this video, Mike Jacobsen, Assessment and Curriculum Director, White River School District in Washington State discusses how their districts planned for and implemented intensive intervention within the districts RTI model.
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.
An effective and efficient data system is essential for successful implementation of a multi-tiered system of support (MTSS). However, prior to selecting an appropriate system, schools and districts must identify what its staff and community need and what resources the district or school has to support an MTSS data system. This two-step tool can help teams to consider both what their needs are and to evaluate available tools against those needs. Step 1 can help your team systematically identify and document your MTSS data system needs and current context and step 2 focuses on selecting and evaluating a data system for conducting screening and progress monitoring within a tiered system of support based on the identified needs and context from step 1
The MTSS Fidelity of Implementation Rubric and Summary Sheet are for use by individuals responsible for monitoring the school-level fidelity of MTSS implementation.