This module is intended to help educators and administrators to dive deeper into the steps of the data-based individualization (DBI) process for individualizing and intensifying interventions.
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DBI Process
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Implementation Guidance and Considerations
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Progress monitoring, a key component of a multi-tiered system of support (MTSS), occurs throughout the data-based individualization (DBI) process to assess responsiveness to the validated intervention platform, as well as adaptations to the intervention. Prior to delivering the validated intervention platform, intervention teams should develop a progress monitoring plan that outlines the progress monitoring tool, student goal, and frequency of data collection and review. During delivery of the validated and adapted intervention, educators should collect and graph frequent progress monitoring data.
Data teams serve multiple roles in the data-based individualization (DBI) process and across a multi-tiered system of supports (MTSS). Although schools may have multiple teams that review different types of data across a multi-tiered system of supports (MTSS), the intensive intervention or DBI team is focused on the needs of individual students who are not making progress in their current intervention or special education program. It is critical that these meetings are driven by data, occur regularly, and use an efficient, consistent process that allows participants to review progress and make intervention decisions for students. NCII has created a series of tools to help teams establish efficient and effective individual student data meetings.
This webinar illustrates considerations for implementing data-based individualization (DBI) with English Learners that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs.
The DBI Implementation Rubric and the DBI Implementation Interview are intended to support monitoring of school-level implementation of data-based individualization (DBI). The rubric is based on the structure of the Center on Response to Intervention’s Integrity Rubric and is aligned with the essential components of DBI and the infrastructure that is necessary for successful implementation in Grades K–6. It describes levels of implementation on a 1–5 scale across DBI components. The rubric is accompanied by the DBI Implementation Interview which includes guiding questions that may be used for a self-assessment or structured interview of a school’s DBI leadership team.
This training module, Using the Taxonomy of Intervention Intensity to Select, Design, and Intensify Intervention, introduces the Taxonomy of Intervention Intensity and describes how it supports the DBI process by helping provide explicit guidance on how to select and evaluate validated intervention programs to best meet students’ needs and intensify or adapt those interventions when students or groups of students do not adequately respond. At the end of the training participants will be able to:
Monitoring Student Progress for Behavioral Interventions (DBI Professional Learning Series Module 3)
This module focuses on behavioral progress monitoring within the context of the DBI process and addresses: (a) methods available for behavioral progress monitoring, including but not limited to Direct Behavior Rating (DBR), and (b) using progress monitoring data to make decisions about behavioral interventions.
In this Voices from the Field, the National Center on Intensive Intervention (NCII) talks with Richard Carter, PhD, an assistant professor in the Department of Counseling, Leadership, Advocacy, and Design at the University of Wyoming. Dr. Carter teaches Mild and Moderate Disabilities, Assessment in Special Education, and Collaboration and is working to develop a micro-credentialing system for educators in the state. Dr. Carter discusses how he has integrated NCII’s data-based individualization (DBI) resources within his education preparation efforts
When a student fails to respond to a validated intervention, teams need to identify why the student is not responding to determine how to adapt the intervention. Diagnostic data can assist teams in this process. They may be used to understand a student’s specific skill deficits and strengths or to identify the environmental events that predict and maintain the student’s problem behavior.
Fidelity refers to how closely prescribed procedures are followed and, in the context of schools, the degree to which educators implement programs, assessments, and implementation plans the way they were intended. When we implement interventions and assessments with fidelity, intervention teams can make more accurate decisions about an individual student’s progress and future intervention needs. In addition, fidelity of implementation to the data-based individualization (DBI) process as a whole and across multiple students in a school, helps to ensure that staff have the necessary resources and processes in place to support strong implementation for individual students. The following tools assess and support fidelity of DBI implementation at the school, interventionist, and student levels.