This handout briefly defines the seven dimensions of the Taxonomy of Intervention Intensity for academics and behavior. The Taxonomy of Intervention Intensity was developed based on research to support educators in evaluating and building intervention intensity. The seven dimensions include strength, dosage, alignment, attention to transfer, comprehensiveness, behavior or academic support, and individualization.
Implementation Guidance and Considerations
This presentation was delivered by Dr. Tessie Rose Bailey as part of the Colorado Multi-Tiered System of Support Virtual Summit 2020. In the presentation, Dr. Bailey focused on considerations for providing virtual intervention and progress monitoring and highlights resources developed by the National Center on Intensive Intervention. Related Resources Find additional resources for educators and families support students at home Supporting Students With Intensive Needs During COVID-19
NCII’s Faculty Professional Learning Series is an opportunity for teacher preparation faculty and professional development providers to learn from colleagues and NCII experts about available tools and resources to enhance coursework, field experiences, and professional development opportunities related to intensive intervention. Webinar 1: Preparing Teachers to Deliver Intervention in Virtual Settings This webinar presented five practical strategies for adapting preparation and professional learning experiences to help teachers develop skills for delivering intensive intervention in virtual settings.
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.
In this webinar, Dr. Sarah Powell an Associate Professor in the Department of Special Education at the University of Texas at Austin introduces a new free resource from NCII that can be used by faculty to develop or supplement coursework to ensure educators are prepared to support students with intensive math needs. The Intensive Intervention Math Course Content consists of eight modules covering a range of math related topics. Each module includes video lessons, activities, knowledge checks, practice-based opportunities, and more! In this webinar, Dr. Powell reviews the content available, discusses how it could be used as you develop courses, and answers questions that you might have.
This log can be used as a daily and weekly record of the implementation of an individual student’s intensive intervention plan. This information, along with progress monitoring graphs, can inform team intervention and data review meetings. You may choose to supplement the logs with additional items or more detailed intervention notes.
What is an evidence-based practice? How do I know if evidence shows that a practice will be right for my students? Many practitioners ask these critical questions every day as they are faced with making decisions regarding how to best meet the needs of their students.
This webinar, presented by Laura Magnuson, a technical assistance provider for NCII, provides an overview of the rationale and purpose for secondary or Tier 2 interventions.
Teachers often note that students struggle with the transition between core instruction and intervention in mathematics. Thus, the purpose of these curriculum crosswalks is to identify points of alignment and misalignment between commonly used mathematics intervention and core instructional materials, with a particular focus on mathematics practice standards and vocabulary. We offer recommendations for improving alignment to help students more successfully participate in math instruction across settings. Math Curriculum Crosswalk: Grade 1 Math Curriculum Crosswalk: Grade 2 Math Curriculum Crosswalk: Grade 3