Data teams can use these checklists to monitor implementation of the initial planning meetings for individual students with intensive needs and ongoing review (progress monitoring) meetings.

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.

This webinar, led by Dr. Lynn Fuchs of Vanderbilt University and Dr. Lee Kern of Lehigh University, addresses a challenge faced by many teachers: feeling inundated by data while struggling to find useful information to guide intervention decision-making. The webinar focuses on: (a) common progress monitoring measures in academics and behavior, (b) key considerations for optimizing data collection, and (c) structured questions for analyzing graphed progress monitoring data patterns.

This Excel tool is designed to help educators collect academic progress monitoring data across multiple measures as a part of the data-based individualization (DBI) process. This tool allows educators to store data for multiple students (across multiple measures), graph student progress, and set individualized goals for a student on specific measures.

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.

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 plan (SSIP).

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 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.