This log can be used as a daily and weekly record of the implementation of an individual student’s intensive intervention plan. This information, along with progress monitoring graphs, can inform team intervention and data review meetings. You may choose to supplement the logs with additional items or more detailed intervention notes.
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Intensive intervention teams can use these checklists to monitor implementation of the data-based individualization (DBI) process during initial planning and ongoing review (progress monitoring) meetings in order to ensure teams develop high quality student plans. These detailed checklists may be most beneficial for less experienced teams. As teams become more familiar with DBI implementation, they may choose to use the checklists less frequently or focus on only a subset of items.
NCII presented a special session at the National Association of School Psychologists (NASP) 2016 Annual Convention. Presenters included Drs. Laura Berry Kuchle, Christopher Lemons, Chris Riley-Tillman, and Lou Danielson. The session (1) shared the importance of intensive intervention, (2) described data-based individualization (DBI), a process for adapting academic and behavioral interventions to meet individual needs, (3) described tools to evaluate implementation of key components of DBI, (4) discussed implementation patterns in NCII’s partner schools and lessons learned from NCII's technical assistance with schools and districts, and (5) shared resources available from NCII.
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.
NCII presented a strand at Center for Exceptional Children (CEC) 2015 Convention and Expo. The strand, "How Can We Make Intensive Intervention Happen? Considerations for Knowledge Development, Implementation, and Policy," address the range of issues schools and districts encounter as they attempt to implement intensive intervention—knowledge and skills, systems to support and evaluate implementation, and policy context.
This training module explains the purpose and rationale for secondary or Tier 2 interventions, (a) as part of a larger multi-tiered system of support (MTSS), and, (b) in laying the groundwork for effective intensive intervention. It also provides a review of the essential elements that should be in place for secondary interventions to function effectively and promote functional intensive interventions.
NCII presented a Strand at CEC 2014 Convention and Expo focused on intensive intervention. The Strand Using Intensive Intervention to Meet the Academic and Behavior Needs of Struggling Learners provided participants with an overview of how principles of intensive intervention may be applied to students with severe and persistent learning needs across reading, mathematics, and behavior. The Strand included three content-oriented sessions focused on reading, mathematics, and behavior and one panel session covering common implementation issues associated with provision of intensive services
This checklist can be used by intervention providers or planning teams to review, document, and improve implementation of the data-based individualization (DBI) process and monitor whether the student intervention plans were implemented as intended.
This webinar was co-hosted by the National Center for Systemic Improvement (NCSI) and NCII. In the webinar, presenters Drs. Chris Lemons, Chris-Riley-Tilman, Laura Kuchle and Sarah Arden, discussed the role of NCSI and NCII as their work align with the push towards Results Driven Accountability (RDA). Additionally, this webinar shared considerations for implementing intensive intervention within an MTSS framework and monitoring fidelity of implementation as a mechanism to improve outcomes for students with disabilities as part of RDA.
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Near School of Education at the University of Connecticut and NCII Trainer & Coach, discusses importance of consistency when selecting, administering, and scoring progress monitoring tools.