Fillable Introduction To DBI: Participant Workbook (National Center on Intensive Intervention)

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Introduction To DBI: Participant Workbook (National Center on Intensive Intervention)

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Introduction to Data-Based
Individualization (DBI): Considerations
for Implementation in Academics and
Behavior
Participant Workbook
Table of Contents
Breaking Down the DBI Process Questions and Considerations ............................................. 1
Data-Based Individualization (DBI) K-W-L .............................................................................. 3
What is the Taxonomy of Intervention Intensity? ..................................................................... 4
Considerations for Effective Implementation 5 Elements of Fidelity ...................................... 6
Student Intervention Implementation Log................................................................................. 8
Clarifying Questions to Create a Hypothesis ........................................................................... 10
Intensification Strategy Checklist ............................................................................................. 14
Intervention Plan (For Small Groups or Individual Students) .............................................. 16
Description of Student/Students ............................................................................................... 16
Description of the Intervention ................................................................................................. 16
Intervention Implementation Logistics ..................................................................................... 18
Data Collection Plan ................................................................................................................. 19
Next Steps ................................................................................................................................. 19
Considerations for DBI Implementation .................................................................................. 20
5 Lessons Learned from Implementing Intensive Intervention .............................................. 21
Reflection ..................................................................................................................................... 23
DBI Implementation Reflection................................................................................................ 25
Related NCII Resources ............................................................................................................. 29
Notetaking and Reflections
This template can be used as you take notes during the presentation and to document any team reflections and lingering questions for
components of the DBI process.
Section Notes Reflections Questions & Support Needed
What is DBI?
Validated
Intervention
Program
Progress
Monitoring
Diagnostic Data
Intervention
Adaptation
Lessons Learned
Other
+
–
Breaking Down the DBI Process
Questions & Considerations
Data-based individualization (DBI) is a research-based process for individualizing and intensifying
interventions for students with severe and persistent learning and behavioral needs. The process integrates
evidence-based intervention, assessment, and strategies using 5 interactive steps:
STEP 1
|
Validated Intervention Program: The Foundation
The DBI process builds on an evidence-based and standardized intervention delivered with delity.
At this step, teachers consider:
Does the intervention target the student’s
academic and behavioral needs?
Is the intervention based on the best
available evidence?
Does the intervention align with core instruction?
Has the intervention been shown to work with
most students?
Are procedures in place to ensure the
intervention
is delivered as planned?
STEP 2
|
Progress Monitor: Did the Intervention Work?
At this step, staff regularly collect and analyze progress monitoring data to determine if the student is
responding to the validated intervention. Teachers consider:
Does the tool meet technical standards for
progress monitoring and match the desired
academic or behavioral outcome?
Were data collected regularly and with a
consistent approach?
Were progress data graphed?
Was the goal set using a validated approach?
Was the intervention effective for most students?
2762b_05/18
ANALYZING DATA
Do data indicate that the intervention is working?
+
If yes, move back to Step 1 and continue to provide the
validated intervention and monitor progress.
–
If no, move
to Step 3.
STEP 3
|
Diagnostic Data: Why Didn’t the Intervention Work?
At this step, staff use diagnostic data to develop a hypothesis about why the student is struggling. Teachers consider:
Do multiple data sources conrm slow progress?
Have both academic and behavioral explanations
been considered?
What do these data suggest about what needs
to change?
STEP 4
|
Intervention Adaptation: What Change Is Needed?
The hypothesis, along with educator expertise, is used to develop an individual student plan for modifying
or adapting the intervention to better meet the student’s individual needs. Teachers consider:
Does the adaptation address the hypothesis?
Does the plan address both academic and
behavioral concerns when needed?
Are procedures in place for implementing and
monitoring the adapted intervention?
Are only a few adaptations made at one time?
STEP 5
|
Progress Monitor: Did the Change Work?
Continue to collect, graph, and analyze progress monitoring data to determine if the student is responding
to the adapted intervention. Teachers consider:
Are data collected according to
the plan?
Does the graph indicate when adaptations
were made?
ANALYZING DATA
Do data indicate that the intervention is working?
If no, return
to Step 3.
If yes, return to Step 5 and continue to provide the
adapted intervention and progress monitor.
This document was produced under U.S. Department of Education, Ofce of Special Education Programs (OSEP) Grant No. HH326Q160001. Celia Rosenquist is the OSEP project ofcer.
