This series is intended for educators at the state and local level who work with secondary students with intensive behavioral needs during virtual learning and the return to in-person.
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DBI Process
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Implementation Guidance and Considerations
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This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings.
This brief presents an overview of how social and emotional learning (SEL) relates to intensive intervention and offers sample strategies for skill building among students in need of intensive learning, social, emotional, and behavioral supports.
This two page handout highlights how to use the Taxonomy of Intervention Intensity when selecting, evaluating, and intensifying interventions for students who are English learners (ELs). Specific considerations for ELs are provided across the dimensions of strength, dosage, alignment. attention to transfer, comprehensiveness, behavioral support, and individualization.
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.
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.
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.
The Behavioral Intervention Tools Chart is comprised of studies conducted on programs beyond the core procedures (e.g., school-wide, basic classroom organization and management) that target small groups or individual students with social, emotional, or behavioral problems whose performance is non-responsive to the core procedures. The chart displays the study’s results and ratings of the study’s quality, information on the program administration, and whether additional research has been conducted on the program. The chart is intended to assist educators and families in becoming informed consumers who can select behavioral intervention programs that address their specific needs. The presence of a particular program on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Behavioral Intervention or NCII.
The Academic Intervention Tools Chart is comprised of studies conducted on programs beyond the core curriculum that target small groups or individuals with the goal of improving academic outcomes for students whose performance is non-responsive to the core procedures. The chart displays the study’s results and ratings of the study’s quality, provides information on the program administration and whether additional research has been conducted on the program. The chart is intended to assist educators and families in becoming informed consumers who can select academic intervention programs that address their specific needs. The presence of a particular program on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Academic Intervention or NCII.