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.
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DBI Process
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Implementation Guidance and Considerations
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Research tells us that ongoing coaching is essential for achieving practice change. And without ongoing coaching and practice opportunities, professional development is highly unlikely to lead to increased knowledge and skills to implement a new practice soundly. This rings especially true for complex processes like data-based individualization (DBI). DBI requires that educators commit to engaging in the iterative process of providing intervention, analyzing progress monitoring data, and making data-based decisions to adapt and individualize interventions when needed. To help schools effectively implement DBI, ongoing implementation support in the form of coaching that provides opportunities to learn critical information, apply and receive feedback, and troubleshoot problems when they occur is essential.
Research indicates that for successful implementation to occur, it is important to look at not only what is being implemented but how it is implemented. Implementing DBI often necessitates that educators make school-wide instructional adaptations, engage in systematic data analysis, and conduct individualized student-level decisions at levels that task the bandwidth of resources, staffing, and budgets of many schools. Assessing readiness from multiple stakeholders with different perspectives prior to implementation allows educators across many levels (schools, districts, and states) to prioritize areas for their initial efforts and then slowly use the momentum to build capacity toward full implementation. In this section, find training materials, lessons learned from those who have implemented DBI, and tools to assess your initial readiness and build capacity to implement intensive intervention.
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.
These professional learning training materials are intended to assist district or school teams involved in initial planning or implementation of data-based individualization (DBI) as a framework for providing intensive intervention in academics and behavior. The modules listed below provide an overview of the DBI process and more in-depth exploration of the various components of DBI.