This IRIS Star Legacy Module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the IRIS Center and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).
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The pandemic has disrupted and, in many cases hindered, learning for all students – most particularly for our most vulnerable populations. Data literacy is key to understanding and tailoring instructional decisions to address students’ varying needs. In this webinar panelists discuss strategies and frameworks to ensure educators are data literate and understand how data literacy can help districts and schools address learning opportunity gaps.
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. Teams may consider using data available on the National Center on Intensive Intervention Academic Tools Chart and the publishers’ websites as well as results from previous implementation efforts. Each dimension will be rated on a scale of 0– Fails to Address Standard to 3 – Addresses Standard Well. Taxonomy of Intervention Intensity: Academic Rating Rubric Related Resources Taxonomy of Intervention Intensity Resources
This resource developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually. It includes guiding questions and considerations for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.
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.
In this Voices From the Field piece, the National Center on Intensive Intervention (NCII) talks with Justyn Poulos, director of MTSS at the Office of the Superintendent of Public Education (OSPI), about how he and his team shifted their annual MTSS Fest conference from a face-to-face event to a virtual event in less than 3 weeks due to COVID-19 restrictions. Justyn shares how his team modified their event plans and what they learned from the experience about how to engage participants in the future.
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.
If we don’t implement critical components of an intervention with consistency, we cannot link student outcomes to the instruction provided. Fidelity can help us to determine the effectiveness of an intervention, and identify if a student requires more intensive supports. This resource outlines five elements of fidelity and provides guiding questions for each.
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.
This fourteen minute video shares Wyoming’s journey in building the capacity of educators to implement data-based individualization (DBI) to improve academic and behavior outcomes for students with disabilities as part of their state systemic improvement plan (SSIP). Wyoming administrators, teachers, parents and students from Laramie County School District # 1 and preschool sites share how DBI implementation impacted teacher efficacy, team meetings, quality of services, student confidence, and state and local collaboration.