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 Supplemental Resources/Documents Taxonomy of Intervention Intensity
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. A presentation discussing the process will also be added soon.
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.
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.
These five screening one-page documents provide a brief overview of each of the NCII screening standards. They include a definition and information on why that particular standard is important for understanding the quality of screening tools.
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.
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.