National Center on Intensive Intervention Overview and Resources April 8, 2014 This document was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H326Q Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this document is intended or should be inferred.

to build district and school capacity to support implementation of data-based individualization in reading, mathematics, and behavior for students with severe and persistent learning and behavioral needs. Our Mission is…

Intensive intervention is designed to address severe and persistent learning or behavior difficulties. Intensive interventions should be— (a)Driven by data (b)Characterized by increased intensity (e.g., smaller group, expanded time) and individualization of academic instruction and/or behavioral supports What is intensive intervention? 3

4 Why Intensive Intervention? Too many students, especially those with disabilities, lack basic skills for reading and math or have serious discipline problems in school

 Students with disabilities who are not making adequate progress in their current instructional program  Students who present with very low academic achievement and/or high-intensity or high-frequency behavior problems (typically those with disabilities)  Students in a tiered intervention system who have not responded to secondary intervention programs delivered with fidelity Who needs Intensive Intervention? 5

Data-Based Individualization (DBI): A systematic method for using data to determine when and how to provide more intensive intervention:  Origins in data-based program modification/experimental teaching were first developed at the University of Minnesota (Deno & Mirkin, 1977) and expanded upon by others (Capizzi & Fuchs, 2005; Fuchs, Deno, & Mirkin, 1984; Fuchs, Fuchs, & Hamlett, 1989).  It is a process, not a single intervention program or strategy.  It is not a one-time fix, but an ongoing process comprising intervention and assessment adjusted over time. 6 What is NCII’s approach to intensive intervention?

1.Validated programs are not universally effective programs. 3-5% of students need more help (Fuchs et al., 2008; NCII, 2013). 2.Students with intensive needs often require times more practice than peers to learn new information (Gersten et al., 2008). 3.SWDs requiring special education need specially designed instruction to progress toward standards. 4.A data-driven, systematized approach can help educators develop programs likely to yield success for students with intensive needs. 5.DBI is a distinctively different and more intensive approach to intervention, compared to primary prevention’s (Tier 1’s) core program and secondary prevention’s (Tier 2’s) validated, supplementary programs (NCII, 2013). 6.In a longstanding program of field-based randomized control trials, DBI has demonstrated improved reading, math, and spelling outcomes, compared to business-as-usual special education practice (e.g., Fuchs et al., 1989). DBI Rests on Six Assumptions 7

What is the DBI Process?

 Often built upon tiered system  Many components are consistent – evidence-based intervention programs – ongoing progress monitoring – team-based decision-making based on data  Students in both general and special education should have access to intensive intervention Source: National Center on Intensive Intervention, 2013 Relationship to Tiered Support Systems (RTI, PBIS, MTSS)

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Center Webinars 11

Glossary of NCII Terms 12

Ask the Expert Videos 13

DBI Framework Document 14 based-individualization-framework-intensive-intervention

Lessons Learned From the Field 15 intensive-intervention-lessons-learned-field

DBI Training Series 16 training-series

 Academic Progress Monitoring  Academic Interventions  Behavior Progress Monitoring  Behavior Interventions (Coming Soon) Tools Charts 17

 Sign up on Website or by ing Keep Up to Date with the Newsletter 18

 NCII has a Strand at CEC Using Intensive Intervention to Meet the Academic and Behavior Needs of Struggling Learners. View all NCII related presentations here present-council-exceptional-children-convention-and-expo present-council-exceptional-children-convention-and-expo  Intensive Intervention and DBI will be featured in the Special Issue of TEACHING Exceptional Children Upcoming Resources and Events 19

 Next Webinar: April 29 3:00-4:15 ET with Sharon Vaughn and Rebecca Zumeta. It will focus on intensifying academic interventions. I  Adaptation Guides: NCII will be releasing a series of guides for math, reading, behavior which include strategies for adapting interventions to meet student need. The guides also include the necessary activities (e.g. flashcards, number blocks ect.).  Tools Charts: Behavior Intervention (New!) and Progress Monitoring (Updated) charts will be released later this spring. Upcoming Resources an Events 20

This presentation was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this presentation is intended or should be inferred. National Center on Intensive Intervention

Questions 22

 Do you have ideas for products, webinars, ask the expert questions that would be helpful for the Center to address?  In what ways could NCII support your work? What other things would be helpful 23

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