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DBI Implementation Interview (National Center on Intensive Intervention)

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National Center on Intensive Intervention DBI Implementation Interview—1
4363_11/15
DBI Implementation Interview
School: ____________________________ District: ____________________ Date: __________________________
Content Areas (check): Reading Mathematics Behavior Grades (e.g., K–5): ______________
Team Interviewed: _________________________________ Facilitators: ______________________________________
Purpose:
The purpose of this interview is to provide a tool for collecting relevant information to determine schools’ level of data-based
individualization (DBI) implementation through interviews with school personnel and review of relevant materials. Information
collected during the interview may be used in combination with the DBI Implementation Rubric to identify strengths and challenges
with implementation. Information gathered during this process is intended to be used formatively by school teams and technical
assistance providers to help focus future efforts and technical assistance supports.
Ratings:
The DBI Implementation Rubric provides a 5-point rating scale and descriptions of practices that would score a 1, 3, or 5. Interviewers
(or teams conducting a self-assessment) may also assign the school a rating of 2 or 4 if the information collected suggests the school
falls between the rubric descriptions. For example, if the school is performing at a level higher than the rubric describes for a 3 rating
but not quite at the level described for a 5, the rating should be a 4 for that item.
This template supports separate ratings for reading, mathematics, and behavior; facilitators should prompt for information on each
area as needed. Teams may choose to focus the interview only on the content area(s) in which they are currently implementing DBI. If
a school is not implementing in a given area, facilitators may skip that column or select not applicable (N/A). For more global items
that may not vary across areas, please enter the same rating in each of these three columns. To better support future planning, meeting
facilitators should note strengths and weaknesses by area of implementation in the “Notes and Next Steps” column.
National Center on Intensive Intervention DBI Implementation Interview—2
Introductory Script for Interviews:
[Begin with introductions of facilitators and school staff.] Today we’re going to talk about how data-based individualization (DBI) is
being implemented here at [school name] for students who need intensive intervention. This is not a personal evaluation; we are here
to discuss what’s going well and barriers you have encountered in order to inform implementation goals and how we might support
your school and other schools moving forward. When answering the interview questions, please think about those students who are
receiving DBI rather than your broader system of assessment and intervention. For some questions, you may want to provide evidence
or examples such as procedures manuals, sample intervention or assessment materials, meeting notes, intervention plans, or graphs of
student data.
During the interview, we will take notes and review any materials you would like to share. We also encourage all members of the team
here today to contribute responses to interview questions. Do you have any questions about this process? [Pause] Great, let’s get
started!
1. System Features to Support DBI Readiness and Implementation—Resources and organizational structures necessary to
support implementation of the components of DBI in a unified system.
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(a) District
Leadership
To what extent are district
administrators aware of the DBI
framework at your school? Please
describe.
To what extent do the actions taken and
decisions made by district
administrators improve the
effectiveness of the DBI framework at
your school? Please provide examples
of how district leaders support DBI
implementation at your school.
Rating (1–5):
______
N/A
Rating (1–5):
______
N/A
Rating (1–5):
______
N/A
Comments/Remarks:
Considerations for future technical
assistance:
National Center on Intensive Intervention DBI Implementation Interview—3
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(b) School
Leadership
To what extent are school
administrators aware of the DBI
framework at your school? Please
describe.
How do school leaders show their
support for DBI implementation?
Does your school have a designated
person (or people) who coordinates
DBI implementation? If yes, what
percentage of that person’s time is
devoted to overseeing and managing
DBI?
Rating (1–5):
______ ______ ______
☐ N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
(c) School Schedules
Are schedules aligned with multiple
levels of instruction and intervention,
based on student need? Please describe.
How does the schedule reflect
additional time beyond the core for
interventions?
Are schedules flexible to allow for
changes in intervention and student
groupings? Please describe.
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
National Center on Intensive Intervention DBI Implementation Interview—4
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(d) Resources
Are there adequate materials,
programs, and other budgetary items
available to support intervention and
assessment? Please describe.
How do the programs and materials
match the needs of the students?
Do interventionists have sufficient time
and flexibility of schedule to provide
intervention? Please describe.