The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No ofcial endorsement by the U.S. Department of Education of any
product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is
granted. Although permission to reprint this publication is not necessary, the citation should be: National Center on Intensive Intervention. (2018). Breaking down the DBI process: Questions &
considerations. Washington, DC: Author, Ofce of Special Education Programs, U.S. Department of Education.
Visit http://www.intensiveintervention.org/ to learn more.
Data-Based Individualization (DBI) K-W-L
What Does It Help Me
KNOW?
What More Do I
WANT to Know?
How Will I LEARN
More?
National Center on Intensive Intervention Participant Workbook—3
What is the Taxonomy of
Intervention Intensity?
The Taxonomy of Intervention Intensity* was developed based on existing research to support
educators in evaluating and building intervention intensity and considering the integrated
academic and behavioral supports needed by many students with intensive needs. It includes
seven dimensions that help you to answer the following questions:
Does evidence suggest the intervention is expected to lead to improved outcomes
(strength)?
Will the group size, duration, structure, and frequency provide sufficient opportunities
to respond (dosage)?
Does the intervention match the student’s identified needs (alignment)?
Does it assist the student in generalizing the learned skills to general education or
other tasks (attention to transfer)?
Does the intervention include elements of explicit instruction (comprehensiveness)?
Does the student have opportunities to develop the behavior skills necessary to be
successful (behavioral support)?
Can the intervention be easily integrated into academic instruction (academic
support)?
Can the intervention be individualized with a data-based process to meet student
needs (individualization)?
Learn more about the Taxonomy of Intervention Intensity and find resources to support implementation
https://intensiveintervention.org/taxonomy-intervention-intensity
The Taxonomy of Intervention Intensity* was adapted from Fuchs, L. S., Fuchs, D., & Malone, A. S. (2017). The Taxonomy of Intervention
Intensity. TEACHING Exceptional Children, 50(1), 35-43. The National Center on Intensive Intervention in coordination with a technical
working group of experts has refined and expanded the Taxonomy to incorporate considerations for both academics and behavior and
lessons learned from implementation in the field.
When do I use the Taxonomy of
Intervention Intensity?
The seven dimensions of the Taxonomy of Intervention Intensity
DBI Process
can help educators make informed, systematic decisions in the
context of the data-based individualization (DBI) process. 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 Taxonomy can help educators:
Evaluate current
interventions
Already have an intervention? Use the
dimensions of the Taxonomy to evaluate
its strengths and limitations for your
target population.
Taxonomy
Dimensions
1. Strength
2. Dosage
3. Alignment
4. Attention to Transfer
5. Comprehensiveness
6. Behavioral or
Academic Support
7. Individualization
Intensify the intervention
Select a new intervention
Looking for a new intervention? Rating
the dimensions of potential
interventions can help educators
compare their strengths and
limitations to support selection.
Even the best intervention is not
effective for every student. Need to
intensify your intervention? The
dimensions of the Taxonomy in
combination with student data and
teacher expertise can help guide the
adaptations or intensification of the
intervention over time.
Interested in learning more about what NCII has to offer? Connect with us!
Visit www.intensiveintervention.orgto learn more
Contact us at NCII@air.org
Connect with us at @TheNCII
Considerations for Effective Implementation
5 Elements of Fidelity
Student Engagement
Is there evidence that the
intervention was delivered
as intended?
Adherence
How attentive and involved are
How well do we stick to the plan,
the students in this
curriculum, or assessment?
intervention or activity?
Are the intervention and
assessment delivered consistently
across different teachers and
settings?
Program Specificity
How well is the intervention
defined and different from
Exposure/Duration
other interventions?
Does the schedule allow the intervention
to be delivered for the recommended
dosage (duration and frequency)?
How often does a student receive an
intervention? How long does it last?
Quality of Delivery
Is the student regularly attending school?
Does the interventionist have the necessary training, Is the teacher regularly available to
knowledge, and skills to deliver the intervention correctly? support instruction?
How well is the intervention, assessment, or instruction Did any factors prevent the student from
delivered? receiving the intervention as intended?
Are quality teaching practices used consistently and with
appropriate intensity across all sessions or interventionists?
Why fidelity? If we don’t implement critical components of an intervention with consistency, we
cannot link student outcomes to the instruction provided. Fidelity can help us to determine the
effectiveness of an intervention, and identify if a student requires more intensive supports.
Source: Dane and Schneider (1998); Gresham, Gansle, and Noell (1993); O'Donnell (2008).
References
Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention:
Are implementation effects out of control? Clinical Psychology Review, 18, 23–45.
Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis
with children. Journal of Applied Behavior Analysis, 26, 257–263.
O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its
relationship to outcomes in K–12 curriculum intervention research. Review of Educational Research,
78, 33–84.
This document was produced under the U.S. Department of Education, Office of Special Education
Programs, Award No. H326Q160001. 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 document is intended or should be inferred.
Find additional information at www.intensiveintervention.org.
Student Intervention Implementation Log
Purpose: This log can be used as a daily and weekly record of your implementation of an
individual student’s intervention plan. This information, along with progress monitoring
graphs, can inform team intervention and data review meetings.
Teacher: ________________________________________
Student: ________________________________________
Week of: ________________________________________
Intervention Implementation Log
Please fill out this log each day. If an intervention is not scheduled for a given day or could not
be offered (e.g., holiday, your absence), then please mark “N” under the column “Intervention
Offered?” and leave the rest of the row blank. On days when the student receives intervention
(Student Present? = Y), indicate the duration (minutes) or frequency (e.g., number of check-ins)
of the intervention, rate the extent of student engagement, and rate the plan implementation.
Day
Intervention
Offered?
Student
Present?
Intervention
Duration or
Frequency
Was the Student
Engaged?
No Partially Yes
Was the Intervention
Implemented as
Planned?
No Partially Yes
Monday
☐Y ☐N ☐Y ☐N ☐1 ☐2 ☐3 ☐1 ☐2 ☐3
Tuesday
☐Y ☐N ☐Y ☐N ☐1 ☐2 ☐3 ☐1 ☐2 ☐3
Wednesday
☐Y ☐N ☐Y ☐N ☐1 ☐2 ☐3 ☐1 ☐2 ☐3
Thursday
☐Y ☐N ☐Y ☐N ☐1 ☐2 ☐3 ☐1 ☐2 ☐3
Friday
☐Y ☐N ☐Y ☐N ☐1 ☐2 ☐3 ☐1 ☐2 ☐3
Please note any relevant information to explain the above ratings.
National Center on Intensive Intervention
Participant Workbook—8
End-of-Week Evaluation
Implementation
Reflecting on your daily ratings, please rate overall implementation this week.
No Partially Yes
Did you implement the intervention plan as intended this week?
☐1 ☐2 ☐3
Did you implement the data collection plan as intended this week?
☐1 ☐2 ☐3
If you selected a 1 or 2 for either of the above items, then please note what occurred, including
any intervention adaptations that were not in the plan. Also, please note any additional relevant
information.
Need for Further Adaptation
Do student data indicate the need for an adaptation to the intervention based on predetermined
decision rules?
☐ Yes
☐ No
Does the plan need to be changed due to barriers to implementation (e.g., the schedule does not
allow sufficient time, staff need more training)?
☐ Yes
☐ No
If an adaptation is needed (“Yes” to either question above), then consider the following:
What level of adaptation is needed to improve your plan for next week?
☐ Minor
☐ Major
Do you need to meet with the team before moving forward with the adaptation?
☐ Yes
☐ No
Next Week’s Action Plan
Please describe any planned modifications for next week.
National Center on Intensive Intervention
Participant Workbook—9
Clarifying Questions to Create a Hypothesis to Guide
Intervention Changes: Question Bank
This resource includes questions that teams can use to develop a hypothesis about why an individual or
group of students may not be responding to an intervention. The hypothesis should help guide
intervention planning and selection of intensification strategies using the Intervention Intensification
Strategy Checklist. When developing a hypothesis, teams should consider the intervention design,
fidelity of implementation, and learner needs. Intervention fidelity data collected using the Data-Based
Individualization Implementation Log and informal diagnostic data may help teams answer the sample
questions below related to these three areas.
Tip: If most students are not responding to the intervention, consider developing a hypothesis to guide
selection and implementation of adaptations or intensification strategies for the group. If most students
are responding and a few students are not, consider using this resource to develop a hypothesis to guide
adaptations and intensification for individual students.
Intervention Design (Strength/Evidence base)
• Does evidence suggest that the intervention is expected to lead to improved outcomes (strength)?
o For the identified skill deficits and/or function of the behavior?
o For students with similar characteristics (e.g., English learner, disability, socioeconomic
status, geographic setting)?
o For students with similar growth goals?
• Does the group size, duration, and frequency provide sufficient opportunities to respond and receive
corrective feedback (dosage)?
• Does the intervention match the student’s identified needs (alignment)?
• Does it assist the student in generalizing the learned skills to general education or other tasks
(attention to transfer)?
