The National Center on Intensive Intervention has established a standard process to evaluate the scientific rigor of commercially available tools and interventions that can be used as part of a data-based individualization process for educating students with disabilities who require intensive intervention due to persistent learning and behavior problem. Below is an archive of past call materials that can be used for planning future submissions
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This brief highlights how to use culturally and linguistically aligned strategies to support multilingual learners within an multi-tiered system of supports framework
In this video, Cathy Kea, Professor of Special Education at North Carolina A&T State University, discusses how we can better serve racially, ethnically, and linguistically diverse students who have persistent learning and behavior problems.
In this video, Dr. Jade Wexler, Assistant Professor of Special Education at the University of Maryland, College Park discusses research and implementation challenges for implementing interventions to support students academically and behaviorally within incarcerated settings.
In this video, Dr. Luann Purcell, Chief Executive Officer of the Council of Administrators of Special Education and NCII Advisor, discusses how special educators can work collaboratively with general education teachers and staff to support students with persistent and severe learning and/or behavioral needs.
NCII has established a standard review process to evaluate the scientific rigor of academic and behavior assessment tools and interventions that can be used as part of a data-based individualization program for educating students with disabilities who require intensive intervention due to persistent learning and behavior problems. Reviews are conducted by Technical Review Committees (TRCs) made up of national content and methodological experts using rigorous evidence standards. TRCs, in conjunction with NCII staff and advisors, are responsible for the development of review materials including establishing technical standards and rating rubrics.
Although instructional and intervention practices that work for monolingual students often benefit English learners (ELs), there are additional considerations when assessing, instructing, or providing intervention to ELs that account for the nature of English acquisition. The National Center on Intensive Intervention (NCII) and the National Center for Systemic Improvement (NCSI) have compiled freely-available resources to support educators and educational organizations serving ELs. This list includes resources related to instruction, multitiered system of supports, special education, implementation supports, and partnering with families.
This collection highlights a sampling of articles focused on intensive intervention and data-based individualization (DBI). Although there is a wealth of research on key components of the DBI process (e.g., progress monitoring, validated intervention programs), this list is not intended to include articles that focus on specific steps in the DBI process, nor is it an exhaustive review of all available literature. In the list below, we highlight seminal research on DBI and articles published since 2011, when NCII was first funded.
In this video, Dr. Alba Ortiz, Professor Emeritus of Special Education at the University of Texas at Austin discusses the importance of culturally and linguistically responsive instruction and intervention.
The purpose of this implementation guide from the National Center for Systemic Improvement is to help practitioners systematically implement effective coaching practices. This guide outlines key questions to consider when using coaching as a pathway toward improving teaching and learning. Further, the guide specifies actions that should be taken to appropriately structure the system in which coaching occurs. Consideration of these questions and completion of these actions may help coaching achieve its intended goals and become a sustainable component of the learning environment.