This question bank includes questions that teams can use to develop a hypothesis about why an individual or group of students may not be responding to an intervention. The hypothesis should help guide intervention planning and selection of intensification strategies using the Intervention Intensification Strategy Checklist. When developing a hypothesis, teams should consider the intervention design, fidelity of implementation, and learner needs. Intervention fidelity data collected using the Student Intervention Implementation Log and informal diagnostic data may help teams answer the questions included in the question bank.
Implementation Guidance and Considerations
Returning to School: Considerations for Students with the Most Intensive Behavioral Needs. A Guide to Supporting Students With Disabilities, Their Families, and Educators
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.
Successful implementation of a multi-tiered system of supports (MTSS) and, specifically, intensive intervention through the data-based individualization (DBI) process, demands the collection and analysis of data. As teams consider data collection, challenges may occur with assessment administration, scoring, and data entry (Taylor, 2009). This resource reviews three data collection and entry challenges and strategies to ensure data about risk status and responsiveness accurately represent student performance and minimize measurement errors.
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.
Supporting Implementation of Data-based Individualization: Lessons Learned from NCII’s First Five Years
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 webinar, presented by Kate Augustyn, Debra Jennings, and Kelly Orginski, discusses the importance of family engagement and provides examples of ways to engage families to support students.
The MTSS Fidelity of Implementation Rubric and Summary Sheet are for use by individuals responsible for monitoring the school-level fidelity of MTSS implementation.