Fidelity refers to how closely prescribed procedures are followed and, in the context of schools, the degree to which educators implement programs, assessments, and implementation plans the way they were intended. When we implement interventions and assessments with fidelity, intervention teams can make more accurate decisions about an individual student’s progress and future intervention needs. In addition, fidelity of implementation to the data-based individualization (DBI) process as a whole, across multiple students in a school, helps to ensure that staff have the necessary resources and processes in place to support strong implementation for individual students. The following tools assess and support fidelity of DBI implementation at the school, interventionist, and student levels.
Successful implementation of intensive intervention using data-based individualization (DBI) is more likely to occur in schools that have a well-functioning tiered system of support, commonly called a multi-tiered system of support (MTSS), response to intervention (RTI), or positive behavioral interventions and supports (PBIS), depending on your location and area of focus. Intensive intervention is considered the most intense level of intervention and also may be known as Tier 3.
This series of professional learning modules intended to assist district or school teams involved in initial planning or implementation of data-based individualization (DBI) as a framework for providing intensive intervention in academics and behavior. The modules listed below provide an overview of the DBI process and more in-depth exploration of the various components of DBI.
Successfully implementing intensive intervention using the data-based individualization (DBI) process demands multiple components and structures of support, including strong leadership support, examining current capacity and readiness, ongoing professional learning made up of training and coaching, development of efficient and effective procedures and intervention plans, ongoing evaluation and review of implementation to inform continuous improvement, and engagement of parents and families as partners in the work. This section of the website includes tools and resources to support effective implementation of DBI.
The DBI process builds on a validated intervention program. This may also be called an evidence-based standard-protocol intervention or a Tier 2 intervention.
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. DBI is the technical term for what many good teachers do naturally through the problem solving process: frequently review student data and make changes to their teaching based on what works for students. DBI, however, makes this process systematic, explicit, and tailored to meet the needs of individual students through a multi-step process that gradually intensifies instruction and support.
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This website was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005 (2011-2016) and H326Q160001 (2016-2021). Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this website is intended or should be inferred.
This page is intended to help college and university faculty locate information, tools, and resources to support developing, modifying, or enhancing coursework and field experiences related to intensive intervention implementation.