During fall 2020, educators provided virtual, in-person, and hybrid intervention with an ongoing need to engage with and support parents and families. Although the context and environment may have changed, the focus on providing high-quality interventions with validated practices, monitoring student progress, and adapting and intensifying supports based on student data as outlined in the data-based individualization (DBI) process continues to be applicable across virtual, in-person, or hybrid models. This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings.
Implementation Guidance and Considerations
This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.
NCII in collaboration with the National Center on Systemic Improvement (NCSI) presented a panel session at the 2015 OSEP Leadership Conference. Presenters included Dr. Sarah Arden, Dr. Rebecca Zumeta Edmonds, Dr. Teri Marx and Rhode Island Department of Education's David Sienko. The session included an interactive discussion around the collaboration occurring between the NCII and the State of Rhode Island with regard to the development and implementation of their State Systemic Improvement Plan (SSIP) to support outcomes for students with disabilities.
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.
NCII presented a strand at Center for Exceptional Children (CEC) 2015 Convention and Expo. The strand, "How Can We Make Intensive Intervention Happen? Considerations for Knowledge Development, Implementation, and Policy," address the range of issues schools and districts encounter as they attempt to implement intensive intervention—knowledge and skills, systems to support and evaluate implementation, and policy context.
This presentation from the CASE-NASDSE Conference (2016, September) featured directors at the Rhode Island Department of Education, a local district, and personnel from national technical assistance centers (NCII, NCSI, CEEDAR). Lessons learned from a state-local partnership focused on implementing intensive intervention were shared from school, district, state, and national perspectives. Implementation efforts were discussed in the context of the Office of Special Education Programs’ Results-Driven Accountability (RDA) framework. Considerations for other states and districts engaging in implementation efforts under RDA were also highlighted.
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.
NCII presented a Strand at CEC 2014 Convention and Expo focused on intensive intervention. The Strand Using Intensive Intervention to Meet the Academic and Behavior Needs of Struggling Learners provided participants with an overview of how principles of intensive intervention may be applied to students with severe and persistent learning needs across reading, mathematics, and behavior. The Strand included three content-oriented sessions focused on reading, mathematics, and behavior and one panel session covering common implementation issues associated with provision of intensive services
There are a variety of terms used interchangeably to define special education: specially-designed instruction, Tier 3 supports, and intensive intervention, but, do they mean the same thing? In this presentation, delivered at the 2017 OSEP Leadership Conference, state leaders of special education, David Sienko from the Rhode Island Department of Education and Glenna Gallo, from the Washington State Board of Education – alongside personnel from the National Center on Intensive Intervention – shared perspectives on how special education is defined to espouse commonalities across terminology and services to support students with disabilities. Presentation
This white paper summarizes the proceedings of a summit that was focused on integrating research knowledge on promising approaches into intensive intervention and implementation to improve academic outcomes for students with disabilities who have severe and persistent learning need. In addition, it includes responses from three participants representing perspectives from policy (David Chard, Wheelock College), research (Nathan Clemens, University of Texas at Austin), and practice (Steve Goodman, Michigan Integrated Behavior and Learning Support Initiative).