• Does the intervention include elements of explicit instruction (comprehensiveness)?
• Does the student have opportunities to develop the behavior skills necessary to be successful
(behavioral support)? Does the behavior intervention complement rather than supplant the academic
focus (academic support)?
If teams indicate no or are unsure about any of these questions, click on the link in the parentheses to access
additional questions to help clarify or narrow the hypothesis.
Intervention Delivery/Fidelity
• Does the interventionist have the necessary training, knowledge, and skills to deliver the intervention
with fidelity?
• Is there evidence that the intervention was delivered with fidelity? Consider the following:
National Center on Intensive Intervention
Participant Workbook—10
o Adherence: How well do we stick to the plan, curriculum, or assessment? Is the intervention
de
livered consistently across different teachers and settings
?
o P
rogram specificity: How well is the intervention defined and different from othe
r
i
nterventions
?
o En
gagement: How engaged and involved are the students in this instruction/intervention
?
o D
uratio
n:
I
s the student regularly attending school
?
Is the teacher regularly available to support instruction/intervention?
H
ow often does a student receive instruction/intervention? How long doe
s
i
nstruction/intervention last
?
D
id any factors prevent the student from receiving the intervention as intended
?
o Q
uality of deliver
y:
How well is the intervention, assessment, or instruction delivered?
A
re quality teaching practices used consistently and with appropriate intensity acros
s
a
ll sessions or interventionists
?
Learner Needs and Background
• What previous interventions or supports has the student received? How has he/she responded to these
interventions or supports?
• Have we reviewed available assessment data related to areas of strength, concern, skill deficits, etc.?
• Has the teacher communicated with previous teachers, parents, or the student to get a better sense of
his/her performance and considerations of factors that may be impacting the student?
• Are other factors contributing to the learning or behavior concerns that need to be addressed (e.g.,
home life, health, vision, hearing, attendance/tardies, disability, behavior)?
• Are there environmental variables that may be impacting the student’s learning? For instance, does
the problem occur in a particular setting, under certain conditions, or at a certain time of day?
• Is the student an English learner? Are appropriate practices to support language development used?
• For students with an identified disability, does the support and instruction align with the
individualized education program (IEP) or 504 plan? Are modifications needed to the student’s
program or plan?
• For students without an identified disability, do data warrant a referral to special education, given the
district’s policies?
Taxonomy of Intervention Intensity Dimensions—Refining the Hypothesis
Teams may use these additional questions, organized using the Taxonomy of Intervention Intensity, to
refine the hypothesis to make more effective and efficient decisions about intensification.
Dosage (Opportunities to practice and receive corrective feedback)
• Does the intervention, when delivered with fidelity, provide enough opportunities to learn or practice
t
he target skill(s)? Is the frequency of corrective feedback sufficient
?
o How does the group size impact the student’s opportunities to respond and receive feedback?
National Center on Intensive Intervention
Participant Workbook—11
o Is there sufficient time during the intervention session for modeling, guided practice, and
corrective feedback?
o Does the frequency in which the intervention components are delivered match the learner’s
needs?
• Does the student participate or remain engaged during the entire session?
• Does the student need additional practice opportunities or feedback to benefit from the intervention?
• Does the student need additional practice opportunities distributed across the instructional day or
week?
Alignment
• Does the intervention target the student’s academic or behavior learning needs?
• Have we identified all potential skill deficits or functions of the behavior?
• Are progress monitoring data collected at the appropriate level and frequency?
• Does the intervention incorporate a meaningful focus on skills necessary to access grade-appropriate
curricular standards or meet schoolwide expectations?
• Are the academic tasks at the right level for the student? Are the target behavior skills relevant for the
student?
• Does the student need additional instruction in a specific skill area?
o What specific skill deficits may be contributing to the problem?
o Are the academic tasks on the right level for the student?
• What does the team believe the student is trying to accomplish with the behavior? (What is the
function of the behavior?)
o To avoid or escape something (e.g., difficult task or social interaction).
o To gain or obtain something (e.g., attention or stimuli).
• Have you considered the Antecedents-Behavior-Consequences (ABCs)? Also, are strategies in place
to address the ABCs?
o Antecedent (i.e., anything that happens immediately before the behavior occurs)
o Behavior (i.e., the action a student demonstrates that can be clearly defined and measured)
o Consequence (i.e., any positive or negative event that occurs after a student demonstrates a
behavior)
• Other:______________________________________________________
Attention to Transfer (Generalization of skills)
• To what extent are other classroom teachers reinforcing the knowledge and skills being taught in the
intervention?
