Assessment is an essential part of the data-based individualization (DBI) process and a multi-tiered system of support (MTSS). Without technically sound assessment, which provides accurate, meaningful information, a teacher has no objective method for determining what a student needs or how to intensify instruction to meet those needs. The close connection between assessment and intervention is at the foundation of the DBI process. This connection is what drives teacher decision making. With the right assessment tools and guidance on how to use them, teachers can make sound, data-based decisions about who needs intensive intervention, when to make instructional changes, and what skills to focus on. In the tables below, find resources to support the selection and evaluation of screening, progress monitoring and diagnostic assessments.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
This webinar discusses classroom management strategies educators can apply to improve access and outcomes for students with disabilities and students with intensive needs.
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.
Washington's Intensive Intervention Implementation Story To best support this work at the local level, state agency staff at OSPI undertook a year of internal skill-building work related to their personal knowledge related to intensive intervention in academics and behavior. Once a foundation was built, OSPI, NCII, and the Central Valley School District (CVSD) partnered to conduct a two-year (2018-2019 and 2019-2020) training series focused on implementation of data-based individualization (DBI) across the district. The training series began with CVSD district leaders coordinating with schools to construct teams of educators who would attend the training series. Teams from eight participating elementary schools included multidisciplinary staff representative of building principals, school psychologists, special education teachers, interventionists, reading specialists, and general education teachers.
Progress monitoring, a key component of a multi-tiered system of support (MTSS), occurs throughout the data-based individualization (DBI) process to assess responsiveness to the validated intervention platform, as well as adaptations to the intervention. Prior to delivering the validated intervention platform, intervention teams should develop a progress monitoring plan that outlines the progress monitoring tool, student goal, and frequency of data collection and review. During delivery of the validated and adapted intervention, educators should collect and graph frequent progress monitoring data.
In this video, Derrick Bushon, Director of Student Services for Swartz Creek Community Schools, discusses how his district took a systems approach to integrating DBI into schools.
In this article, Dr. Carrie Thomas Beck from the Oregon Department of Education discusses the dyslexia law in Oregon, the role of intensive intervention in Oregon’s dyslexia initiative, and provides advice for states defining their dyslexia frameworks.
In this video, Dr. Jade Wexler, Assistant Professor of Special Education at the University of Maryland, College Park discusses research and implementation challenges for implementing interventions to support students academically and behaviorally within incarcerated settings.
In this Voices from the Field post, we archive the presentations from day 2 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on preparing in-service and pre-service educators and leaders to implement intensive intervention.
In this Voices from the Field post, we archive the presentations from day 3 of the NCII 10-year celebration of the implementation of intensive intervention. On this day, panelists shared stories focused on improving outcomes for students through DBI implementation.