This brief highlights how to use culturally and linguistically aligned strategies to support multilingual learners within an multi-tiered system of supports framework
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DBI Process
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Implementation Guidance and Considerations
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This brief reviews provides considerations for creating readiness to implement DBI to support successful implementation and scale-up in schools.
This document addresses five guiding questions for educators to consider when reviewing and interpreting assessment data for English Learners and includes links to selected resources.
This brief offers recommendations to support educators to efficiently collect, analyze, and use diagnostic data to adapt or intensify intervention.
Learn about the work of the NCII and how the Center is building knowledge and capacity of state and local leaders, faculty and professional development providers, educators, and other stakeholders to support implementation of intensive intervention for students with severe and persistent learning and/or social, emotional, or behavioral needs using data-based individualization (DBI). The Progress Toward Outcomes report is an annual report summarizing NCII’s progress toward meeting project goals. This report reflect activities completed between October 2021-September 2022 which represents the first year of funding under Award No. H326Q210001. NCII Progress Toward Outcomes (Year 1)
State education agencies (SEAs) have an important role in initiating, supporting, and sustaining district- and school-level implementation of intensive intervention for students with severe and persistent learning and behavior needs. This document outlines five recommendations offered by SEA personnel who successfully led DBI capacity-building efforts in their states.
To support English Learners (ELs) with intensive intervention needs it is important to (a) deliver instruction that represents culturally and linguistically sustaining best practices, and (b) distinguish the needs and assets of learners to improve progress (i.e., second-language acquisition, culture, learning challenges). This brief illustrates considerations for implementing data-based individualization (DBI) with ELs that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs.
Special education teachers must have the skills to design and deliver intensive interventions for students with severe and persistent learning and behavioral needs. To ensure effective instruction for these students, preservice preparation programs must provide their teacher candidates with opportunities to learn, apply, and practice intensive intervention skills. Teacher preparation faculty play a critical role in ensuring the next generation of teachers have these opportunities.
During fall 2020, educators provided virtual, in-person, and hybrid intervention with an ongoing need to engage with and support parents and families. Although the context and environment may have changed, the focus on providing high-quality interventions with validated practices, monitoring student progress, and adapting and intensifying supports based on student data as outlined in the data-based individualization (DBI) process continues to be applicable across virtual, in-person, or hybrid models. This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings.
This brief presents an overview of how social and emotional learning (SEL) relates to intensive intervention and offers sample strategies for skill building among students in need of intensive learning, social, emotional, and behavioral supports.