Within a multi-tiered system of supports (MTSS), intensive intervention, also known as Tier 3, is designed to support students with the most severe and persistent learning and/or behavior difficulties. This document highlights some common misconceptions about intensive academic and behavior interventions that experts from the Center on Positive Behavioral Interventions and Supports and NCII have observed in supporting the implementation of intensive intervention within the context of MTSS.
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This rubric uses descriptors of the dimensions of the Taxonomy of Intervention Intensity to support teams in selecting and evaluating validated interventions for small groups or individual students. Teams may consider using data available on the National Center on Intensive Intervention Academic Tools Chart and the publishers’ websites as well as results from previous implementation efforts. Each dimension will be rated on a scale of 0– Fails to Address Standard to 3 – Addresses Standard Well. Taxonomy of Intervention Intensity: Academic Rating Rubric Related Resources Taxonomy of Intervention Intensity Resources
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.
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
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).
This log can be used as a daily and weekly record of the implementation of an individual student’s intensive intervention plan. This information, along with progress monitoring graphs, can inform team intervention and data review meetings. You may choose to supplement the logs with additional items or more detailed intervention notes.
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.
In this video, Derrick Bushon, Director of Student Services for Swartz Creek Community Schools, discusses how his district took a systems approach to integrating DBI into schools.
In this video, Lucille Eber, E.D., Statewide Coordinator of Illinois’ Emotional and Behavioral Disabilities (EBD) Network and an NCII Advisory Committee member, discusses the relationship between Tier II and Tier III behavior interventions and whether all kids need to access Tier II prior to Tier III.
In this video, Russell Gersten, Senior Advisor to the National Center on Intensive Intervention and Professor Emeritus at the College of Education at the University of Oregon, discusses the relationship between foundational skills and the core curriculum within intensive interventions.