The facilitating ongoing data team meeting documents can assist teams in ensuring that ongoing meetings for students receiving intensive intervention run smoothly. These tools are intended to support teams as they review student progress monitoring data after the initial intervention plan has been put in place and determine whether the student is making progress at an acceptable rate or if adaptations to the intervention plan are necessary. This suite of tools includes a sample agenda, facilitator guide, participant guide, and note taking template.  

The initial data team meeting documents can assist teams in facilitating an efficient and effective process for analyzing data and designing intensive intervention plans for students.

Before a student is referred for intensive intervention, it is important that the team get a holistic sense of the student, including relevant background information, current performance, current supports and previously attempted intervention(s), and other relevant data. These data meeting tools focused on preparing for the meeting ensure that team members are prepared to discuss students.

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.

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 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 Dr. Daniel Maggin, shares methods for collecting behavioral data, procedures for examining behavioral data, and discusses using behavioral progress monitoring to make programming decisions.

This webinar presented by Dr. Rebecca Zumeta Edmonds, discusses various approaches to progress monitoring, focusing on the value and implications of using progress monitoring to track the growth of students with intensive academic needs. Dr. Zumeta Edmonds walks through the steps of the process for using progress monitoring data to make instructional decisions for individual students.

This webinar, led by Drs. Lynn Fuchs and Lee Kern addresses a challenge faced by many teachers: feeling inundated by data while struggling to find useful information to guide intervention decision-making

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.