In this Voices from the Field post, we archive the presentations from day 2 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on preparing in-service and pre-service educators and leaders to implement intensive intervention.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Event Type
Search
In this Voices from the Field post, we archive the presentations from day 1 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on creating the systems to support implementation of intensive intervention.
This handout briefly defines the seven dimensions of the Taxonomy of Intervention Intensity for academics and behavior. The Taxonomy of Intervention Intensity was developed based on research to support educators in evaluating and building intervention intensity. The seven dimensions include strength, dosage, alignment, attention to transfer, comprehensiveness, behavior or academic support, and individualization.
This three-part Voices from the Field video series profiles how Education Service Center (ESC) 15 in Texas approached implementing the DBI process in San Saba Independent School District (ISD). In these videos, Dedra Carter and Valerie Moos from ESC 15 and Jenna McSherry from San Saba ISD, discuss their experiences and recommendations for other districts implementing DBI.
This activity was developed by Etmi Lopes Martins, school psychologist at Robert F. Kennedy Elementary School in Providence, Rhode Island. This lesson includes a tip sheet and a video tutorial that demonstrates how to create and implement the 5-point scale in a virtual setting. A 5-point scale is a simple social and emotional learning tool that can help students with self-management. To learn more about self-management and the 5-point scale, visit NCII’s behavioral strategy guide.
This activity was developed by Krysta Muspratt a Reading/Language Arts Specialist at Downtown Denver Expeditionary School. In this example, she illustrates the virtual implementation of EL Education’s Decoding and Spelling assessments. This collection includes a tip sheet and a video example. While this resource was developed using EL Education’s Decoding and Spelling assessments, these tips may be applicable for other assessments. Tip Sheet for Virtually Administering Decoding and Spelling Assessment using EL Education EL Education Foundations Remote Assessment Tutorial This video provides an example of how to administer the EL Education Foundations Assessment with students virtually.
This rubric uses descriptors of the dimensions of the Taxonomy of Intervention Intensity to support teams in selecting and evaluating validated interventions for small groups or individual students. Teams may consider using data available on the National Center on Intensive Intervention Academic Tools Chart and the publishers’ websites as well as results from previous implementation efforts. Each dimension will be rated on a scale of 0– Fails to Address Standard to 3 – Addresses Standard Well. Taxonomy of Intervention Intensity: Academic Rating Rubric Related Resources Taxonomy of Intervention Intensity Resources
This resource developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually. It includes guiding questions and considerations for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.
This unit of study includes a tip sheet, slides with activities, and supplemental materials that are associated with finding the area of various polygons, the area of circles, and the relationship between the area formulas, as well as a final activity exploring the area of a parallelogram and the area of a circle. This presentation is not intended to be used in one virtual session but as guidance for a unit of study related to the area of polygons. This unit was created by Robert Stroud from Westerly Public Schools in Rhode Island to support making the connections between various polygons and their areas rather than just providing formulas to compute.
This lesson, featuring Karen McWilliams, a 504 Coordinator and Dyslexia Teacher in Rochelle ISD in Texas, supports educators in using technology to teach foundational reading skills to students in elementary grades. During this virtual literacy lesson, students engage in a variety of facilitated activities to support phonemic awareness, phoneme–grapheme correspondence, irregular and high-frequency words, writing, and connected text. Educators may present this lesson to students one-on-one or in a small group. The templates were adapted from content developed by the University of Florida Literacy Institute to support educators implementing virtual instruction. The collection includes a tip sheet, a video examples, and slides illustrating the lesson.