What is the process for monitoring the
use of resources?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
(e) Cultural and
Linguistic
Responsiveness
What efforts have been made to ensure
that assessments and interventions take
into account cultural and linguistic
factors?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
(f) Communications
With and
Involvement of
Parents
Describe how you communicate the
DBI process to parents whose children
are receiving intensive intervention.
How do you involve parents in
decisions regarding their child’s
participation in intensive intervention?
How do you update parents on their
child’s progress?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
National Center on Intensive Intervention DBI Implementation Interview—5
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(g) Communication
With and
Involvement of
All Staff
Are the teachers who work with
students with intensive needs
knowledgeable about the DBI
framework? How do you inform
teachers about the framework?
Do teacher teams have time allocated
for collaboration? How is various staff
involved in DBI planning?
Describe how you keep staff informed
of student progress, including changes
in intervention, as appropriate.
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
(h) Participation of
Students With
Disabilities
Are DBI strategies infused into special
education planning for students who
require it, as part of their IEP?
Possible probes: Are students with
individualized education programs (IEPs)
progress monitored to identify if and
when they need more intensive supports?
When DBI is applied, is it integrated into
an IEP rather than treated as a separate
plan?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
National Center on Intensive Intervention DBI Implementation Interview—6
2. Data and Decision Making—Data for the purpose of making decisions within a DBI framework
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(a) Process to
Identify Students
in Need of
Intensive
Intervention
Describe your process for identifying
students who need DBI.
Are students with disabilities included
as part of this process?
What criteria and guidelines are used to
identify students, using what data?
Probe for differences across
intervention area and grades, if
applicable.
Are there circumstances under which
you will start DBI before a student has
demonstrated nonresponsiveness to an
evidence-based Tier 2 intervention?
As needed, prompt for consideration of
disability status or evidence of
persistent, intensive need.
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
National Center on Intensive Intervention DBI Implementation Interview—7
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(b) Academic
Progress-
Monitoring Tools
Describe how you select progress-
monitoring tools for students receiving
intensive academic intervention.
For the following, probe for both
reading and mathematics. Also
consider grade levels or skill area, as
appropriate.
Are there enough alternate/parallel
forms to allow for progress monitoring
at recommended intervals (e.g., weekly
for intensive intervention)?
Do tools identify acceptable or
expected levels of performance?
Are these performance levels valid and
reliable? How do you know?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
(c) Behavior
Progress-
Monitoring Tools
Describe how you select progress-
monitoring tools for students receiving
intensive behavioral intervention.
Are the tools valid and reliable? How
do you know?
Can the tools be used repeatedly for
frequent progress monitoring?
Are tools sensitive to behavioral
change? How do you know?
Can the tools be used to establish
benchmarks for acceptable behavior?
Rating (1–5):
______
N/A
Comments/Remarks:
Considerations for future technical
assistance:
National Center on Intensive Intervention DBI Implementation Interview—8
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(d) Progress-
Monitoring
Procedures
Does a student receiving DBI have a
progress-monitoring plan? Does this
plan specify the progress-monitoring
tool, assessment schedule, and goal?
How are the tool and goal selected
aligned with student skills?
Is the frequency of progress monitoring
appropriate for each student? Please
describe.
As needed, prompt team to consider the
intervention, reasonable expected
growth in the target skill or behavior,
and intensity of student need, including
the need for making intervention
decisions.
Are progress-monitoring data graphed?
Rating (1–5):
______
N/A
Rating (1–5):
______
N/A
Rating (1–5):
______
N/A
Comments/Remarks:
Considerations for future technical
assistance:
(e) Diagnostic
Assessment
When and how is diagnostic
assessment used in your school?
(Examples include error analysis of
progress monitoring data, work
samples, functional behavior
assessment, and standardized
measures.)
As needed:
Is diagnostic assessment used to
identify specific skill deficits or
function of behavior?
Do the results of diagnostic/functional
assessment guide intervention
adaptations?
