Progress monitoring is an essential part of a multi-tiered system of supports (MTSS) and, specifically, the data-based individualization (DBI) process. It allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. In addition, these data are often used to set high-quality academic and behavioral goals within the individualized education program (IEP) for students with disabilities. With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting. This collection of frequently asked questions is intended to provide a starting place for consideration.
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These professional learning training materials are 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.
Using DBI to Improve Literacy Outcomes for Students with Intellectual and Developmental Disabilities
This webinar provides an overview of a project focused on increasing literacy outcomes using DBI, inclusion, and enhancing individualized education programs.
This webinar illustrates considerations for implementing data-based individualization (DBI) with English Learners that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs.
South Carolina's Intensive Intervention Implementation Story The National Center on Intensive Intervention partnered with a team representing the Office of Special Education Services (OSES) at the South Carolina Department of Education, Dr. Pam Stecker from Clemson University, and Dr. Susan Thomas an educational consultant working with schools and districts in South Carolina to support data-based individualization (DBI) implementation within South Carolina. During this time, NCII worked with the team to build state capacity to support DBI and embed DBI into statewide efforts to support students with intensive needs, piloted DBI implementation with a school, built awareness through conference presentations and webinars, and held a community of practice with eight districts. View the video below to learn more about DBI implementation in South Carolina and the lessons learned along the journey.
Oregon's Intensive Intervention Implementation Story For over 15 years the Oregon Response to Instruction and Intervention (ORTIi) project has worked with districts across the State of Oregon to implement comprehensive multi-tiered systems of prevention and intervention support to improve literacy instruction that would allow each and every child in the state to become a successful reader. In 2017, ORTII partnered with the National Center on Intensive Intervention and the Oregon Department of Education (ODE) to further build capacity for implementation of intensive intervention at the local education agency (LEA) level.
This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. Dr. Teri A. Marx from the National Center on Intensive Intervention and the PROGRESS Center, as well as Dr. Faith G. Miller from the University of Minnesota—Twin Cities, share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
Colorado's Intensive Intervention Implementation Story Since 2017, NCII and Colorado have partnered to build: (a) the knowledge and skills of state staff, (b) awareness about data-based individualization (DBI) through webinars and conference presentations, and (c) mechanisms to ensure sustainable DBI implementation. View the video below to learn more about DBI implementation in Colorado. Additional Related Colorado Resources Colorado Department of Education Data-Based Individualization Modules
The Taxonomy of Intervention Intensity (Fuchs, Fuchs, & Malone, 2017) can be used to select or evaluate an intervention platform used as the validated intervention platform or the foundation of the DBI process. It can also be used to guide the adaptation of intensification of an intervention during the intervention adaptation step of the DBI process. The Taxonomy includes the following dimensions: