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.

    If we don’t implement critical components of an intervention with consistency, we cannot link student outcomes to the instruction provided. Fidelity can help us to determine the effectiveness of an intervention, and identify if a student requires more intensive supports. This resource outlines five elements of fidelity and provides guiding questions for each.          

This module describes how to use data (Module 6) to inform decision making in the classroom. How do you know you are choosing the right interventions, and implementing with the right intensity, to influence a change in student behavior? By the end of this module you should be able to: Describe why we use data for decision making Determine if core features of classroom management practices are in place with fidelity Determine if all individuals in your classroom are achieving desired outcomes Develop an action plan to enhance or intensify support as needed

If you are like most educators, you agree with the idea of providing intensive intervention for students with the most intractable academic and behavior problems. The question you may be asking is, how do I find the time? This guide includes strategies that educators can consider when trying to determine how to find the time for this intensification within the constraints of busy school schedules. Supplemental resources, planning questions, and example schedules are also provided.

Intensive intervention teams can use these checklists to monitor implementation of the data-based individualization (DBI) process during initial planning and ongoing review (progress monitoring) meetings in order to ensure teams develop high quality student plans. These detailed checklists may be most beneficial for less experienced teams. As teams become more familiar with DBI implementation, they may choose to use the checklists less frequently or focus on only a subset of items.

NCII presented a special session at the National Association of School Psychologists (NASP) 2016 Annual Convention. Presenters included Drs. Laura Berry Kuchle, Christopher Lemons, Chris Riley-Tillman, and Lou Danielson. The session (1) shared the importance of intensive intervention, (2) described data-based individualization (DBI), a process for adapting academic and behavioral interventions to meet individual needs, (3) described tools to evaluate implementation of key components of DBI, (4) discussed implementation patterns in NCII’s partner schools and lessons learned from NCII's technical assistance with schools and districts, and (5) shared resources available from NCII.

The DBI Implementation Rubric and the DBI Implementation Interview are intended to support monitoring of school-level implementation of data-based individualization (DBI). The rubric is based on the structure of the Center on Response to Intervention’s Integrity Rubric and is aligned with the essential components of DBI and the infrastructure that is necessary for successful implementation in Grades K–6. It describes levels of implementation on a 1–5 scale across DBI components. The rubric is accompanied by the DBI Implementation Interview which includes guiding questions that may be used for a self-assessment or structured interview of a school’s DBI leadership team.

NCII presented a strand at Center for Exceptional Children (CEC) 2015 Convention and Expo. The strand, "How Can We Make Intensive Intervention Happen?  Considerations for Knowledge Development, Implementation, and Policy," address the range of issues schools and districts encounter as they attempt to implement intensive intervention—knowledge and skills, systems to support and evaluate implementation, and policy context. 

NCII presented a Strand at CEC 2014 Convention and Expo focused on intensive intervention. The Strand Using Intensive Intervention to Meet the Academic and Behavior Needs of Struggling Learners provided participants with an overview of how principles of intensive intervention may be applied to students with severe and persistent learning needs across reading, mathematics, and behavior. The Strand included three content-oriented sessions focused on reading, mathematics, and behavior and one panel session covering common implementation issues associated with provision of intensive services

This checklist can be used by intervention providers or planning teams to review, document, and improve implementation of the data-based individualization (DBI) process and monitor whether the student intervention plans were implemented as intended.