The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
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This webinar demonstrates how the Taxonomy of Intervention Intensity can support educators in systematically selecting and modifying intensive behavior intervention based on student need.
This webinar explores current practices on behavioral screening within the context of a tiered system of support and provide an overview of NCII’s behavior screening tools chart.
This webinar demonstrates how the Taxonomy of Intervention Intensity can support educators in systematically selecting and modifying intensive literacy interventions based on student need.
Data-based individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. This document introduces and describes the DBI process and how it can be used to support students who require intensive intervention in academics and/or behavior.
This webinar shares an evidence-based framework for providing effective writing instruction including a variety of techniques that teachers can use today to improve their students’ writing.
This webinar presents a data-based decision-making framework to individualize instruction for students with intensive needs in writing.
This webinar discusses the integrated relationship between academics and behavior, reviews a case study example using DBI to provide individualized integrated academic and behavioral support based on student need, and shares behavioral strategies.
This guide provides information critical to developing and implementing an effective school-level intervention program. It is designed to suggest some guiding principles along with examples of how these principles can be operationalized to develop an effective school-level system for meeting the instruction needs of all students.
Norms for oral reading fluency (ORF) can be used to help educators make decisions about which students might need intervention in reading and to help monitor students’ progress once instruction has begun. This paper describes the origins of the widely used curriculum-based measure of ORF and how the creation and use of ORF norms has evolved over time. Using data from three widely-used commercially available ORF assessments (DIBELS, DIBELS Next, and easyCBM), a new set of compiled ORF norms for grade 1-6 are presented here along with an analysis of how they differ from the norms created in 2006.