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Mr. Williams has now conducted the diagnostic assessments and determined that there is an adaptation needed to Joe’s current instruction.\u00a0 He consults the DBI process chart and moves to the next step, instructional adaptations.<\/p>\n
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Let\u2019s see how Mr. Williams\u00a0adapts Joe’s current reading intervention.\u00a0<\/strong><\/p>\n <\/p>\n (Source:\u00a0 National Institute for Intensive Intervention)<\/strong><\/p>\n <\/p>\n Based on the results of the assessments, Mr. Williams has identified the skills that Joe needs additional instruction in.\u00a0 He consults the DBI chart and has determined that an instructional adaptation is needed.\u00a0 Based on his 4 weeks of progress monitoring data, along with the additional diagnostic assessments, Mr. Williams can begin to make instructional adaptations for Joe.<\/p>\n Mr. Williams consults his training materials from his summer professional development on implementing the DBI process. \u00a0He consults the NCII recommended changes for instruction on their DBI website.<\/p>\n <\/p>\n He creates a chart of the recommended adaptations to instruction:<\/strong><\/p>\n <\/p>\n <\/p>\n <\/p>\n To begin making instructional adaptations, Mr. Williams looks first at the dosage of Joe\u2019s intervention to see if a change needs to be made.\u00a0 Joe is currently receiving 30 minutes of reading intervention daily. \u00a0Mr. Williams decides that in order to implement the instructional changes for Joe, he will increase his intervention time from 30 minutes a day to 45 minutes a day.<\/p>\n After making a change to Joe\u2019s daily time, Mr. Williams looks to see if he needs to change the learning environment. \u00a0Joe is currently receiving intervention with two other 4th<\/sup> grade students.\u00a0 Mr. Williams classroom is highly structure with little distractions.\u00a0 Mr. Williams determines that a change is not needed.<\/p>\n Now Mr. Williams looks at the including cognitive strategies along with instructional strategies.\u00a0 Mr. Williams decides to implement goal setting and self-monitoring during Joe\u2019s intervention time.\u00a0 The Tier II reading intervention tells students what they will be learning and what they will be able to do at the end of the lesson.\u00a0 Joe responds well to this portion of the program so Mr. Williams decides to include this in his adaptations.\u00a0 To help Joe self-monitor his progress, he will implement a goal for instruction for the week along with a way for Joe to monitor his progress.\u00a0 Since Joe will be working on sight words, Mr. Williams creates a data tracking sheet for his sight words accuracy.\u00a0 Joe can track his percentage of words correct and track what words he need to practice more with.\u00a0 Mr. Williams will be using a word identification fluency probe with Joe to progress monitor his progress with long vowels and multi-syllabic words.\u00a0 He will create Joe a data sheet where he can track his progress with accuracy of decoding.<\/p>\n Mr. Williams examines the Tier II instruction to see if a presentation change needs to be made. He decides to increase the amount of immediate and corrective feedback during the lesson for both the group and individual responses.\u00a0 Mr. Williams will monitor the student\u2019s responses closely and provide additional feedback during the lesson.\u00a0 Mr. Williams will also increase feedback for Joe during his additional instruction time.<\/p>\n Finally, Mr. Williams decides to make some instructional changes to the Tier II intervention.\u00a0 Joe will continue to receive the 30 minutes of group instruction using the Tier II intervention daily.\u00a0 Additionally, Mr. Williams will work with Joe on decoding skills for long vowels and multi-syllabic words and sight words during his extra instructional minutes.<\/p>\n Mr. Williams has identified the instructional changes that he will make to Joe’s instruction based off the diagnostic assessments.\u00a0 Mr. Williams will now create a plan for progress monitoring based off the instructional adaptations.<\/p>\n <\/p>\n Let\u2019s visit Case Study Part Two to see how Mr. Williams uses the\u00a0instructional changes to create a progress monitoring plan.\u00a0<\/strong><\/p>\n <\/p>\n Click on the image below to see Case Study Part 5.\u00a0\u00a0<\/strong><\/p>\n![\"Data-Based](\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3220\/2019\/10\/DBI-NCII-Process-Diagram.png\")
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\n Adaptation<\/strong><\/td>\n What is it?<\/strong><\/td>\n Change Made?<\/strong><\/td>\n Why?<\/strong><\/td>\n<\/tr>\n \n Dosage<\/strong><\/td>\n Changing the amount of intervention, a student receives<\/td>\n YES<\/strong><\/td>\n Increase intervention time by 45 minutes a day<\/td>\n<\/tr>\n \n Change the Learning Environment<\/strong><\/td>\n Changing the number of students, location, etc. from the learning environment<\/td>\n NO<\/td>\n Intervention group is currently 3 students in a structured environment with limited distractions<\/td>\n<\/tr>\n \n Teach Cognitive Process Strategies<\/strong><\/td>\n Teaching strategies for processing and organizing information<\/td>\n YES<\/strong><\/td>\n Including goal setting and self-monitoring of progress<\/td>\n<\/tr>\n \n Modify Instructional Presentation<\/strong><\/td>\n Modifying instruction by using the elements of explicit instruction<\/td>\n YES<\/strong><\/td>\n Make a change to the amount of immediate corrective feedback during lessons<\/td>\n<\/tr>\n \n Adaptations to Instructional Program<\/strong><\/td>\n Adding additional elements of instruction along with validated Tier II program<\/td>\n YES<\/strong><\/td>\n Along with continuing the Tier II reading program, additional instruction and practice for sight words and words with long vowel and multi-syllabic words<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
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