In this Voices from the Field post, Emma Shanahan reflects on her experiences with progress monitoring and data-based decision making as a teacher and shares findings from her recent research on DBI professional development.
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DBI Process
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Implementation Guidance and Considerations
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This brief highlights how to use culturally and linguistically aligned strategies to support multilingual learners within an multi-tiered system of supports framework
This brief reviews provides considerations for creating readiness to implement DBI to support successful implementation and scale-up in schools.
To support English Learners (ELs) with intensive intervention needs it is important to (a) deliver instruction that represents culturally and linguistically sustaining best practices, and (b) distinguish the needs and assets of learners to improve progress (i.e., second-language acquisition, culture, learning challenges). 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.
In this Voices from the Field post, we archive the presentations from day 3 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on improving outcomes for students through DBI implementation.
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.
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 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 Michelle Silvia, reading coach at Robert F. Kennedy Elementary School in Providence, Rhode Island. This lesson illustrates the use of Elkonin boxes in a virtual setting and includes three variations. Elkonin boxes are an instructional method used to build phonological awareness by segmenting words into individual sounds or phonemes. Elkonin boxes are commonly used in the early elementary grades or with students who need additional phonics interventions. This lesson includes a tip sheet as well as PowerPoint templates that can be used to support the use of Elkonin boxes in virtual settings by allowing the student to click and drag a "token" on the screen. The examples illustrate variations for use with tokens, letter tiles, and word building
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.