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.
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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.
This 4-part self-paced course reviews an explicit instruction model and the supporting practices required for effective implementation.
NCII, through a collaboration with the University of Connecticut, developed a set of course content focused on developing educators’ skills in designing and delivering intensive mathematics instruction. This content is designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of intensive mathematics intervention
This template is intended to assist with the planning and documentation of dimensions of an intervention for small groups or an individual student within the data-based individualization (DBI) process.
In this Voices From the Field piece, the National Center on Intensive Intervention (NCII) speaks to Cyndi Caniglia, PhD, an assistant professor in the Department of Education at Whitworth University in Spokane, Washington about how she has meaningfully integrated the NCII Features of Explicit Instruction Course Content into her coursework.
This webinar models how practitioners can use data-based individualization (DBI) to develop and implement specially designed instruction (SDI) for students with disabilities.
This rubric uses descriptors of the dimensions of the Taxonomy of Intervention Intensity to support teams in selecting and evaluating validated interventions for small groups or individual students.
Using multiple data sources, the teacher or team makes a decision to adapt the intervention program to better meet the student’s individual needs. The teacher or team outlines these adaptations in an individual student plan. The plan may include adaptation strategies along several dimensions. These strategies may include quantitative changes, such as providing more opportunities for a student to respond by increasing the length or frequency of the intervention, or decreasing the size of the intervention group.
The purpose of this document is to increase the capacity of practitioners and educational leaders to support a broad range of learners who need more literacy supports to become skilled readers and writers by identifying a set of essential practices that are research-supported and should be the focus of professional development. These practices for intensifying literacy instruction apply to those learners with severe and persistent reading and writing challenges who have not responded when provided with instruction aligned with state academic standards, regardless of disability status.