This module provides an overview of how to use informal diagnostic data to individualize academic intervention. The module is intended to help educators learn how to use practical and efficient approaches to collect and analyze data and develop a hypothesis about why a student has not yet responded to an interventionAt the end of the training participants will be able to:

In this webinar, presenters share strategies for data-based decision making and problem solving for youth behavior and mental health across the tiers of an MTSS framework and answer questions from the audience.

This webinar describes how the RIOT/ICEL matrix can support problem-solving by helping teams to organize their diagnostic data, refine hypotheses, and guide decision making.

This resource is a companion to NCII’s Clarifying Questions to Create a Hypothesis to Guide Intervention Changes: Question Bank and provides additional questions for teams to consider for students who are English learners.

This document addresses five guiding questions for educators to consider when reviewing and interpreting assessment data for English Learners and includes links to selected resources.

This brief offers recommendations to support educators to efficiently collect, analyze, and use diagnostic data to adapt or intensify intervention.

The purpose of this training is to gain foundational knowledge of how all behavior serves a purpose or function. This foundational knowledge is core to understanding behavior, supporting students with challenging behavior, and diagnosing the function of behavior and developing effective behavioral interventions. This module introduces function of behavior and provides suggestions for how you can use this understanding within the context of a data-based individualization (DBI) process. While this module briefly mentions the role of a Functional Behavioral Assessment (FBA), this is not the focus of this module.

This question bank includes questions that teams can use to develop a hypothesis about why an individual or group of students may not be responding to an intervention.

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).

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.