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.
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DBI Process
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Implementation Guidance and Considerations
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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.
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 features Carla Jo Whatley, a First Grade Teacher at Ferris Intermediate in Ferris ISD in Texas. In the lesson she illustrates how to use virtual manipulatives within a math lesson. These manipulatives allow educators and students to engage in the Concrete-Representational-Abstract approach without having the physical materials in front of them. For some educators, switching between platforms has been challenging. This lesson can be used synchronously or asynchronously, does not require using multiple platforms, and allows educators to apply the features of interactive base ten blocks. The collection includes a tip sheet, two video examples, and slides with virtual base ten block practice examples.
These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice.
These videos and tips are part of a series of products to support students with intensive needs in the face of COVID-19. These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice. In addition to the video examples, a tip sheet is available to help parents implement the lessons. Implementation of Reading Lesson: Parent Example
The series illustrates how educators can implement the NCII reading and mathematics sample lessons through virtual learning and provide tips for there use.
Teams are a vital part of an effective multi-tiered system of supports (MTSS) across both academics and behavior as well as special education. Making connections across the across the various teams used in MTSS and special education can be challenging. This resource from NCII and the PBIS Center, provides information about how DBI can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.
The DBI Implementation Rubric and the DBI Implementation Interview are intended to support monitoring of school-level implementation of data-based individualization (DBI). The rubric is based on the structure of the Center on Response to Intervention’s Integrity Rubric and is aligned with the essential components of DBI and the infrastructure that is necessary for successful implementation in Grades K–6. It describes levels of implementation on a 1–5 scale across DBI components. The rubric is accompanied by the DBI Implementation Interview which includes guiding questions that may be used for a self-assessment or structured interview of a school’s DBI leadership team.
An effective and efficient data system is essential for successful implementation of a multi-tiered system of support (MTSS). However, prior to selecting an appropriate system, schools and districts must identify what its staff and community need and what resources the district or school has to support an MTSS data system. This two-step tool can help teams to consider both what their needs are and to evaluate available tools against those needs. Step 1 can help your team systematically identify and document your MTSS data system needs and current context and step 2 focuses on selecting and evaluating a data system for conducting screening and progress monitoring within a tiered system of support based on the identified needs and context from step 1