This IRIS Star Legacy Module, first in a series of two, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. 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).
Implementation Guidance and Considerations
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).
NCII partnered with Project STAIR (Supporting Teaching of Algebra: Individual Readiness) to host a series of three webinars focused on implementing data-based individualization (DBI) with a focus on mathematics during COVID-19 restrictions.
In this webinar, Drs. Tessie Rose Bailey and Zach Weingarten from the National Center on Intensive Intervention and the PROGRESS Center, as well as Thom Jones from the Wyoming Department of Education and Justine Essex from Freedom Elementary School in Cheyenne, Wyoming shared how to set ambitious goals for students by selecting a valid, reliable progress monitoring measure, establishing baseline performance, choosing a strategy, and writing a measurable goal.
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.
Teams are a vital part of an effective multi-tiered system of supports (MTSS) across both academics and behavior as well as special education. Making connections across the across the various teams used in MTSS and special education can be challenging. This resource from NCII and the PBIS Center, provides information about how DBI can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.
The DBI Implementation Rubric and the DBI Implementation Interview are intended to support monitoring of school-level implementation of data-based individualization (DBI). The rubric is based on the structure of the Center on Response to Intervention’s Integrity Rubric and is aligned with the essential components of DBI and the infrastructure that is necessary for successful implementation in Grades K–6. It describes levels of implementation on a 1–5 scale across DBI components. The rubric is accompanied by the DBI Implementation Interview which includes guiding questions that may be used for a self-assessment or structured interview of a school’s DBI leadership team.
These two modules from the IRIS Center introduce users to progress monitoring in reading and mathematics. Progress monitoring is a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers. Because the overall progress monitoring process is almost identical for any subject area, the content in the two modules is very similar.
An effective and efficient data system is essential for successful implementation of a multi-tiered system of support (MTSS). However, prior to selecting an appropriate system, schools and districts must identify what its staff and community need and what resources the district or school has to support an MTSS data system. This two-step tool can help teams to consider both what their needs are and to evaluate available tools against those needs. Step 1 can help your team systematically identify and document your MTSS data system needs and current context and step 2 focuses on selecting and evaluating a data system for conducting screening and progress monitoring within a tiered system of support based on the identified needs and context from step 1