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.

The Behavioral Intervention Tools Chart is comprised of studies conducted on programs beyond the core procedures (e.g., school-wide, basic classroom organization and management) that target small groups or individual students with social, emotional, or behavioral problems whose performance is non-responsive to the core procedures. The chart displays the study’s results and ratings of the study’s quality, information on the program administration, and whether additional research has been conducted on the program.

The Behavior Progress Monitoring Tools Chart is comprised of evidence-based progress monitoring tools that can be used to assess students’ social, emotional or behavioral performance, to quantify a student's rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. The chart displays ratings on technical rigor of performance level standards (reliability and validity) and growth standards (sensitivity and decision rules) and provides information on the whether a bias analysis was conducted, and key usability features.

Children with severe needs related to behavior and/or social or emotional skills may benefit from intensive intervention. Universal screening may be used to identify children who require behavior intervention, including intensive intervention. The behavior screening tools chart provides ratings of a screener's ability to identify students who may need more intensive support.

The Academic Intervention Tools Chart is designed to assist educators and families in becoming informed consumers who can select interventions that best meet their individual needs. The Center's Technical Review Committee (TRC) on Academic Interventions independently established a set of criteria for evaluating the scientific rigor of studies demonstrating the efficacy of instructional intervention programs. The TRC rated each submitted study against these criteria but did not compare it to other studies on the chart.

The Academic Progress Monitoring Tools Chart is designed to assist educators and families in becoming informed consumers who can select academic progress monitoring tools that best meet their individual needs. The Center's Technical Review Committee (TRC) on Progress Monitoring independently established a set of criteria for evaluating the scientific rigor of progress monitoring tools. The TRC rated each submitted tool against these criteria but did not compare it to other tools on the chart.

The Academic Screening Tools Chart was developed to assist educators and families in becoming informed consumers who can select academic screening tools that best meet their individual needs. The Center's Technical Review Committee (TRC) on Screening independently established a set of criteria for evaluating the scientific rigor of screening tools. The TRC rated each submitted tool against these criteria but did not compare it to other tools on the chart.

The MTSS for ELs: Literacy Implementation Rubric is intended to be used by individuals or teams who are responsible for monitoring school-level fidelity of a multitiered system of supports (MTSS) for English learners, including MTSS, bilingual, literacy, and English language development specialists or coaches; school principals; and teacher leaders. The rubric is aligned with the essential components of MTSS for literacy and the infrastructure that is necessary for successful implementation. It is accompanied by a worksheet and action planning document with guiding questions.

In this video developed for the Illinois Center for School Improvement, Dr. Rebecca Zumeta Edmonds discusses how screening tools can provide a more accurate measure of at-risk students within the context of a multi-tiered system of supports.

This brief developed by the Center on Great Teachers & Leaders outlines a framework for coherence that supports states in connecting college and career readiness standards, multi-tiered systems of support (MTSS), and educator effectiveness by capitalizing on their shared goal: improving instructional quality to enhance educational outcomes for students. The brief asks readers to examine the shared goals, context, and identify instructional connections across initiatives that support better learning outcomes for all students.