Master Progress Monitoring Assessment: Join Our Exclusive 4-Part Virtual Workshop Series!Are you ready to enhance your progress monitoring skills and learn to use data to drive meaningful outcomes for your students? Join National Center on Intensive Intervention (NCII) experts for the first two sessions of our four-part virtual workshop series to master progress monitoring assessment techniques, a key component of the data-based individualization (DBI) process essential for tailoring instruction to individual learner needs.Joining the 101 Workshop Series is your first step toward mastering progress monitoring. This workshop series will ground you in the essentials of progress monitoring and prepare you to effectively integrate this assessment strategy into the DBI process.
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This three-part course provides a guide to available NCII self-paced learning courses that focus on academic progress monitoring. The collection begins with an overview of progress monitoring and the role of progress monitoring within the DBI process. The second module focuses defining two types of academic progress monitoring measures (general outcome measures and mastery measures) and considerations for identifying a target behavior and selecting a valid and reliable academic progress monitoring tool. The final module focuses on how you collect, graph, and make decisions based on academic progress monitoring data. While it is possible to take the courses individually or in a different order, this collection provides a suggested order for engaging in learning about academic progress monitoring.
This course collection provides a guide to available NCII courses for those who are newer to the DBI process or interested in learning more about how intensive intervention can support students with severe and persistent learning and/or social, emotional, or behavioral needs.
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.
This brief highlights how to use culturally and linguistically aligned strategies to support multilingual learners within an multi-tiered system of supports framework
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.
View the webinar recording from the December 14, 2023 webinar focused on 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 (ELs). Teams may use these questions when considering a student’s progress monitoring data, intervention fidelity data, and informal diagnostic data.
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.