evaluating implementation of intensive intervention with ncii’s the dbi implementation rubric
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Evaluating Implementation of Intensive Intervention with NCII’s The DBI Implementation Rubric. Rebecca O. Zumeta, Ph.D. Deputy Director, NCII [email protected]. Today’s Presentation. Intensive intervention: What is it, who needs it, and why? - PowerPoint PPT PresentationTRANSCRIPT
Evaluating Implementation of Intensive Intervention with NCII’s The DBI Implementation Rubric
Rebecca O. Zumeta, Ph.D.
Deputy Director, NCII
Intensive intervention: What is it, who needs it, and why?
Brief overview of data-based individualization (DBI) Formative evaluation: Monitoring school-level
implementation using the DBI Implementation Rubric
Today’s Presentation
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What Is Intensive Intervention?Intensive intervention addresses severe and persistent learning or behavior difficulties. Intensive intervention should be Driven by data Characterized by increased intensity (e.g., smaller group
and expanded time) and individualization of academic instruction and/or behavioral supports
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Students with disabilities who are not making adequate progress in their current instructional program
Students who present with very low academic achievement and/or high-intensity or high-frequency behavior problems (often those with disabilities)
Students in a tiered intervention system who have not responded to secondary intervention programs delivered with fidelity
Who Needs Intensive Intervention?
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Why Do We Need Intensive Intervention?
Low academic achievement
Dropout rates
Arrest rates
Why Do We Need Intensive Intervention?
More Help
Validated programs are not universally effective programs; 3 to 5 percent of students need more help (Fuchs et al., 2008; NCII, 2013).
More Practice
Students with intensive needs often require 10–30 times more practice than peers to learn new information (Gersten et al., 2008).
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What Is NCII’s Approach toIntensive Intervention? Data-based individualization (DBI): A systematic method
for using data to determine when and how to provide more intensive intervention• Origins in data-based program modification and experimental teaching were
first developed at the University of Minnesota (Deno & Mirkin, 1977).
• It is a process, not a single intervention program or strategy.
• It is not a one-time fix but an ongoing process comprising intervention and assessment adjusted over time.
The DBIProcess
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Intensive TA Informing Implementation & Support TA Sites (2012-2014) Approximately 30 schools
in 12 districts in 4 states Training in knowledge
and skills needed for DBICoaching to support
implementationReading, math, and
behavior
How is it going?Current implementation Strengths/challenges Future needs Non-negotiables for working in future schools
DBI Rubric
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Monitoring Implementation
Monitoring Implementation
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System features to support DBI readiness and implementation
Data and decision making Intervention DBI process Evaluation
Rubric Sections
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Questions aligned with the rubric• Used as a guide, not read verbatim
Space for notes Space to rate (1–5 scale) Space for TA recommendations
Rubric Interview
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Non-Negotiables NegotiablesStaff Commitment
Principal Intervention staff Special educators
Specific intervention staff involved (e.g., reading specialists, social workers) in training and planning activities
Student Plans
Accurate student data Goal(s) for the intervention Timeline for executing and revisiting the plan
Content Area(s) Number of student plans Grade level(s)
Student Meetings
Data-driven Time to meet Structure
Frequency Schedule Team members
Progress Monitoring Data for Intensive Intervention
Valid, reliable tool Data are graphed Collected at regular intervals
Choice of tool Use of progress monitoring data at other tiers
Students with Disabilities (SWDs)
SWDs must have access to intensive intervention Who delivers intervention for SWDs Inclusion of students with and without IEPs
Complete implementation interviews with remaining schools & and analyze overall trends.
Refine rubric for definitional clarity (as needed). Implement district and school-specific TA plans that target
needs observed in implementation interviews. Complete a 2nd round of interviews during Spring, 2015 to
evaluate implementation change over time.
Next Steps
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Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., Wang, X., & Zhang, J.. (2012). The condition of education 2012 (NCES 2012-045). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2012/2012045.pdf
Deno, S. L., & Mirkin, P. K. (1977). Data-based program modification: A manual. Minneapolis, MN: Leadership Training Institute for Special Education..
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Effects of instrumental use of curriculum-based measurement to enhance instructional programs. Remedial and Special Education, 10, 43–52.
Fuchs, L.S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly, 31, 79–92.
Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2008). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades. A practice guide (NCEE 2009-4045). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=3
References
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National Center for Education Statistics. (2013). The Nation’s Report Card: A first look: 2013 mathematics and reading (NCES 2014-451). Washington, DC: U.S. Department of Education, Institute of Education Sciences. Retrieved from http://nationsreportcard.gov/reading_math_2013
National Center on Intensive Intervention. (2013). Data-based individualization: A framework for intensive intervention. Washington, DC: U.S. Department of Education, Office of Special Education.
Planty, M., Hussar, W., Snyder, T., Provasnik, S., Kena, G., Dinkes, R., KewalRamani, A., & Kemp, J. (2008). The condition of education 2008 (NCES 2008-031). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2008/2008031.pdf
Sanford, C., Newman, L., Wagner, M., Cameto, R., Knokey, A.-M., & Shaver, D. (2011). The post-high school outcomes of young adults with disabilities up to 6 years after high school. Key findings from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3004). Menlo Park, CA: SRI International. Retrieved from http://www.ies.ed.gov/ncser/pubs/20113004/pdf/20113004.pdf
References
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Rebecca O. Zumeta, Ph.D. [email protected]
1000 Thomas Jefferson Street NWWashington, DC [email protected]