The pandemic has disrupted and, in many cases hindered, learning for all students – most particularly for our most vulnerable populations. Data literacy is key to understanding and tailoring instructional decisions to address students’ varying needs. In this webinar panelists discuss strategies and frameworks to ensure educators are data literate and understand how data literacy can help districts and schools address learning opportunity gaps.
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This Voices from the Field piece highlights how North Carolina, Oregon, Washington, and Texas have raised awareness, visibility, and statewide knowledge of data-based individualization (DBI) at statewide conferences through keynote speakers, workshops, breakout sessions, and facilitated team time.
Rhode Island's Intensive Intervention Implementation Story Since 2012, RIDE has learned alongside local education agency personnel (at both district and school levels) about what it takes to implement data-based individualization (DBI) within a multi-tiered system of supports (MTSS). Early on in the work, two LEAs were deeply engaged in DBI implementation: Bristol Warren Regional School District and Coventry School District. After witnessing positive student outcomes for learners with severe and persistent academic and/or behavioral needs through DBI implementation, RIDE opted to invest more deeply in scaling both MTSS and DBI through the following initiatives: State Systemic Improvement Plan and BRIDGE-RI (the Home of MTSS in Rhode Island).
In this webinar presenters reviewed the evidence-base behind explicit instruction for students with disabilities and highlighted recently released course content designed to help educators learn how to deliver explicit instruction and review their current practices.
These professional learning training materials are intended to assist district or school teams involved in initial planning or implementation of data-based individualization (DBI) as a framework for providing intensive intervention in academics and behavior. The modules listed below provide an overview of the DBI process and more in-depth exploration of the various components of DBI.
Assessment is an essential part of the data-based individualization (DBI) process and a multi-tiered system of support (MTSS). Without technically sound assessment, which provides accurate, meaningful information, a teacher has no objective method for determining what a student needs or how to intensify instruction to meet those needs. The close connection between assessment and intervention is at the foundation of the DBI process. This connection is what drives teacher decision making. With the right assessment tools and guidance on how to use them, teachers can make sound, data-based decisions about who needs intensive intervention, when to make instructional changes, and what skills to focus on. In the tables below, find resources to support the selection and evaluation of screening, progress monitoring and diagnostic assessments.
Wyoming's Intensive Intervention Implementation Story Beginning in 2016, the Wyoming Department of Education (WDE) begin initial implementation of data-based individualization (DBI). It started with four teachers and is now used by hundreds of educators across the state. To support its local educators, the WDE hosts a robust website of DBI resources and available professional learning, including online learning modules and onsite coaching. While the WDE used resources available through the National Center on Intensive Intervention (NCII) for several years and formally joined the NCII as partner in 2020. The impact of the WDE’s DBI work is seen in its increasing state performance data for students with disabilities and the existing infrastructure developed to sustain supports for local educators implementing of DBI.
The DBI process builds on a validated intervention program. This may also be called an evidence-based standard-protocol intervention or a Tier 2 intervention.
In this webinar, Drs. Kim St. Martin and Sharon Vaughn highlight some key essential practices presented in Intensifying Literacy Instruction: Essential Practices Considerations and will reflect on considerations for implementation. Drs. St. Martin and Vaughn focus on ways educators and educational leaders can increase their capacity to develop skilled readers and writers, identify critical dimensions for designing intervention platforms as the foundation for effective instruction, and adapt interventions to increase the instructional intensity.
On May 8, 2019, Drs. Mitch Yell, David Bateman, Tessie Bailey and Teri Marx presented Recommendations and Resources for Preparing Educators in the Endrew Era. In this webinar, Drs. Yell and Bateman draw on their recent article Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation in Teacher Education and Special Education. They provide an overview of Endrew’s impact on individualized instruction for students with disabilities and share six recommendations for preparing educators to meet the clarified requirements under Endrew. Drs. Tessie Bailey and Teri Marx, experts from the National Center on Intensive Intervention, illustrate how NCII resources and technical assistance supports can assist states, local agencies, and educators to address these recommendations and improve design and delivery of individualized instruction in academics and behavior.