In this Voices from the Field post, Emma Shanahan reflects on her experiences with progress monitoring and data-based decision making as a teacher and shares findings from her recent research on DBI professional development.
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DBI Process
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Implementation Guidance and Considerations
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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 video features reflections from Bill Rasplica, the former executive director of Franklin Pierce Schools, about his experiences implementing DBI, lessons learned, and recommendations for other district leaders.
This audio story shares New York City's DBI implementation approach, successes, and lessons learned about sustainability
In this Voices from the Field post, we archive the presentations from day 3 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on improving outcomes for students through DBI implementation.
In this Voices from the Field post, we archive the presentations from day 2 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on preparing in-service and pre-service educators and leaders to implement intensive intervention.
In this Voices from the Field post, we archive the presentations from day 1 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on creating the systems to support implementation of intensive intervention.
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.
This checklist can be used by teams to help identify ideas to intensify interventions based on their hypothesis for why the student may not be responding to an intervention. The checklist is aligned with the dimensions of the Taxonomy of Intervention Intensity.
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.