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.
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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.
This course is the second in a series on progress monitoring. This module describes two types of academic progress monitoring measures and considerations for selecting an academic progress monitoring tool.
This course is the first in a series focused on progress monitoring. This module introduces progress monitoring and role progress monitoring plays in the DBI process.
This interactive self-paced module is intended to help educators and administrators learn about using teaming to support the data-based individualization (DBI) process.
This module is intended to help educators and administrators to dive deeper into the steps of the data-based individualization (DBI) process for individualizing and intensifying interventions.
This module provides the foundational information for users interested in learning more about intensive intervention and the DBI process. The module defines intensive intervention and DBI, describes how intensive intervention fits within a tiered system such as MTSS, RTI, or PBIS, demonstrates how intensive intervention can provide a systemic process to deliver specialized instruction for students with disabilities, and provides two case examples to allow viewers to apply new knowledge.
There are a variety of terms used interchangeably to define special education: specially-designed instruction, Tier 3 supports, and intensive intervention, but, do they mean the same thing? In this presentation, delivered at the 2017 OSEP Leadership Conference, state leaders of special education, David Sienko from the Rhode Island Department of Education and Glenna Gallo, from the Washington State Board of Education – alongside personnel from the National Center on Intensive Intervention – shared perspectives on how special education is defined to espouse commonalities across terminology and services to support students with disabilities. Presentation
The purpose of this module is to introduce schools interested in implementing intensive intervention to the infrastructure needed to implement data-based individualization (DBI). The module includes presentation slides with integrated activities and handouts to help teams determine their readiness and develop an action plan for implementation.
This series of lessons from the State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center highlights a research driven approach to coaching. The series begins with an overview lesson and includes additional lessons that cover how to deliver effective and efficient prompting, performance feedback, and scaffolding and using data to identify recipients current phase of learning. A coaching practice profile is also available.