Data Review There is no evidence that: There is partial evidence that: There is strong and consistent Adaptations of Adaptations of evidence that: interventions are driven interventions are driven Adaptations of by student data. by student data. interventions are driven Explicit goals with clear Explicit with clear by student data. rules for determining rules for determining Explicit goals with clear when adaptations will be when adaptations will be rules for determining made are delineated for made are delineated for when adaptations will each student. each student. be made are delineated for each student. Documentation There is no evidence, for There is partial or inconsistent There is strong and consistent students receiving DBI, that: evidence, for students receiving evidence, for students Student intervention DBI, that: receiving DBI, that: plans include a goal and Student intervention Student intervention progress-monitoring plans include a goal and plans include a goal procedures. progress-monitoring and Teachers keep procedures. procedures. intervention logs. Teachers keep Teachers keep intervention logs. intervention logs. Decision Rules There is no evidence that: is inconsistent evidence There is strong and consistent Decision rules for that: evidence that: determining the need for Decision rules for Decision rules for additional adaptations determining the need for determining the need are clearly articulated additional adaptations for additional and based on reliable, are clearly articulated adaptations are clearly valid and based on reliable, articulated and based data. valid on reliable, valid Decision rules are being data. progress-monitoring implemented accurately. Decision rules are being data. implemented accurately. Decision rules are being implemented accurately.
Data Review There is no evidence that: Adaptations of interventions are driven by student data. Explicit goals with clear rules for determining when adaptations will be made are delineated for each student. There is partial evidence that: Adaptations of interventions are driven by student data. Explicit with clear rules for determining when adaptations will be made are delineated for each student. There is strong and consistent evidence that: Adaptations of interventions are driven by student data. Explicit goals with clear rules for determining when adaptations will be made are delineated for each student. Documentation There is no evidence, for students receiving DBI, that: Student intervention plans include a goal and progress-monitoring procedures. Teachers keep intervention logs. There is partial or inconsistent evidence, for students receiving DBI, that: Student intervention plans include a goal and progress-monitoring procedures. Teachers keep intervention logs. There is strong and consistent evidence, for students receiving DBI, that: Student intervention plans include a goal and procedures. Teachers keep intervention logs. Decision Rules There is no evidence that: Decision rules for determining the need for additional adaptations are clearly articulated and based on reliable, valid data. Decision rules are being implemented accurately. is inconsistent evidence that: Decision rules for determining the need for additional adaptations are clearly articulated and based on reliable, valid data. Decision rules are being implemented accurately. There is strong and consistent evidence that: Decision rules for determining the need for additional adaptations are clearly articulated and based on reliable, valid progress-monitoring data. Decision rules are being implemented accurately.
DBI_ImplementationRubric.docx