With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting. This collection of frequently asked questions is intended to provide a starting place for consideration.
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The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
This two page handout defines the Taxonomy of Intervention Intensity through guiding questions and highlights when the Taxonomy of Intervention Intensity can be used within the data-based individualization (DBI) process. Teams can use the dimensions to evaluate a current intervention, select a new intervention and intensify interventions when students do not respond.
The 2017 Supreme Court decision Endrew F. v. Douglas County School District highlighted the importance of monitoring students’ progress toward appropriately challenging individualized educational program (IEP) annual goals and making changes to students’ educational programs when needed. In this guide, we explain how educators can establish IEP goals that are measurable, ambitious, and appropriate in light of the student's circumstances.
This fourteen minute video shares Wyoming’s journey in building the capacity of educators to implement data-based individualization (DBI) to improve academic and behavior outcomes for students with disabilities as part of their state systemic improvement plan (SSIP). Wyoming administrators, teachers, parents and students from Laramie County School District # 1 and preschool sites share how DBI implementation impacted teacher efficacy, team meetings, quality of services, student confidence, and state and local collaboration.
The Behavioral Intervention Tools Chart is comprised of studies conducted on programs beyond the core procedures (e.g., school-wide, basic classroom organization and management) that target small groups or individual students with social, emotional, or behavioral problems whose performance is non-responsive to the core procedures. The chart displays the study’s results and ratings of the study’s quality, information on the program administration, and whether additional research has been conducted on the program. The chart is intended to assist educators and families in becoming informed consumers who can select behavioral intervention programs that address their specific needs. The presence of a particular program on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Behavioral Intervention or NCII.
The Behavior Progress Monitoring Tools Chart is comprised of evidence-based progress monitoring tools that can be used to assess students’ social, emotional or behavioral performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. The chart displays ratings on technical rigor of performance level standards (reliability and validity) and growth standards (sensitivity and decision rules) and provides information on the whether a bias analysis was conducted, and key usability features. The chart is intended to assist educators and families in becoming informed consumers who can select behavior progress monitoring tools that address their specific needs. The presence of a particular tool on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Behavior Progress Monitoring or NCII.
The Academic Progress Monitoring Tools Chart is comprised of evidence-based progress monitoring tools that can be used to assess students’ academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. The chart displays ratings on technical rigor of performance level standards (reliability and validity) and growth standards (sensitivity, alternate forms, and decision rules) and provides information on the whether a bias analysis was conducted, and key usability features. The chart is intended to assist educators and families in becoming informed consumers who can select academic progress monitoring tools that address their specific needs. The presence of a particular tool on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Academic Progress Monitoring or NCII.
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, Amy McKenna, a special educator in Bristol Warren Regional School District shares her experience with data-based individualization (DBI). Amy discusses how she learned about DBI, the impact her use of the DBI process had on students she worked with, and how DBI helped changed her practice as a special educator.
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