In this video, Mary Little, Professor and Program Coordinator of the Department of Child, Family, and Community Services at the University of Central Florida discusses why data and data-based decision making is such a critical part of instruction and intervention.
Few evidence-based resources exist for supporting elementary and secondary students who require intensive intervention—typically Tier 3 within a multi-tiered system of supports (MTSS).
The purpose of this document is to provide content-specific examples of how to structure educator-level and/or systems-level coaching as a mechanism to ensure ongoing professional learning to support tiered intervention.
In this guide, we explain how educators can establish IEP goals that are measurable, ambitious, and appropriate in light of the student's circumstances. Four important steps are required for setting a valid goal for individual student performance: selecting a measure, establishing baseline performance, choosing a strategy for setting the goal, and writing a measurable goal.
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
AIR GBG is a universal classroom management strategy designed to teach increase on task behavior and reduce aggressive and disruptive behavior. An evidence-based intervention, AIR GBG has been linked to positive short-term behavior outcomes and long-term outcomes such as reduction of drug and alcohol use and suicide ideation and attempts
This free online course from AIR was designed as an introduction to SEL for educators who endeavor to create a well-rounded educational experience. This course is designed for all educators to ensure that the whole school community is engaged in the adoption and implementation of sustainable SEL practices.
Creating Safe, Equitable, Engaging Schools helps school leaders make sense of the various evidence-based resources and frameworks, including MTSS, designed to support the whole child.
This brief evolved from a larger Robert Wood Johnson Foundation–funded project to examine the intersection of and alignment between social and emotional learning (SEL) and school climate. It includes the ten key ideas that emerged from a two-day discussion of SEL and school climate with practice leaders in April 2016.
The Stop, Think, Act: Ready to Assess toolkit, is available at no cost from AIR SEL Solutions. It 1) highlights the importance of implementation readiness and the conditions that foster SEL and development; 2) includes assessments of learning conditions in and out of school; and 3) updates the list of available social and emotional competency assessments.
This log can be used as a daily and weekly record of the implementation of an individual student’s intensive intervention plan and can provide fidelity data used withing individual problem solving meetings.
NCII has created a series of tools to help teams establish efficient and effective individual student data meetings. These include sample agendas, note taking forms, facilitator materials, and problem solving tools.
Since 2011 the National Center on Intensive Intervention (NCII) has worked to build the capacity of state and local education agency personnel, university faculty, practitioners and other stakeholders to support the implementation of intensive intervention in reading, mathematics, and behavior for students with severe and/or persistent learning and behavioral needs, often in the context of thei
This fourteen minute video, developed by NCII in partnership with the Wyoming Department of Education and staff and students from Laramie County School District # 1, shares Wyoming’s journey in building the capacity of educators to implement data-based individualization (DBI) to improve academic and behavior outcomes for students with disabilities as part of their state systemic improvement pla
The Taxonomy of Intervention Intensity can be used to select or evaluate an intervention platform used as the validated intervention platform or the foundation of the DBI process. It can also be used to guide the adaptation of intensification of an intervention during the intervention adaptation step of the DBI process.