Strand I: Using Intensive Intervention
to Meet the Academic and Behavior
Needs of Struggling Learners
Strand Leaders:
Louis Danielson, Ph.D.
Rebecca O. Zumeta, Ph.D.
National Center on Intensive Intervention (NCII)
American Institutes for Research, Washington, DC
Strand Objectives
 Understand strategies for identifying, intervening, and evaluating
progress of students with intensive intervention needs in
academics, specifically in reading and mathematics.
 Understand strategies for identifying, intervening, and evaluating
progress of students with intensive behavioral needs.
 Discuss common implementation challenges when planning for
intensive intervention.
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Today’s Sessions
(Download slides at www.intensiveintervention.org)
Time
Session Title
Presenters
8:00–9:00 a.m.
Addressing the Needs of Students
With Persistent Math Difficulties
Through Intensive Intervention
Lynn Fuchs, Sarah Powell,
and Rebecca Zumeta
9:15–10:15 a.m.
Addressing the Needs of Students
With Persistent Reading Difficulties
Through Intensive Intervention
Doug Fuchs, Devin Kearns,
and Laura Magnuson
10:30–11:30 a.m. Planning Function-Based
Interventions for Students With
Intensive Behavior Needs
Gail Chan, Lori Newcomer,
and Joseph Wehby
1:30–2:30 p.m.
Lou Danielson, Allison
Gandhi, Chris Lemons, and
Rebecca Zumeta
Confronting Implementation
Challenges When Providing
Intensive Intervention
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Addressing the Needs of Students
With Persistent Math Difficulties
Through Intensive Intervention
Lynn S. Fuchs, Ph.D., Vanderbilt University
Sarah R. Powell, Ph.D., University of Texas at Austin
Rebecca O. Zumeta, Ph.D., AIR
Today’s Presentation
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Rationale for intensive intervention
Overview of the data-based individualization (DBI) process
Methods for intensifying instruction in mathematics
Case example
Time for questions
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What is Intensive Intervention?
Intensive intervention addresses severe and
persistent learning or behavior difficulties. Intensive
intervention should be:
 Driven by data
 Characterized by increased intensity (e.g., smaller group,
expanded time) and individualization of academic
instruction and/or behavioral supports
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What Intensive Intervention…
Is…
Is Not…
 Individualized based on
student needs
 More intense, often with
substantively different
content AND pedagogy
 Comprised of more
frequent and precise
progress monitoring




A single approach
A manual
A preset program
More of the same Tier 1
instruction
 More of the same Tier 2
instruction
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Why Do We Need
Intensive Intervention?
Low academic achievement
Dropout rates
Arrest rates
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Why Do We Need
Intensive Intervention?
More Help
Validated programs are not
universally effective programs; 3 to 5
percent of students need more help
(Fuchs et al., 2008; NCII, 2013).
More Practice
Students with intensive needs often
require 10–30 times more practice
than peers to learn new information
(Gersten et al., 2008).
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Who Needs DBI?
 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
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What is NCII’s Approach to
Intensive Intervention?
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).
 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.
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DBI Assumptions
Students with disabilities who require special education
need specially designed instruction to progress toward
standards.
A data-driven, systematized approach can help
educators develop programs likely to yield success for
students with intensive needs.
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DBI Assumptions
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).
In a longstanding program of field-based randomized controlled
trials, DBI has demonstrated improved reading, math, and
spelling outcomes, compared with business-as-usual special
education practice (e.g., Fuchs, Fuchs, & Hamlett, 1989).
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Five DBI Steps
1. Secondary intervention program, delivered with greater
intensity
2. Progress monitoring
3. Diagnostic assessment
4. Adaptation
5. Continued progress monitoring, with adaptations
occurring as needed to ensure adequate progress
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A Bird’s Eye
View of DBI
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Is DBI the Same as RTI?
Special Education?
Many components of DBI are consistent with elements of
special education and tiered service delivery systems.
Tiered Interventions
(RTI, MTSS, PBIS)
Special Education
 Universal, secondary, and
tertiary interventions
 Individualized program
 Progress monitoring
 Team-based decisions based
on data
 Team-based decisions based
on data
 Progress monitoring
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Intensive Intervention
in Mathematics
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Principles for Intensive Intervention
Smaller Steps
Worked Examples
Precise Language
Repeated Practice
Repeat Language
Error Correction
Student Explains
Fading Support
Modeling
Fluency
Manipulatives
Move On
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Smaller Steps
 Use a task analysis to break problems into smaller steps
Look at the first fraction. Multiply the numerator and denominator
by the denominator of the second fraction. Rewrite.
Look at the second fraction. Multiply the numerator and
denominator by the denominator of the first fraction. Rewrite.
Write addition and equal signs.
Add numerators and rewrite denominator.
Reduce fraction to lowest terms (when necessary).
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Precise Language
 Generate a list of important vocabulary with studentfriendly definitions
 Provide directions and instruction with precise language
• Instead of saying, “The denominator is the bottom number,” say:
The denominator is the whole divided into equal parts.
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Repeat Language
 Repeat important vocabulary and definitions, algorithms,
and steps for problem solving
Whenever you need to solve a word problem, even a word
problem with fractions, use the mnemonic RIDE.
R tells you to Read the problem.
I tells you to Identify important information.
D tells you to Determine the operation.
E tells you to Enter the correct numbers and solve.
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Student Explains
 Students explain their thinking in their own words.
 Helps the teacher check for understanding of concepts,
correct use of vocabulary, and understanding of
procedures.
 Teacher may need to model talk-alouds and give the
student opportunities for practice with feedback.
