This brief presents an overview of how social and emotional learning (SEL) relates to intensive intervention and offers sample strategies for skill building among students in need of intensive learning, social, emotional, and behavioral supports.
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In this Voices from the Field piece, the National Center on Intensive Intervention (NCII) talks with Kaylan Connally from the Council of Chief State School Officers (CCSSO) to learn more about the Advancing Inclusive Principal Leadership (AIPL) State Initiative, which is a collaborative state effort to create and implement principal leadership plans focused on improving outcomes for every student, especially those with disabilities. She shares how the AIPL initiative can help states refine principal development supports to include an intentional focus on supporting the academic and social success of students with disabilities, including those in need of intensive intervention.
This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings.
This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.
Part 2 of the two part series about UCF's project bridges highlights challenges and successes the program has faced when trying to build the skills and competencies of educators to implement intensive intervention.
Office discipline referrals (ODRs) are a data source commonly used by school teams to identify students who need behavioral intervention. In this brief, the National Center on Intensive Intervention (NCII) and the Center on Positive Behavioral Interventions and Supports (PBIS) provide a brief synthesis of the research on using ODRs has a behavioral screener and offer considerations for using ODRs to make data-based decisions.
The NCII tools charts include a large amount of information and the “best” tool is not going to be the same for everyone. Users should review all the elements of the charts before making decisions. This user guide reviews a series of recommended steps that users should consider when making decisions.
What is the role of local special education directors in leading the work of intensive intervention?
In this video, Dr. Luann Purcell discusses the role of the local special education director in intensive intervention. Dr. Purcell is the Executive Director of the Council of Administrators of Special Education (CASE) which is an international professional educational organization affiliated with the Council for Exceptional Children (CEC).
Data-based individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. This document introduces and describes the DBI process and how it can be used to support students who require intensive intervention in academics and/or behavior.
This Innovation Configuration can serve as a foundation for strengthening existing preparation programs so that educators exit with the ability to use various forms of assessment to make data-based educational and instructional decisions within an MTSS. The expectation is that these skills can be further honed and supported through inservice as practicing teachers.