This checklist can be used by intervention providers or planning teams to review, document, and improve implementation of the data-based individualization (DBI) process and monitor whether the student intervention plans were implemented as intended.
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DBI Process
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Implementation Guidance and Considerations
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This log can be used as a daily and weekly record of the implementation of an individual student’s intensive intervention plan. This information, along with progress monitoring graphs, can inform team intervention and data review meetings. You may choose to supplement the logs with additional items or more detailed intervention notes.
Intensive intervention teams can use these checklists to monitor implementation of the data-based individualization (DBI) process during initial planning and ongoing review (progress monitoring) meetings in order to ensure teams develop high quality student plans. These detailed checklists may be most beneficial for less experienced teams. As teams become more familiar with DBI implementation, they may choose to use the checklists less frequently or focus on only a subset of items.
This webinar discusses the importance of family engagement and provides examples of ways to engage families to support students.
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Neag School of Education at the University of Connecticut and NCII Trainer & Coach, discusses importance of consistency when selecting, administering, and scoring progress monitoring tools.
In this video, Mike Jacobsen, Assessment and Curriculum Director, White River School District in Washington State discusses how their districts planned for and implemented intensive intervention within the districts RTI model.
In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses considerations for ensuring that intensive interventions are implemented with fidelity.
These two self-paced modules address the four practices coaches can use to improve teaching and student learning. Module 1 addresses the four practices coaches can use to improve teaching and student learning. These practices include observation, modeling, providing performance feedback, and using alliance-building strategies. Module 2 addresses how to measure the fidelity of coaching practice to increase the impact it has on teaching and learning. We strongly recommend watching both modules to fully enhance the coaching of teachers. Module 1: Effective Practices for Coaches Module 2: Measuring the Fidelity of Coaching
These five self-paced modules are designed to introduce and explain Leading by Convening as a strategy for authentically engaging stakeholders. The five modules introduce the concept of Leading by Convening, the modules contain interactive learning activities, scenarios, informal assessments, and provide tips for applying the principles, tools, and strategies of Leading by Convening.
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.