View the recordings from the 3-day event celebrating 10 years of NCII.
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DBI Process
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Implementation Guidance and Considerations
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The purpose of this module is to introduce schools interested in implementing intensive intervention to the infrastructure needed to implement data-based individualization (DBI). The module includes presentation slides with integrated activities and handouts to help teams determine their readiness and develop an action plan for implementation.
Successful implementation of intensive intervention using data-based individualization (DBI) is more likely to occur in schools that have a well-functioning tiered system of support, commonly called a multi-tiered system of supports (MTSS), response to intervention (RTI), or positive behavioral interventions and supports (PBIS), depending on your location and area of focus. Intensive intervention is considered the most intense level of intervention and also may be known as Tier 3.
Washington's Intensive Intervention Implementation Story To best support this work at the local level, state agency staff at OSPI undertook a year of internal skill-building work related to their personal knowledge related to intensive intervention in academics and behavior. Once a foundation was built, OSPI, NCII, and the Central Valley School District (CVSD) partnered to conduct a two-year (2018-2019 and 2019-2020) training series focused on implementation of data-based individualization (DBI) across the district. The training series began with CVSD district leaders coordinating with schools to construct teams of educators who would attend the training series. Teams from eight participating elementary schools included multidisciplinary staff representative of building principals, school psychologists, special education teachers, interventionists, reading specialists, and general education teachers.
These professional learning training materials are intended to assist district or school teams involved in initial planning or implementation of data-based individualization (DBI) as a framework for providing intensive intervention in academics and behavior. The modules listed below provide an overview of the DBI process and more in-depth exploration of the various components of DBI.
In this video, Ellen Reinhardt, MTSS Technical Assistance Provider in Rhode Island and NCII Coach, discusses conditions that are necessary for effective and sustainable implementation of intensive intervention.
This collection highlights a sampling of articles focused on intensive intervention and data-based individualization (DBI). Although there is a wealth of research on key components of the DBI process (e.g., progress monitoring, validated intervention programs), this list is not intended to include articles that focus on specific steps in the DBI process, nor is it an exhaustive review of all available literature. In the list below, we highlight seminal research on DBI and articles published since 2011, when NCII was first funded.
In this Voices from the Field post, Emma Shanahan reflects on her experiences with progress monitoring and data-based decision making as a teacher and shares findings from her recent research on DBI professional development.
Successful implementation of a multi-tiered system of supports (MTSS) and, specifically, intensive intervention through the data-based individualization (DBI) process, demands the collection and analysis of data. As teams consider data collection, challenges may occur with assessment administration, scoring, and data entry (Taylor, 2009). This resource reviews three data collection and entry challenges and strategies to ensure data about risk status and responsiveness accurately represent student performance and minimize measurement errors.
In this video, Ellen Reinhardt shares how schools can help to support staff during DBI implementation.