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 brief reviews provides considerations for creating readiness to implement DBI to support successful implementation and scale-up in schools.
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 webinar shared an overview of how social emotional learning (SEL) relates to intensive intervention and offer sample strategies and resources for building social and emotional competencies for students in need of intensive learning, social, emotional, or behavioral supports.
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 webinar, Drs. Kim St. Martin and Sharon Vaughn highlight some key essential practices presented in Intensifying Literacy Instruction: Essential Practices Considerations and will reflect on considerations for implementation. Drs. St. Martin and Vaughn focus on ways educators and educational leaders can increase their capacity to develop skilled readers and writers, identify critical dimensions for designing intervention platforms as the foundation for effective instruction, and adapt interventions to increase the instructional intensity.
The pandemic has disrupted and, in many cases hindered, learning for all students – most particularly for our most vulnerable populations. Data literacy is key to understanding and tailoring instructional decisions to address students’ varying needs. In this webinar panelists discuss strategies and frameworks to ensure educators are data literate and understand how data literacy can help districts and schools address learning opportunity gaps.
During fall 2020, educators provided virtual, in-person, and hybrid intervention with an ongoing need to engage with and support parents and families. Although the context and environment may have changed, the focus on providing high-quality interventions with validated practices, monitoring student progress, and adapting and intensifying supports based on student data as outlined in the data-based individualization (DBI) process continues to be applicable across virtual, in-person, or hybrid models. This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings.
This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. Dr. Teri A. Marx from the National Center on Intensive Intervention and the PROGRESS Center, as well as Dr. Faith G. Miller from the University of Minnesota—Twin Cities, share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.
The purpose of this document is to provide content-specific examples of how to structure educator-level and/or systems-level coaching as a mechanism to ensure ongoing professional learning to support tiered intervention. This document provides examples of coaching supports, models, and functions within the context of tiered intervention (e.g., RtI, PBIS, MTSS) and data-based decision making (e.g., data-based individualization [DBI]) for educators who already have foundational knowledge and/or experience with coaching.