NCII, through a collaboration with the University of Connecticut, developed a set of course modules focused on developing educators’ skills in using explicit instruction. These course modules are designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of explicit instruction.

This webinar describes how the RIOT/ICEL matrix can support problem-solving by helping teams to organize their diagnostic data, refine hypotheses, and guide decision making.

This checklist can be used by teams to help identify ideas to intensify interventions based on their hypothesis for why the student may not be responding to an intervention. The checklist is aligned with the dimensions of the Taxonomy of Intervention Intensity.

This template is intended to assist with the planning and documentation of dimensions of an intervention for small groups or an individual student within the data-based individualization (DBI) process.

This collection highlights a sampling of articles focused on intensive intervention and data-based individualization (DBI). Although there is a wealth of research on key components of the DBI process (e.g., progress monitoring, validated intervention programs), this list is not intended to include articles that focus on specific steps in the DBI process, nor is it an exhaustive review of all available literature. In the list below, we highlight seminal research on DBI and articles published since 2011, when NCII was first funded.

This webinar discusses classroom management strategies educators can apply to improve access and outcomes for students with disabilities and students with intensive needs.

This webinar explains the rationale for using intensive intervention, walks participants through the five steps of the data-based individualization (DBI) process, and highlights practical lessons learned from implementation efforts across the country.

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.

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 illustrates considerations for implementing data-based individualization (DBI) with ELs that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs.