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Accessibility Statement The National Center on Intensive Interventions (NCII) is committed to making its website and all of its electronic and information technology accessible to the widest possible audience, including individuals with disabilities. NCII complies with Federal law by implementing the regulations of Section 508 of the Rehabilitation Act of 1998, which requires that Federal agencies ensure that all of their electronic and information technology is usable by individuals with disabilities. Additionally, this means that users with disabilities are able to obtain and use information provided on websites.
This website was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005 (2011-2016) and H326Q160001 (2016-2021). Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this website is intended or should be inferred.
This page is intended to help college and university faculty locate information, tools, and resources to support developing, modifying, or enhancing coursework and field experiences related to intensive intervention implementation.
This page is intended to help educators and other building-based personnel find tools and resources to support students with intensive needs, including students with disabilities and those who have not responded to validated intervention programs delivered with fidelity. General and special education teachers, interventionists, school psychologists, school counselors, and others may find this information helpful.
This page is intended to help trainers and coaches find materials, resources, and tools to support intensive intervention implementation at the building, district and/or state levels. Trainers and coaches provide professional development supports.
This page is intended to help state and local leaders, including school, district, and state administrators and staff responsible for leading multi-tiered systems of support (MTSS) and special education initiatives, find tools and resources to support data-based individualization (DBI) implementation.