This brief offers recommendations to support educators to efficiently collect, analyze, and use diagnostic data to adapt or intensify intervention.
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Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
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This online course helps educators learn how to set goals, collect data, and make decisions using academic progress monitoring data.
This course is the second in a series on progress monitoring. This module describes two types of academic progress monitoring measures and considerations for selecting an academic progress monitoring tool.
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 course is the first in a series focused on progress monitoring. This module introduces progress monitoring and role progress monitoring plays in the DBI process.
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.
This webinar shared an overview of how social emotional learning (SEL) relates to intensive intervention and offer sample strategies and resources for building social and emotional competencies for students in need of intensive learning, social, emotional, or behavioral supports.
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.
This video features reflections from Bill Rasplica, the former executive director of Franklin Pierce Schools, about his experiences implementing DBI, lessons learned, and recommendations for other district leaders.
After initial data-based individualization (DBI) implementation, schools and districts need to own the work and deliver ongoing support, including supports for new teachers within existing budgets and staff time. Planning for sustainability upfront can help district leaders to streamline their implementation efforts. In New York City, Jason Borges and Meghan Duffy from the New York City Department of Education have found several successful strategies for DBI implementation that have helped make DBI self-sustaining. This audio story shares their DBI implementation approach, successes, and lessons learned about sustainability. The recording is broken into three parts.