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:
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
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 series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of basic facts. Within college- and career-ready standards basic facts are taught in Kindergarten through Grade 4. These videos may be used as each concept is introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.
This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of place value computation. Within college- and career-ready standards place value is taught in Kindergarten through Grade 5. These videos may be used as each concept is introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.
This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of place value. Within college- and career-ready standards place value is taught in Kindergarten through Grade 5. These videos may be used as each concept is introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.
This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of numeracy and counting. Within college- and career-ready standards numeracy and counting are taught in Pre-Kindergarten through Grade 1. These videos may be used as these concepts are introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.
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.
This tool is designed to help educators collect and graph academic progress monitoring data across multiple measures as a part of the data-based individualization (DBI) process. This tool allows educators to store data for multiple students (across multiple measures), graph student progress, and set individualized goals for a student on specific measures.
This video illustrates the use of manipulatives to help students practice correspondence and tracking objects as objects are counted in different ways. When children understand that objects may be counted in any order (e.g., left-to-right, right-to-left, in a random fashion) they have developed an understanding of the order irrelevance counting principle. Counting objects in many different ways also allows students to practice tracking objects as the objects are counted to make sure that each objects is counted once and only once, regardless of the order in which the object is counted.
This video uses manipulatives to review common counting errors that many students who struggle with counting exhibit. When students make counting errors such as coordination errors, omission errors, and double counting errors, it suggests that they do not have a solid foundation of one-to-one correspondence with counting. Allowing students multiple opportunities to practice counting with a set of objects presented in a line will help students refine skills in correspondence. Students may also commit errors related to reciting the correct counting sequence. If students have not mastered the stable orders of numbers, they will not be able to correctly apply other counting skills; therefore, students should be provided with multiple opportunities to practice the verbal count sequence.