The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
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The 2017 Supreme Court decision Endrew F. v. Douglas County School District highlighted the importance of monitoring students’ progress toward appropriately challenging individualized educational program (IEP) annual goals and making changes to students’ educational programs when needed. In this guide, we explain how educators can establish IEP goals that are measurable, ambitious, and appropriate in light of the student's circumstances.
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.
This brief provides a framework for using Response to Intervention (RTI) with students who are English Language Learners (ELL) from Hispanic backgrounds. It examines the characteristics of these students; defines the RTI process; and then models how students’ linguistic, cultural, and experiential backgrounds can guide appropriate screening, progress monitoring, and goal setting that will help promote English literacy. The brief concludes with a case study that provides specific recommendations for how to apply screening and progress monitoring with ELLs.
The purpose of this module is to introduce schools interested in implementing intensive intervention to the infrastructure needed to implement data-based individualization (DBI). The module includes presentation slides with integrated activities and handouts to help teams determine their readiness and develop an action plan for implementation.
Norms for oral reading fluency (ORF) can be used to help educators make decisions about which students might need intervention in reading and to help monitor students’ progress once instruction has begun. This paper describes the origins of the widely used curriculum-based measure of ORF and how the creation and use of ORF norms has evolved over time. Using data from three widely-used commercially available ORF assessments (DIBELS, DIBELS Next, and easyCBM), a new set of compiled ORF norms for grade 1-6 are presented here along with an analysis of how they differ from the norms created in 2006.
This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings.
This brief highlights how to use culturally and linguistically aligned strategies to support multilingual learners within an multi-tiered system of supports framework
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? This guide includes strategies that educators can consider when trying to determine how to find the time for this intensification within the constraints of busy school schedules. Supplemental resources, planning questions, and example schedules are also provided.
This report reviews the reach of the NCII tools charts on SEA websites and within SEA policy to support identification and implementation of evidence-based interventions and assessment tools.