DBI for Intensive Mathematics Intervention (Intensive Intervention in Mathematics: Module 8)

DBI for Intensive Mathematics Intervention (Intensive Intervention in Mathematics: Module 8)

Module Overview

In Module 8, we highlight the necessity for implementing evidence-based practices with fidelity. We also explain how to make adaptations to the instructional platform when students demonstrate inadequate progress. We finish this module by putting all the information learned across modules together with the intensive intervention framework. In this module, educators will learn about:

  • How to measure fidelity of implementation
  • Ways to adapt the instructional platform
  • How to use information from all the modules to create an effective intensive intervention model

This module is divided into three parts, with an introduction and closing. A 508 compliant version of the full PowerPoint presentation across all parts of the module is available below.

 

Complete Slide Deck (508 compliant)

Workbook (508 compliant)

For questions related to course content, please contact ncii@air.org

Introduction

This video introduces Module 8 and provides an overview of the module content and related activities.

 

 

Related Videos

Video Question: Mr. Flores asks about implementing interventions with fidelity.
(Associated with PowerPoint Slide 2 and 105)

 

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Part 1: How do you implement intensive mathematics interventions with fidelity?

Part 1 explains fidelity of implementation. Teachers work through examples in which an evidence-based intervention is implemented with varying level of fidelity. We highlight ways to collect fidelity of implementation data quantitatively and qualitatively.

 

 

Worksheets & Activities

Activity 1 - Compare Fidelity Checklist to Accompanying Lesson

Activity 2 - Choosing Qualitative Components

Activity 3 - Create and Use Fidelity Checklist

Discussion Board – Rate Fidelity of a Tutor

 

Related Videos

Video Example: A tutor and student practice adding using the counting up strategy.(Associated with Activity 3)

 

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Part 2: How do you make adaptations within DBI?

Part 2 emphasizes ways to make meaningful adaptations to the instructional platform when students demonstrate inadequate progress. Teachers learn to implement an evidence-based practice with greater fidelity, embed behavioral supports, increase the dosage, adapt the mathematics content, utilize explicit instruction more effectively, and explicitly teach for transfer. We emphasize that teachers do not implement all adaptations at once but rather have a measured and planned approach for testing different adaptations.

 

 

 

 

Worksheets & Activities

Activity 4 - Extend Adaptation Within DBI

Activity 5 - Analyze and Improve a Previous Lesson

Discussion Board – Current Decision-Making within DBI

 

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Part 3: How does all of this come together within a DBI framework?

Part 3 reviews the framework for data-based individualization (DBI) or intensive intervention from the National Center on Intensive Interventions. Teachers learn to start with the instructional platform and monitor the progress of this platform. When students do not demonstrate adequate progress, teachers conduct a diagnostic, make adaptations to the instructional platform, and monitor the progress of the adaptations. We conclude with an overview of everything learned across the eight modules and how this knowledge fits into the intensive intervention framework.

 

 

 

 

Worksheets & Activities

Activity 6 - Create DBI Implementation Plan

Discussion Board – Share Excitement and Concerns About DBI

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Closing: What are the next steps?

The closing video reviews the content covered in the module and concludes with a classroom application activity.

 

Worksheets & Activities

Classroom Application: Implement DBI

 

Related Videos

Video Question: Mr. Flores asks about implementing interventions with fidelity.
(Associated with PowerPoint Slide 2 and 105)

 

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Coaching Materials and Facilitation Guide

"Coaching/Facilitator Guide" helps facilitate implementation, reflection, and feedback. It is intended for use by external (i.e., SEA or LEA staff, faculty, project-based coaches) or internal (i.e., school-based instructional coaches) coaches working directly with in-service educators who are learning and practicing the course content. Additionally, materials within the coaching/facilitator guide can be adapted by faculty as they prepare pre-service educators. The goal for coaching/facilitation is to ensure that educators are practicing the content they are learning and receiving feedback to improve their instruction. Included in this guide are: (a) sample communication emails, (b) a master checklist, (c) a discussion guide with important talking points, and (d) a fidelity form that can be completed by a coach/facilitator when observing classroom instruction.

Coaching/Facilitator Guide

 

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