This brief highlights how to use culturally and linguistically aligned strategies to support multilingual learners within an multi-tiered system of supports framework
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DBI Process
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Implementation Guidance and Considerations
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This webinar illustrates considerations for implementing data-based individualization (DBI) with English Learners that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs.
This brief illustrates considerations for implementing data-based individualization (DBI) with ELs that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs.
This series is intended for educators at the state and local level who work with secondary students with intensive behavioral needs during virtual learning and the return to in-person.
This two page handout highlights how to use the Taxonomy of Intervention Intensity when selecting, evaluating, and intensifying interventions for students who are English learners (ELs). Specific considerations for ELs are provided across the dimensions of strength, dosage, alignment. attention to transfer, comprehensiveness, behavioral support, and individualization.
In this article, Drs. Ketterlin Geller, Lembke, and Powell discuss how they are supporting educators to implement (1) the process of data-based individualization (DBI), (2) the principles of explicit and systematic instruction, and (3) key components of algebra readiness as part of Project STAIR (Supporting Teaching of Algebra: Individual Readiness).
In this video, Dr. Rolland O’Connor, Professor in the Graduate School of Education at the University of California Riverside a member of the NCII Academic Intervention Technical Review Committee, addresses the implications of early reading research for understanding late-emerging reading disabilities, working with students learning English, and preparing teachers to have a strong grounding in the stages of reading development.
In this video, Don Deshler, Ph.D., the Williamson Family Distinguished Professor of Special Education and the director of the Center for Research on Learning (CRL) at the University of Kansas, discusses considerations for determining if a student should move directly into Tier III supports.
In this video, John M. Hintze, Professor in the Department of Student Development at the University of Massachusetts Amherst explains why it is important to consider whether an assessment is biased against a specific sub-group.
In this video, Dr. Alba Ortiz, Professor Emeritus of Special Education at the University of Texas at Austin discusses the importance of culturally and linguistically responsive instruction and intervention.