This report reviews the reach of the NCII tools charts on SEA websites and within SEA policy to support identification and implementation of evidence-based interventions and assessment tools.
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This checklist can be used by teams to help identify ideas to intensify interventions based on their hypothesis for why the student may not be responding to an intervention. The checklist is aligned with the dimensions of the Taxonomy of Intervention Intensity.
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.
Staff from the Exceptional Children department in Charlotte-Mecklenburg Schools convened a group of their teachers in Spring 2020 to share their perspectives and ideas. This advisory group includes approximately 20 teachers of exceptional children across Charlotte-Mecklenburg Schools. In this Voices from the Field video, the National Center on Intensive Intervention spoke with four teachers in the advisory group about their work during COVID-19 restrictions.
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.
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).
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 tool is designed to help educators collect and graph academic progress monitoring data across multiple measures as a part of the data-based individualization (DBI) process. This tool allows educators to store data for multiple students (across multiple measures), graph student progress, and set individualized goals for a student on specific measures.
The purpose of this guide is to provide brief explanations of key practices that can be implemented when working with students in need of intensive intervention in mathematics. Special education instructors, math interventionists, and others working with students who struggle with mathematics may find this guide helpful. Strategies presented in this guide should be used in conjunction with teaching guides developed for specific mathematical concepts.
In this video, Dr. Joe Wehby, Senior Advisor to the National Center for Intensive Intervention and Associate Professor in the Vanderbilt University Department of Special Education, discusses the number of data points needed to make decisions for students with intensive behavior needs.