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.
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The course is made up of multiple modules. Modules ranges from 2-5.5 hours to complete. In total it is expected to take 17-20 hours to complete the full course. Module completion certificates are available for each module within the course. You may complete the modules in one sitting or return at a later time to complete it.View Course
This module is intended to help educators and administrators understand the dimensions of the Taxonomy of Intervention Intensity and how it can be used to select, evaluate, and intensify interventions.
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.
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).
This activity was developed by Michelle Silvia, reading coach at Robert F. Kennedy Elementary School in Providence, Rhode Island. This lesson illustrates the use of Elkonin boxes in a virtual setting and includes three variations. Elkonin boxes are an instructional method used to build phonological awareness by segmenting words into individual sounds or phonemes. Elkonin boxes are commonly used in the early elementary grades or with students who need additional phonics interventions. This lesson includes a tip sheet as well as PowerPoint templates that can be used to support the use of Elkonin boxes in virtual settings by allowing the student to click and drag a "token" on the screen. The examples illustrate variations for use with tokens, letter tiles, and word building
This activity was developed by Etmi Lopes Martins, school psychologist at Robert F. Kennedy Elementary School in Providence, Rhode Island. This lesson includes a tip sheet and a video tutorial that demonstrates how to create and implement the 5-point scale in a virtual setting. A 5-point scale is a simple social and emotional learning tool that can help students with self-management. To learn more about self-management and the 5-point scale, visit NCII’s behavioral strategy guide.
This activity was developed by Tammy Moran a special education teacher in Ferris Independent School District. In this lesson, she illustrates the use of the Understand-Plan-Solve-Evaluate (UPSE) Method. This method is a problem-solving strategy that can be used to support students struggling with word problems. The lesson can be used synchronously or asynchronously and does not require using multiple platforms. This collection includes a tip sheet, a video example, slides to facilitate the lesson, a UPSE template, and reflection questions.
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.