With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting. This collection of frequently asked questions is intended to provide a starting place for consideration.
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The purpose of this document is to provide content-specific examples of how to structure educator-level and/or systems-level coaching as a mechanism to ensure ongoing professional learning to support tiered intervention. This document provides examples of coaching supports, models, and functions within the context of tiered intervention (e.g., RtI, PBIS, MTSS) and data-based decision making (e.g., data-based individualization [DBI]) for educators who already have foundational knowledge and/or experience with coaching.
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
This two page handout defines the Taxonomy of Intervention Intensity through guiding questions and highlights when the Taxonomy of Intervention Intensity can be used within the data-based individualization (DBI) process. Teams can use the dimensions to evaluate a current intervention, select a new intervention and intensify interventions when students do not respond.
In this webinar, Dr. Sarah Powell an Associate Professor in the Department of Special Education at the University of Texas at Austin highlights freely available tools and resources that can help educators consider a scope and sequence for math skills, assessment and intervention practices, instructional delivery, concepts and procedures for whole and rational numbers, intensification considerations, and more. The webinar reviews the content available from the Intensive Intervention Math Course Content. The course content consists of eight modules covering a range of math related topics. Each module includes video lessons, activities, knowledge checks, practice-based opportunities, coaching materials and other resources.
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.
Data-based individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. The DBI process includes five iterative steps:
This checklist can be used by intervention providers or planning teams to review, document, and improve implementation of the data-based individualization (DBI) process and monitor whether the student intervention plans were implemented as intended.
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 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).