Rating (1–5):
______
N/A
Rating (1–5):
______
N/A
Rating (1–5):
______
N/A
Comments/Remarks:
Considerations for future technical
assistance:
National Center on Intensive Intervention DBI Implementation Interview—9
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(f) Fidelity of
Assessment
Implementation
How do you ensure that assessments
are administered and scored correctly?
How do you monitor the fidelity of
assessment implementation for each
student receiving DBI? Do you have a
formal plan for this?
Consider administration and scoring
procedures, as above, as well as
schedule of assessment.
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
3. Intervention—Individualized intervention with a focus on addressing severe and persistent academic and/or behavioral needs of
students
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(a) Intensive
Intervention
When possible, is intensive
intervention adapted from an evidence-
based platform?
How is intensive intervention more
intensive than Tier 2 or secondary
interventions?
How is intensive intervention aligned
to student needs?
How do you determine intervention
group size?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
(b) Adaptation of
Intervention
Are both quantitative (e.g., time) and
qualitative (e.g., instructional
approach) changes used based on
student need?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
National Center on Intensive Intervention DBI Implementation Interview—10
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(c) Fidelity of
Implementation
of Intervention
Are interventions being implemented
as intended in terms of dosage,
grouping, and intervention
components? Please describe.
How do you monitor fidelity of
implementation for intensive
intervention?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
(d) Interventionist
Characteristics
Who delivers intensive intervention in
your school? Describe their training
and experience.
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
(e) Relationship to
Core Instruction
Describe how intensive intervention is
aligned with both student needs and
grade-level academic or behavioral
expectations.
Are interventions relevant to core
standards or schoolwide behavioral
expectations? If not directly applicable
to such standards, do they address
prerequisite skills needed to meet those
standards?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
National Center on Intensive Intervention DBI Implementation Interview—11
4. DBI Process—The process for designing and delivering intensive intervention in academics and/or behavior to students in
need
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(a) Team or
Appropriate
Support
Mechanism
Do you have a team that makes data-
based decisions as part of the DBI
process?
If yes:
Does the team include individuals with
various areas of expertise pertaining to
intensive intervention (e.g., assessment,
intervention in a specific area)?
Does additional staff participate in the
team as appropriate? (e.g., speech
language pathologist or occupational
therapist)?
If no:
Is intensive intervention delivered by
interventionists who have access to
another support mechanism for
problem solving around data-based
decision making?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
(b) Regular
Meetings
Do you have a regular meeting
schedule for your DBI team (or other
support mechanism)?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
National Center on Intensive Intervention DBI Implementation Interview—12
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(c) Data Review
Is adaptation of interventions driven by
student data?
For each student, do you set explicit
goals, with clear rules for determining
when adaptations will be made?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
(d) Documentation
Do you have a written intervention plan
for each student receiving DBI?
Do student intervention plans describe
intervention strategies and how it
should be implemented (i.e., frequency,
duration, and by whom)?
Do student intervention plans include a
goal and progress-monitoring
procedures?
Do teachers keep intervention logs (or
track interventions in another way)?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
(e) Decision Rules
Does your school have clearly
articulated decision rules for
determining the need for additional
adaptations?
Are decision rules based on reliable,
valid progress-monitoring data?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
National Center on Intensive Intervention DBI Implementation Interview—13
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(f) Implementation
of DBI Process
Is the DBI process being implemented
consistently for all students who
require it? If so, how do you know? If
not, what are your areas of concern?
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
5. DBI Evaluation—System for collecting and analyzing data to measure fidelity and effectiveness of DBI
Item Sample Interview Questions Reading Mathematics Behavior Notes and Next Steps
(a) Evaluation
Have you set specific goals for your
school’s DBI process?
Do you have a plan to review DBI
implementation?
If yes:
• Is time allotted for relevant staff to
review the school’s DBI
implementation and make changes
as needed?
• What data do/will you review?
If you have previously met to review
implementation, please describe your
findings and any changes made thus far.
Rating (1–5):
______ ______ ______
N/A
Rating (1–5):
N/A
Rating (1–5):
N/A
Comments/Remarks:
Considerations for future technical
assistance:
Given today’s discussion, what are your goals for implementation moving forward? What resources and supports might you need to
achieve these goals?
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Completed 11 August 2021

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