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 2

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 3

 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? 4

Why Do We Need Intensive Intervention? Low academic achievement Dropout rates Arrest rates 5

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). 6

What Is NCII’s Approach to Intensive 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. 7

The DBI Process 8

Intensive TA Informing Implementation & Support TA Sites ( )  Approximately 30 schools in 12 districts in 4 states  Training in knowledge and skills needed for DBI  Coaching to support implementation  Reading, math, and behavior How is it going?  Current implementation  Strengths/challenges  Future needs  Non-negotiables for working in future schools DBI Rubric 9

Monitoring Implementation 10

Monitoring Implementation 11

 System features to support DBI readiness and implementation  Data and decision making  Intervention  DBI process  Evaluation Rubric Sections 12

 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 13

14 Non-NegotiablesNegotiables Staff 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 2 nd round of interviews during Spring, 2015 to evaluate implementation change over time. Next Steps 15

Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., Wang, X., & Zhang, J.. (2012). The condition of education 2012 (NCES ). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. Retrieved from 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 ). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved from References 16

National Center for Education Statistics. (2013). The Nation’s Report Card: A first look: 2013 mathematics and reading (NCES ). Washington, DC: U.S. Department of Education, Institute of Education Sciences. Retrieved from 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 ). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. Retrieved from 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 ). Menlo Park, CA: SRI International. Retrieved from References 17

Rebecca O. Zumeta, Ph.D Thomas Jefferson Street NW Washington, DC