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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NCII was featured in the Midwest Symposium for Leadership in Behavior Disorders ReThinking Behavior Winter 2023 Issue. The article reviews the data-based individualization (DBI) process and highlights resources to support implementation that are available on the NCII website.
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.
In this Voices from the Field video, Dr. Jason Harlacher and Veronica Fielder share CDE’s process for developing virtual learning modules on DBI and their strategies for ensuring the modules are accessible to educators.
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 course collection provides a guide to available NCII courses for those who are newer to the DBI process or interested in learning more about how intensive intervention can support students with severe and persistent learning and/or social, emotional, or behavioral needs.
The purpose of this document is to provide content-specific examples of how to structure educator-level and/or systems-level coaching as a mechanism to ensure ongoing professional learning to support tiered intervention. This document provides examples of coaching supports, models, and functions within the context of tiered intervention (e.g., RtI, PBIS, MTSS) and data-based decision making (e.g., data-based individualization [DBI]) for educators who already have foundational knowledge and/or experience with coaching.
This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings.
The first module in the Intensive Intervention Math Course Content focuses on the mathematics content necessary to include within intensive intervention. This includes matching decisions about instruction and assessment to the mathematics content.
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.
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