High School

Question: What do you need to consider when selecting a behavioral progress monitoring tool? 

Question: Why might we need to consider integrated academic and behavioral interventions, especially for students with more intensive needs and those at the secondary level? 

Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) are frameworks for integrating instruction, evidence-based interventions, and assessments to meet the academic and behavior needs of all students. The essential components of MTSS are as follows: screening, progress monitoring, a multilevel prevention system, and data-based decision making (National Center on Response to Intervention, 2010).

Question: What are some things we need to consider when thinking about students with intensive behavioral needs at the secondary level?

The CEEDAR Center has designed a Course Enhancement Module (CEM) on Classroom and Behavior Management which is designed to support participants in gaining an understanding of assessment tools and intervention practices that can be integrated within a comprehensive, evidence-based behavioral intervention program. The multi-part module covers universal, supplemental, and intensive supports including supports for students with intensive behavioral needs. The CEM, particularly as it relates to intensive intervention, includes content adapted from NCII.

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. Participants should include the school’s principal and the core team likely to lead DBI implementation.

This presentation provides an overview of the Direct Behavior Rating (DBR). A DBR is a method for collecting data on student behavior that merges a rating scale approach and direct observation. The presentation describes: (a) considerations before using the DBR, (b) completing the DBR and (c) using the DBR to monitor progress and evaluate behavior.

This document introduces and describes the data-based individualization (DBI) process, a framework for addressing the needs of students who require intensive intervention in academics and/or behavior.

This toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K–12 students with significant learning difficulties and disabilities.

This publication provides research-based guidance that reflects "best practices" for intensifying instruction in reading and mathematics for students with significant learning difficulties in K-12, including students with disabilities. It can also be used as a resource for instructional specialists and special education teachers who are searching for broad guidelines on the design and delivery of intensive interventions.


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