HLP #20: Provide Intensive Instruction

Summary

This video introduces High-Leverage Practice #20: Provide Intensive Instruction, which is crucial for students with disabilities. It explores the process of intensive intervention, emphasizing the importance of individualized support when students do not make adequate progress with standard interventions. The video explains the Data-Based Individualization (DBI) process, which includes using a validated intervention, monitoring progress, collecting diagnostic data, and making necessary adaptations to instruction. Through real-world examples and research-based strategies, the video highlights how educators can effectively address the needs of students requiring more intensive support.

Takeaways

• 😀 Intensive instruction is designed to provide targeted support for students with severe and persistent learning needs, often in the form of Tier 3 intervention.
• 😀 Intensive intervention is not a specific product but a process that educators use to identify and provide evidence-based instruction tailored to students with disabilities.
• 😀 Students with intensive needs may require 10 to 30 times more practice to master a skill compared to their peers without disabilities.
• 😀 Data-Based Individualization (DBI) is a key process for intensifying instruction for students with significant needs, involving a systematic use of intervention programs and progress monitoring.
• 😀 DBI is a team process that involves special educators, interventionists, and other specialists, but can also be implemented by an individual special educator.
• 😀 The four key components of DBI are: 1) Using a standard protocol intervention program with fidelity, 2) Regularly monitoring student progress, 3) Collecting diagnostic data in areas of concern, 4) Making data-driven adaptations to interventions.
• 😀 Regular progress monitoring (e.g., curriculum-based measurement) is essential to assess whether the intervention is effective and whether adjustments need to be made.
• 😀 When a student isn't making progress, diagnostic data like standardized assessments and teacher observations are used to understand the root causes and refine the intervention.
• 😀 DBI emphasizes the importance of making ongoing adjustments to instruction based on data, with teams meeting regularly to evaluate progress and make necessary changes.
• 😀 Intensive intervention requires explicit instruction, additional practice, and individualized feedback, and should be layered on top of high-quality instruction at Tiers 1 and 2 to be most effective.

Q & A

What is the focus of High-Leverage Practice Number 20?

High-Leverage Practice Number 20 focuses on providing intensive instruction for students with disabilities, especially those with severe and persistent learning or behavioral needs.

What does intensive intervention entail in a school setting?

Intensive intervention involves a process where educators identify and provide evidence-based instruction for students with disabilities who have significant learning needs. This can include reducing the size of instructional groups, adding instructional time, integrating academic or behavioral supports, and using strategies that are not part of Tier 1 or Tier 2 interventions.

How is the process of intensifying instruction typically determined?

The process of intensifying instruction is usually determined by a team of professionals who use student performance data to assess the effectiveness of current interventions and decide on the appropriate level of additional support required.

What does the Data-Based Individualization (DBI) process involve?

The DBI process is a research-based approach for intensifying and individualizing instruction using validated intervention programs, progress monitoring, diagnostic data, and research-based adaptations. It is used to support students with the most severe learning or behavioral challenges.

Who typically implements the DBI process?

The DBI process is typically implemented by a team of professionals, although it can also be executed by an individual special educator. It involves using expert knowledge in intervention and assessment to ensure effective implementation.

What role does progress monitoring play in the DBI process?

Progress monitoring plays a critical role in DBI as it helps educators assess whether the intervention is having the desired impact. If students are not making adequate progress, further diagnostic data is collected to understand the reasons and inform instructional changes.

What are Curriculum-Based Measurements (CBMs), and how are they used in DBI?

Curriculum-Based Measurements (CBMs) are timed assessments used to monitor student progress. Teachers establish goals for students and graph their performance to evaluate progress. If progress is insufficient, teams use CBMs to gather further diagnostic data and adjust the intervention approach.

Why is the DBI process particularly important for students with disabilities?

The DBI process is important for students with disabilities because these students often require more intense and individualized support compared to peers without disabilities. The process ensures that the interventions are tailored to meet their specific needs and provide them with the best chance of success.

What are the four key components of the DBI process as outlined by the National Center on Intensive Intervention (NCII)?

The four key components of the DBI process are: 1) using a standard protocol intervention program with fidelity, 2) regularly monitoring student progress, 3) collecting diagnostic data in areas of concern, and 4) making data-driven adaptations to the intervention.

How does DBI ensure that instruction is individualized for each student?

DBI ensures individualized instruction by using data from progress monitoring and diagnostic assessments to identify specific areas of struggle. This data helps educators make informed decisions about necessary changes to interventions, making sure that instruction is aligned with the unique needs of each student.