This rubric uses descriptors of the dimensions of the Taxonomy of Intervention Intensity to support teams in selecting and evaluating validated interventions for small groups or individual students. Teams may consider using data available on the National Center on Intensive Intervention Academic Tools Chart and the publishers’ websites as well as results from previous implementation efforts. Each dimension will be rated on a scale of 0– Fails to Address Standard to 3 – Addresses Standard Well. Taxonomy of Intervention Intensity: Academic Rating Rubric Related Resources Taxonomy of Intervention Intensity Resources
Implementation Guidance and Considerations
Teams are a vital part of an effective multi-tiered system of supports (MTSS) across both academics and behavior as well as special education. Making connections across the across the various teams used in MTSS and special education can be challenging. This resource from NCII and the PBIS Center, provides information about how DBI can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.
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. The DBI process includes five iterative steps:
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.
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.
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.
This log can be used as a daily and weekly record of the implementation of an individual student’s intensive intervention plan. This information, along with progress monitoring graphs, can inform team intervention and data review meetings. You may choose to supplement the logs with additional items or more detailed intervention notes.
Providing more explicit instruction, captured within the comprehensiveness domain of the Taxonomy of Intervention Intensity, is critical within intensive intervention. The Recognizing Effective Special Education Teachers (RESET) project, funded by U.S. Department of Education Institute for Education Sciences (IES) and led by Evelyn Johnson at Boise State University, developed a series of rubrics based on evidence-based practices for students with high incidence disabilities. One set of rubrics focuses on explicit instruction. Based on the main ideas of Explicit Instruction, the Explicit Instruction Rubric was designed for use by supervisors and administrators to reliably evaluate explicit instructional practice, to provide specific, accurate, and actionable feedback to special education teachers about the quality of their explicit instruction, and ultimately, improve the outcomes for students with disabilities.