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.
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Implementation Guidance and Considerations
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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.
This handout describes three validated goal-setting strategies educators can use to set intervention goals using general outcome measures.
This handout briefly defines the seven dimensions of the Taxonomy of Intervention Intensity for academics and behavior. The Taxonomy of Intervention Intensity was developed based on research to support educators in evaluating and building intervention intensity. The seven dimensions include strength, dosage, alignment, attention to transfer, comprehensiveness, behavior or academic support, and individualization.
This question bank includes questions that teams can use to develop a hypothesis about why an individual or group of students may not be responding to an intervention. The hypothesis should help guide intervention planning and selection of intensification strategies using the Intervention Intensification Strategy Checklist. When developing a hypothesis, teams should consider the intervention design, fidelity of implementation, and learner needs. Intervention fidelity data collected using the Student Intervention Implementation Log and informal diagnostic data may help teams answer the questions included in the question bank.
This Innovation Configuration can serve as a foundation for strengthening existing preparation programs so that educators exit with the ability to use various forms of assessment to make data-based educational and instructional decisions within an MTSS. The expectation is that these skills can be further honed and supported through inservice as practicing teachers.
This two page handout highlights how to use the Taxonomy of Intervention Intensity when selecting, evaluating, and intensifying interventions for students who are English learners (ELs). Specific considerations for ELs are provided across the dimensions of strength, dosage, alignment. attention to transfer, comprehensiveness, behavioral support, and individualization.
This guide was developed by Melanie Kowalick an MTSS Curriculum Specialist in Wichita Falls Independent School District. This planning guide may be used for planning short intervention activities, review and practice activities, or progress monitoring checks. During school closures, we learned that virtual intervention does not look the same as face-to-face intervention. Parent support and planning are going to be the key to helping our students who have difficulties with reading and mathematics. For educators or parents, part of this support includes simple ways to monitor student progress.
This rubric uses descriptors of the dimensions of the Taxonomy of Intervention Intensity to support teams in selecting and evaluating validated interventions for small groups or individual students. Teams may consider using data available on the National Center on Intensive Intervention Academic Tools Chart and the publishers’ websites as well as results from previous implementation efforts. Each dimension will be rated on a scale of 0– Fails to Address Standard to 3 – Addresses Standard Well. Taxonomy of Intervention Intensity: Academic Rating Rubric Related Resources Taxonomy of Intervention Intensity Resources