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.

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. It is critical that these meetings are driven by data, occur regularly, and use an efficient, consistent process that allows participants to review progress and make intervention decisions for students.

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 within individual problem solving meetings.

If we don’t implement critical components of an intervention with consistency, we cannot link student outcomes to the instruction provided. Fidelity can help us to determine the effectiveness of an intervention, and identify if a student requires more intensive supports. This resource outlines five elements of fidelity and provides guiding questions for each.

NCII, through a collaboration with the University of Connecticut and the National Center on Leadership in Intensive Intervention and with support from the CEEDAR Center, developed course content focused on enhancing educators’ skills in explicit instruction, intensive mathematics intervention, behavior support and intensive reading intervention.

NCII developed a series of behavioral strategies to support teachers working with students with primary academic deficits and challenging behaviors. Each strategy incorporates key terminology, an overview of the purpose, and all associated materials. The strategies also integrate approaches for intensification for students with more challenging behaviors.

NCII developed a series of mathematics lessons and guidance documents to support special education instructors, mathematics specialists, and others working with students who struggle with mathematics. These lessons and activities are organized around six mathematics skill areas that are aligned to college– and career-ready standards, and incorporate several instructional principles that may help intensify and individualize mathematics instruction to assist teachers and interventionists working with students who have difficulty with mathematics.

NCII provides a series of reading lessons to support special education instructors, reading interventionists, and others working with students who struggle with reading. These lessons, adapted with permission from the Florida Center for Reading Research and Meadows Center for Preventing Educational Risk, address key reading and prereading skills and incorporate research-based instructional principles that can help intensify and individualize reading instruction.

The National Center on Intensive Intervention (NCII) developed this self-paced module to increase users' knowledge of intensive intervention and data-based individualization (DBI). The module defines intensive intervention and DBI, describes how intensive intervention fits within a tiered system such as MTSS, RTI, or PBIS, demonstrates how intensive intervention can provide a systematic process to deliver specialized instruction for students with disabilities, and includes two case examples to allow viewers to apply new knowledge.