In this article, school psychologist Kelly Glick shares about the role school psychologists play in implementing intensive intervention through a data-based individualization (DBI) process and how implementing DBI has impacted her district.
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DBI Process
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Implementation Guidance and Considerations
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This webinar models how practitioners can use data-based individualization (DBI) to develop and implement specially designed instruction (SDI) for students with disabilities.
Many students who require intensive intervention also are students with disabilities. Thus, when used school-wide, data-based individualization (DBI) can help school teams design and implement a prereferral process and high-quality special education services. Furthermore, DBI also provides schools with a validated approach for identifying and supporting students with severe and persistent learning and behavior problems, including students who may require special education. This is because the data collected through the DBI process can assist teams in assessing the need for specialized instruction, which is one of two requirements for determining eligibility for special education. In addition, data collected through the DBI process can support special education teachers in more accurately developing present levels, goals, and specialized instruction and support that will be included in the initial IEP.
Intensive intervention teams can use these checklists to monitor implementation of the data-based individualization (DBI) process during initial planning and ongoing review (progress monitoring) meetings in order to ensure teams develop high quality student plans. These detailed checklists may be most beneficial for less experienced teams. As teams become more familiar with DBI implementation, they may choose to use the checklists less frequently or focus on only a subset of items.
In this video, Amy McKenna, a special educator in Bristol Warren Regional School District shares her experience with data-based individualization (DBI). Amy discusses how she learned about DBI, the impact her use of the DBI process had on students she worked with, and how DBI helped changed her practice as a special educator.
Support from leaders is essential for effective DBI implementation. This resource illustrates how DBI can help principals and local level administrators leverage existing resources, integrate supports for academics and behavior, define Tier 3, align special education and MTSS, establish effective data meetings, and improve outcomes for students who are at-risk for poor learning outcomes. In addition, the resource shares strategies and resources available to support implementation
This checklist can be used by intervention providers or planning teams to review, document, and improve implementation of the data-based individualization (DBI) process and monitor whether the student intervention plans were implemented as intended.
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.
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.
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.