Implementation Examples and Lessons Learned from the Field

During the first five years of the National Center on Intensive Intervention (NCII), NCII staff have documented lessons learned from the 26 schools that NCII has supported through intensive technical assistance (TA) as well as schools in five high-performing districts that were used as knowledge development sites. Explore the two papers below to learn more about lessons learned through NCII TA as well as schools that have been successfully able to support students with disabilities.  

Supporting Implementation of Data-based Individualization: Lessons Learned from NCII’s First Five Years

The purpose of this document is to provide an overview of the Center’s accomplishments and to highlight a set of lessons learned from the 26 schools that implemented intensive intervention while receiving technical support from the Center. These lessons include:

  1. Support from leadership is essential for successful implementation of DBI.
  2. Solid Tier 1 and 2 foundations allowed school staff to focus efforts on DBI.
  3. Starting small and moving forward one step at a time facilitates success.
  4. Formalizing procedures through standardized protocols helps ensure ongoing DBI implementation.
  5. Committing to trust the process led to successful DBI implementation.

Read the full report to review the methodology, guidance for practitioners who are interested in implementing intensive intervention, and next steps for NCII or view an accompanying infographic for an overview of the key lessons learned.

For additional lessons learned from TA sites, view the following webinars:

Implementing Intensive Intervention: Lessons Learned from the Field

The purpose of this document was to document findings from an exploratory study of how five high-performing districts, which we refer to as NCII’s knowledge development sites, defined and implemented intensive intervention. Lessons learned from this study included

  1. Intensive intervention is most likely to be facilitated when implemented as a component of a multi-tiered system of support.
  2. Family engagement can be challenging, but is important to pursue to achieve successful outcomes for students with intensive needs.
  3. Implementing intensive intervention in behavior brings a unique set of challenges, due largely to a lack of readily available tools.
  4. Lack of clarity around the distinction between Tiers 2 and 3 in a multi-tiered intervention system can make it challenging to appropriately design and plan for intensive intervention.
  5. Schools and districts should identify and seek to avoid hidden inefficiencies in the ways in which they use staff, particularly skilled special education staff, within the tiered intervention system.

Read the full report to learn more about the study methodology, five districts, study findings, and implications for the field.