In this problem, I multiply both the numerator and the denominator
by 5.
Now, look at the next problem. Explain to me your multiplication.
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Modeling
 Model concepts and procedures
To find a common denominator, I multiply the numerator and
denominator of the first fraction by the denominator of the
second fraction. The denominator of the second fraction is 3, so
I multiply by 3.
So, the numerator of the first fraction is 2. We multiply 2 times 3.
What’s 2 times 3? (6) I write 6 here.
The denominator of the second fraction is 9. We multiply 9
times 3. What’s 9 times 3? (27) I write 27 here.
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Manipulatives
 Use manipulatives to demonstrate concepts and
procedures
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Worked Examples
 Provide a worked example to promote discussion of how
the work was completed
3
+
1
8
3
9
8
24
+
24
=
17
=
24
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Repeated Practice
 Provide multiple opportunities for repeated practice of
skills
 Examples:
• Practice finding common denominators for addition and subtraction using
multiplication
• Practice multiplication facts
• Practice discriminating between addition of fractions and multiplication of
fractions
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Error Correction
 Provide error correction for mistakes in the student’s
work
Let’s look at this part again. You need to multiply both the
numerator and denominator by 4.
The numerator is 2. What’s 2 times 4? (8) Yes. 2 times 4 is 8.
Write 8 here.
The denominator is 5. What’s 5 times 4? (20) Yes. 5 times 4 is
20. Write 20 here.
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Fading Support
 Begin fading support as the student becomes more
confident with a skill
Remember to multiply by the denominator of the second fraction.
Go ahead and try it on your own.
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Fluency
 Provide opportunities to build fluency with a skill
Let’s practice our multiplication facts so that finding common
denominators is quick and easy.
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Move On
 When the student demonstrates proficiency with a task, it
is time for the teacher to move on.
You’ve learned how to add and subtract fractions with unlike
denominators, so now let’s learn how to multiply fractions.
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Meet Molly
 Sixth-grade student
 Individualized education program goal in mathematics:
Given 25 problems from the fifth-grade curriculum, Molly will
write 44 correct digits in answers in six minutes by the end of the
school year.
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NCII Resources
Visit www.intensiveintervention.org for:
 Tools charts to identify intervention and progress-monitoring
tools in academics and behavior
 DBI Training Series
 Webinars (Live webinar April 29, 2014 @ 3 pm EDT)
 Sample adapted activities and supplemental materials
 Ask the Expert videos
 Reports
 Newsletter
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Tools
Charts
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DBI Training
Series
• Slides and
speaker notes
• Activities
• Coaching
guides
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Webinars
Live webinar April 29,
2014 at 3 pm Eastern.
Sign up and join our
mailing list:
www.intensiveintervention.org
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Sample
Activities
and Materials
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In Summary
 Generally effective programs are not universally effective
programs—some students require more intensive support.
 DBI comprises assessment and intervention practices
tailored to meet students’ individual learning needs.
 Specific mathematics instructional strategies, combined
with regular progress monitoring, can enhance learning for
students with intensive needs.
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References
Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., Wang, X., & Zhang, J.. (2012). The
condition of education 2012 (NCES 2012-045). Washington, DC: U.S. Department of Education,
Institute of Education Sciences, National Center for Education Statistics. Retrieved from
http://nces.ed.gov/pubs2012/2012045.pdf
Deno, S. L., & Mirkin, P. K. (1977). Data-based program modification: A manual. Minneapolis, MN:
Leadership Training Institute for Special Education..
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Effects of instrumental use of curriculum-based
measurement to enhance instructional programs. Remedial and Special Education, 10, 43–52.
Fuchs, L.S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive
intervention for students with mathematics disabilities: Seven principles of effective practice. Learning
Disability Quarterly, 31, 79–92.
Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D.
(2008). Assisting students struggling with reading: Response to intervention and multi-tier intervention
for reading in the primary grades. A practice guide (NCEE 2009-4045). Washington, DC: U.S.
Department of Education, Institute of Education Sciences, National Center for Education Evaluation
and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=3
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References
National Center for Education Statistics. (2013). The Nation’s Report Card: A first look: 2013
mathematics and reading (NCES 2014-451). Washington, DC: U.S. Department of Education,
Institute of Education Sciences. Retrieved from http://nationsreportcard.gov/reading_math_2013
National Center on Intensive Intervention. (2013). Data-based individualization: A framework for intensive
intervention. Washington, DC: U.S. Department of Education, Office of Special Education.
Planty, M., Hussar, W., Snyder, T., Provasnik, S., Kena, G., Dinkes, R., KewalRamani, A., & Kemp, J.
(2008). The condition of education 2008 (NCES 2008-031). Washington, DC: U.S. Department of
Education, Institute of Education Sciences, National Center for Education Statistics. Retrieved from
http://nces.ed.gov/pubs2008/2008031.pdf
Sanford, C., Newman, L., Wagner, M., Cameto, R., Knokey, A.-M., & Shaver, D. (2011). The post-high
school outcomes of young adults with disabilities up to 6 years after high school. Key findings from
the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3004). Menlo Park, CA: SRI
International. Retrieved from http://www.ies.ed.gov/ncser/pubs/20113004/pdf/20113004.pdf
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Questions?
National Center on Intensive Intervention
1000 Thomas Jefferson Street NW
Washington, DC 20007-3835
www.intensiveintervention.org
Email: ncii@air.org
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NCII Disclaimer
This presentation was produced under the U.S. Department
of Education, Office of Special Education Programs, Award
No. H326Q110005. Celia Rosenquist serves as the project
officer. The views expressed herein do not necessarily
represent the positions or polices 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 website is intended or should be
inferred.