In this video, Nicole Bucka, M.Ed. MTSS Technical Assistance Provider in Rhode Island and NCII Coach, shares considerations for supporting students with intensive behavioral needs at the secondary level.
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DBI Process
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Implementation Guidance and Considerations
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In this video, Nicole Bucka, NCII coach and MTSS professional development provider for Rhode Island discuss lessons learned from implementing intensive intervention at the middle and secondary level.
In this webinar, NCII’s Caitlyn Majeika and Aleksis Kincaid provide an overview of the Academic Intervention Taxonomy Briefs and describe how they can help teachers design productive intervention programs for students with intensive academic needs. Presenters share how educators can use information from the briefs to understand the strengths and weaknesses of an intervention based on the dimensions of the Taxonomy of Intervention Intensity; evaluate the appropriateness of interventions on the academic intervention tools chart; and guide decisions about the selection or purchase of a new intervention. In addition, Kim St. Martin, Director of MiMTSS, shares how Michigan schools and MiMTSS staff have used the briefs to review academic interventions.
This module provides the foundational information for users interested in learning more about intensive intervention and the DBI process. The module defines intensive intervention and DBI, describes how intensive intervention fits within a tiered system such as MTSS, RTI, or PBIS, demonstrates how intensive intervention can provide a systemic process to deliver specialized instruction for students with disabilities, and provides two case examples to allow viewers to apply new knowledge.
This webinar discusses classroom management strategies educators can apply to improve access and outcomes for students with disabilities and students with intensive needs.
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.
This webinar describes how the RIOT/ICEL matrix can support problem-solving by helping teams to organize their diagnostic data, refine hypotheses, and guide decision making.
It is important that the instructional practices and interventions delivered within a school’s multi-tiered system of support (MTSS) be grounded in evidence. However, the “practice” that happens within each tier is different; therefore, the type of evidence that is required for each tier also must be different. A useful way to think about evidence-based practices in MTSS is to think about levels of evidence that vary and correspond to the different levels of intervention intensity at each tier. In the tables below, find resources to support the selection and evaluation of Tier 1, Tier 2, and Tier 3 or intensive interventions.
Many students who require intensive intervention also are students with disabilities. Thus, when used school-wide, data-based individualization (DBI) can help school teams design and implement a prereferral process and high-quality special education services. Furthermore, DBI also provides schools with a validated approach for identifying and supporting students with severe and persistent learning and behavior problems, including students who may require special education. This is because the data collected through the DBI process can assist teams in assessing the need for specialized instruction, which is one of two requirements for determining eligibility for special education. In addition, data collected through the DBI process can support special education teachers in more accurately developing present levels, goals, and specialized instruction and support that will be included in the initial IEP.
Data teams serve multiple roles in the data-based individualization (DBI) process and across a multi-tiered system of supports (MTSS). Although schools may have multiple teams that review different types of data across a multi-tiered system of supports (MTSS), the intensive intervention or DBI team is focused on the needs of individual students who are not making progress in their current intervention or special education program. It is critical that these meetings are driven by data, occur regularly, and use an efficient, consistent process that allows participants to review progress and make intervention decisions for students. NCII has created a series of tools to help teams establish efficient and effective individual student data meetings.