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.
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DBI Process
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Many students who require intensive intervention also are students with disabilities. Thus, when used school-wide, data-based individualization (DBI) can help school teams design and implement a prereferral process and high-quality special education services. Furthermore, DBI also provides schools with a validated approach for identifying and supporting students with severe and persistent learning and behavior problems, including students who may require special education. This is because the data collected through the DBI process can assist teams in assessing the need for specialized instruction, which is one of two requirements for determining eligibility for special education. In addition, data collected through the DBI process can support special education teachers in more accurately developing present levels, goals, and specialized instruction and support that will be included in the initial IEP.
This report from Jobs for the Future and Authored by Sharon Vaughn, Lou Danielson, Rebecca Zumeta Edmonds, and Lynn Holdheide, 1) reviews previous efforts to promote better educational outcomes for students with disabilities, 2) describes research-based instructional strategies that can support them and other struggling learners, and 3) shares the kinds of policies and local resources needed to ensure that all young people have meaningful opportunities to learn deeply and become truly prepared to succeed in college, careers, and civic life.
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
This webinar shares how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.
The DBI Implementation Rubric and the DBI Implementation Interview are intended to support monitoring of school-level implementation of data-based individualization (DBI). The rubric is based on the structure of the Center on Response to Intervention’s Integrity Rubric and is aligned with the essential components of DBI and the infrastructure that is necessary for successful implementation in Grades K–6. It describes levels of implementation on a 1–5 scale across DBI components. The rubric is accompanied by the DBI Implementation Interview which includes guiding questions that may be used for a self-assessment or structured interview of a school’s DBI leadership team.
Fidelity refers to how closely prescribed procedures are followed and, in the context of schools, the degree to which educators implement programs, assessments, and implementation plans the way they were intended. When we implement interventions and assessments with fidelity, intervention teams can make more accurate decisions about an individual student’s progress and future intervention needs. In addition, fidelity of implementation to the data-based individualization (DBI) process as a whole and across multiple students in a school, helps to ensure that staff have the necessary resources and processes in place to support strong implementation for individual students. The following tools assess and support fidelity of DBI implementation at the school, interventionist, and student levels.
Providing more explicit instruction, captured within the comprehensiveness domain of the Taxonomy of Intervention Intensity, is critical within intensive intervention. The Recognizing Effective Special Education Teachers (RESET) project, funded by U.S. Department of Education Institute for Education Sciences (IES) and led by Evelyn Johnson at Boise State University, developed a series of rubrics based on evidence-based practices for students with high incidence disabilities. One set of rubrics focuses on explicit instruction. Based on the main ideas of Explicit Instruction, the Explicit Instruction Rubric was designed for use by supervisors and administrators to reliably evaluate explicit instructional practice, to provide specific, accurate, and actionable feedback to special education teachers about the quality of their explicit instruction, and ultimately, improve the outcomes for students with disabilities.