Leadership Decisions and actions by school Decisions and actions by school Decisions and actions by and district leaders limit the and district leaders are school and district leaders feasibility or effectiveness of the inconsistent and only somewhat proactively support the essential components of the DBI supportive of the essential essential components of the framework at the school; there is components of the DBI DBI framework at the school lack of leadership support for framework at the school; and help make the DBI DBI. support for DBI implementation framework more effective; is not very evident. support for DBI implementation is of high priority. School Schedules School schedules are not School schedules are partially School schedules are aligned aligned to support multiple aligned to support multiple to support multiple levels of levels of intervention and levels of intervention and intervention and high-quality instruction on instruction based on instruction based on student student need; inadequate time is student need; some additional need; adequate additional time available for interventions; time is built in for interventions; is built in for interventions; schedules are inflexible and schedules are somewhat schedules are flexible and can cannot support changes to flexible and can support some support changes to student student groupings. changes to student groupings. groupings as needed. Resources Resources (e.g., funds, Resources (e.g., funds, Resources (e.g., funds, programs, time available) are programs, time available) are programs, time available) are not allocated to support DBI partially allocated to support DBI adequately allocated to implementation. implementation. support DBI implementation. Cultural and Linguistic Little or no evidence that Inconsistent evidence that staff Strong and consistent Responsiveness can articulate information and can articulate information and evidence that staff can factors that they consider when factors that they consider when articulate information and adopting culturally and adopting culturally and factors that they consider linguistically appropriate: linguistically appropriate: when adopting culturally and Assessments. Assessments. linguistically appropriate: Intervention programs. Intervention programs. Assessments. Intervention programs.
Leadership Decisions and actions by school and district leaders limit the feasibility or effectiveness of the essential components of the DBI framework at the school; there is lack of leadership support for DBI. Decisions and actions by school and district leaders are inconsistent and only somewhat supportive of the essential components of the DBI framework at the school; support for DBI implementation is not very evident. Decisions and actions by school and district leaders proactively support the essential components of the DBI framework at the school and help make the DBI framework more effective; support for DBI implementation is of high priority. School Schedules School schedules are not aligned to support multiple levels of intervention and instruction on student need; inadequate time is available for interventions; schedules are inflexible and cannot support changes to student groupings. School schedules are partially aligned to support multiple levels of intervention and instruction based on student need; some additional time is built in for interventions; schedules are somewhat flexible and can support some changes to student groupings. School schedules are aligned to support multiple levels of intervention and high-quality instruction based on student need; adequate additional time is built in for interventions; schedules are flexible and can support changes to student groupings as needed. Resources Resources (e.g., funds, programs, time available) are not allocated to support DBI implementation. Resources (e.g., funds, programs, time available) are partially allocated to support DBI implementation. Resources (e.g., funds, programs, time available) are adequately allocated to support DBI implementation. Cultural and Linguistic Responsiveness Little or no evidence that can articulate information and factors that they consider when adopting culturally and linguistically appropriate: Assessments. Intervention programs. Inconsistent evidence that staff can articulate information and factors that they consider when adopting culturally and linguistically appropriate: Assessments. Intervention programs. Strong and consistent evidence that staff can articulate information and factors that they consider when adopting culturally and linguistically appropriate: Assessments. Intervention programs.
DBI_ImplementationRubric.docx