This webinar describes how the RIOT/ICEL matrix can support problem-solving by helping teams to organize their diagnostic data, refine hypotheses, and guide decision making.
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DBI Process
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Implementation Guidance and Considerations
Student Population
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This resource is a companion to NCII’s Clarifying Questions to Create a Hypothesis to Guide Intervention Changes: Question Bank and provides additional questions for teams to consider for students who are English learners.
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 question bank includes questions that teams can use to develop a hypothesis about why an individual or group of students may not be responding to an intervention.
In this webinar panelists discuss strategies and frameworks to ensure educators are data literate and understand how data literacy can help districts and schools address learning opportunity gaps.
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 purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
Data-based individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. This document introduces and describes the DBI process and how it can be used to support students who require intensive intervention in academics and/or behavior.
In this video, Dr. Joe Wehby, Senior Advisor to the National Center for Intensive Intervention and Associate Professor in the Vanderbilt University Department of Special Education, addresses this question around research on intensive behavioral interventions.
Diagnostic tools provide data to assist educators in designing individualized instruction and intensifying intervention for students who do not respond to validated intervention programs. Diagnostic tools can be either informal, which are easy-to-use tools that can be administered with little training, or standardized, which must be delivered in a standard way by trained staff. Teams may find it helpful to initially consider using more informal and easily accessible diagnostic tools and data to avoid loss of instructional time. Standardized diagnostic tools, which require more time to administer and interpret, may be required for students who continually demonstrate a lack of response or who require special education.