Students who require intensive intervention often have social, emotional, and behavioral challenges that impact their ability to be successful in school as well as in their community. Getting along with others, paying attention, following directions, making responsible decisions, and managing emotions are challenges for many students who require intensive intervention, and may be linked to difficulties with executive functioning, communication, and academic learning.
This guide describes the setup and use of the EWIMS process based on data-driven decision-making research. The aim of this guide is to support school and district efforts to systematically identify students who are showing signs of being offtrack in school (an early indicator of risk for achieving key educational milestones like on-time graduation), match these students with appropriate interventions, and monitor students’ progress within those interventions.
Building a Multi-System Trauma-Informed Collaborative is designed to help child-serving agencies and their partners build a coordinated and more effective response to child trauma, and to support jurisdictions as they look to further coordinate services and response across diverse stakeholders.
The guide is intended for an audience of state or local policymakers, public agency administrators, trauma experts, provider partners, and other stakeholders. The guide:
Since the federal government has developed a variety of resources and different stakeholders have different needs, NCSSLE developed a set of directories that include useful federal resources on school discipline and climate for different groups of education stakeholders. Each includes information on federally-developed capacity-building tools; data, measurement and reporting; policy guidance; and a compilation of technical assistance centers where readers can get help.
This report describes how chronic absence and conditions for learning are interconnected issues that can have an impact on a child's educational success. The report identifies specific conditions for learning within MTSS that can improve school experiences for students and staff and help reduce absenteeism and improve academic outcomes.
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).
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. Although this guide presents the steps that educators can take to set appropriate IEP goals, all members of the IEP team, including families, should be involved in discussions about setting the goal.
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. This document provides examples of coaching supports, models, and functions within the context of tiered intervention (e.g., RtI, PBIS, MTSS) and data-based decision making (e.g., data-based individualization [DBI]) for educators who already have foundational knowledge and/or experience with coaching.
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). Filling a gap in the field, this book brings together leading experts to present data-based individualization (DBI), a systematic approach to providing intensive intervention which is applicable to reading, math, and behavior. Key components of the DBI process are explained in detail, including screening, progress monitoring, and the use and ongoing adaptation of validated interventions.
If you are like most educators, you agree with the idea of providing intensive intervention for students with the most intractable academic and behavior problems. The question you may be asking is, how do I find the time? Intensive intervention requires time for planning and delivering individualized instruction, as well as time for collecting and analyzing progress monitoring and diagnostic data, developing intervention plans, and making changes to plans when needed.