Using the NCII Tools Charts to Help Prepare Students in Graduate and Undergraduate Programs

Using the NCII Tools Charts to Help Prepare Students in Graduate and Undergraduate Programs

By Jill Pentimonti, Ph.D., Jade Wexler, Ph.D.

NCII has six tools charts that offer information on the technical rigor of academic and behavioral interventions and assessments. Educators, families, and others can use these tools charts to become better informed consumers and ensure that selected interventions and assessments meet their needs. In this Voices from the Field video, Jill Pentimoni, Ph.D. from NCII and the University of Notre Dame and Jade Wexler, Ph.D. from the University of Maryland discuss how they used the tools charts in a graduate class to help prepare and inform students about the technical criteria used to review tools on the academic intervention tools chart. Dr. Wexler also shares how she has used the charts within undergraduate courses.


About the author

Jill Pentimonti
Jill Pentimonti, Ph.D.
/ University of Notre Dame

Jill Pentimonti, Ph.D., Director of Research Advancement at the University of Notre Dame, currently serves as the Co-Lead for Knowledge Development for the NCII. In this role, she manages and oversees activities related to developing and synthesizing knowledge on intensive interventions. This includes managing procedures related to the submission of interventions and assessments from vendors, expert review of interventions and assessments, and communication of review results to consumers.

Jade Wexler
Jade Wexler, Ph.D.
/ University of Maryland

Jade Wexler, Ph.D., is an associate professor of special education in the Counseling, Higher Education, and Special Education Department at the University of Maryland. Her current research interests include developing and testing reading interventions to support adolescents with reading difficulties and disabilities in the content-area and supplemental intensive intervention settings and designing and evaluating professional development, literacy coaching, and school-wide service delivery models to support teachers’ implementation of evidence-based literacy practices at the secondary level.