NCII is housed at the American Institutes for Research, and works in conjunction with many of our nation's most distinguished data-based individualization (DBI) experts. It is funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and is part of OSEP's Technical Assistance and Dissemination Network (TA&D).
The Mission of the NCII is to build capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive intervention in reading, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs.
This site includes sections about Intensive Intervention, Tools Charts, Implementation Support, Intervention Resources and Voices from the Field.
This series includes video examples and tip sheets to help educators and families in using the NCII reading and mathematics sample lessons to support students with intensive needs. These lessons provide short instructional routines to encourage multiple practice opportunities using explicit instruction principles. The videos and tip sheets describe how educators can use the sample lessons to support instruction in a virtual setting, how educators can share these lessons with parents, and how parents can also implement the lessons to provide additional practice opportunities.
The reading lessons and activities cover phonemic awareness, alphabetic principal or phonics, fluency, vocabulary, and comprehension and are examples of brief instructional routines that include sample scripts, activities, and necessary materials to complete the activities.
The mathematics lessons and activities are organized around six mathematics skill areas and include descriptions of sample lessons, activities and worksheets, and supplemental materials. Additional videos illustrating the concepts covered in the materials are also included.
Progress monitoring is an essential part of a multi-tiered system of supports (MTSS) and, specifically, the data-based individualization (DBI) process. It allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. In addition, these data are often used to set high-quality academic and behavioral goals within the individualized education program (IEP) for students with disabilities. With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting.
Parents and families are critical partners in supporting students with intensive academic and behavioral needs. It is important to recognize that every parent and family member is different, with varying levels of knowledge and comfort with school; they may not consider their involvement in the school in the same way that the school perceives it.
This section spotlights experiences and lessons learned from those implementing intensive intervention in schools, districts, states, and teacher preparation programs as well as new research related to intensive intervention and data-based individualization (DBI).
The behavior strategies, organized around antecedent modification, self-management, and reinforcement strategies, can be used to support students with challenging behaviors.
This tools chart presents information about behavior progress monitoring tools. The following three tabs include ratings on the technical rigor of the tools:
Performance Level Standards
NCII, through a collaboration with the University of Connecticut and the National Center on Leadership in Intensive Intervention and with support from the CEEDAR Center, developed course content focused on enhancing educators’ skills in explicit instruction, intensive mathematics intervention, behavior support and intensive reading intervention.