• To what extent does the intervention help the student(s) realize connections between mastered and
related skills?
• Do data suggest the student is making progress in the intervention, but not transferring the skills to
other settings (e.g., core instruction, other content areas, other settings)?
• Are there inconsistencies in expectations or routines from transferring the intervention to other
settings?
• Other:______________________________________________________
National Center on Intensive Intervention
Participant Workbook—12
Comprehensiveness (Elements of explicit instruction)
• To what extent does the academic intervention include elements of explicit instruction? Consider the
following:
o Provides explanations in simple, direct language.
o Models efficient strategies (e.g., decoding unknown words) instead of expecting students to
discover strategies on their own.
o Ensures that students have the necessary background knowledge and skills to succeed with
those strategies.
o Gradually fades support for students’ correct execution of those strategies.
o Provides practice so that students use the strategies to generate many correct responses.
o Incorporates systematic cumulative review.
• To what extent does the behavior intervention:
o Teach appropriate behavior?
o Adjust antecedent conditions to prevent problem behavior?
o Reinforce appropriate behavior?
o Minimize reinforcement for problem behavior?
o Fade supports?
o Monitor fidelity?
o Work in conjunction with related services?
• Is the student’s academic/behavioral/social-emotional skill deficit a “can’t do” (i.e., the student
requires instruction) or a “won’t do” (i.e., the student has performed the skill previously but is no
longer demonstrating the skill)?
• Other:______________________________________________________
Behavior and Academic Supports and Considerations
• Does the student demonstrate appropriate behavioral/social-emotional skills? If so, how are those
reinforced during academic intervention? If not, how are those skills being taught to the student?
• How engaged and involved is the student in this intervention or activity?
o What strategies support the student’s engagement?
• Other:______________________________________________________
For Intensive Intervention in Academics
• Are methods to promote self-regulation and executive function incorporated?
• Are behavioral principles to minimize nonproductive behavior incorporated?
For Intensive Intervention in Behavior
• Is the intervention easily integrated within the context of academic instruction?
• Does it complement rather than supplant the academic focus?
• Does it include procedures for reinforcing responses related to academic achievement (e.g.,
engagement, work completion)?
National Center on Intensive Intervention
Participant Workbook—13
Intensification Strategy Checklist
Use these ideas, as well as your own, to intensify interventions. For more information about
intensifying interventions, check out our website: www.intensiveintervention.org. Before
adapting or intensifying an intervention, always consider whether the current intervention
program has been implemented with fidelity and for a sufficient amount of time.
Strength
Teams can increase the strength of an intervention by focusing on strategies and attention given
to other dimensions of the Taxonomy of Intervention Intensity.
Dosage
Increase opportunities for practice and corrective feedback.
Increase the length of intervention sessions.
Increase the number of intervention sessions per week.
Decrease the group size.
Increase the total number of sessions.
Decrease the heterogeneity of the groups (group students with similar performance levels).
Consider an intervention setting with fewer distractions.
Embed additional practice and feedback sessions throughout the day.
_____________________________________________________________________________
Alignment
Increase instructional time for the target skill.*
Supplement intervention with National Center on Intensive Intervention materials in reading,
math, or behavior.
Focus on discrete skill instruction within the target skill.
_____________________________________________________________________________
Attention to Transfer
Align instructional routines and language with core instruction and the environment.
Preteach content.
Embed guided practice on target skills within core instruction and other environments.
Embed explicit opportunities in other settings to maintain skills acquired in the intervention.
Explicitly teach connections.
_____________________________________________________________________________
Comprehensiveness or Elements of Explicit Instruction
Use precise, simple language to teach key concepts or procedures.
When introducing a concept, provide worked examples and show the steps in writing.
Present a completed work example. Explain why a specific step is important and have the student
complete that step and explain its significance.
Model new concepts with examples, and “think aloud” as you work through steps.
Use explicit instruction and modeling with repetition to teach a concept or demonstrate the steps
in a process.
National Center on Intensive Intervention Participant Workbook—14
Fade steps from examples so that students gradually assume responsibility for completing more
and more steps.
Once students can complete entire examples and explain their work, incorporate fluency-building
activities to develop automaticity of skills.*
Once students can fluently produce correct work, move to a new concept. Provide ongoing
practice opportunities to facilitate skill maintenance.*
Increase opportunities for student response and practice through unison choral responding, peer
activities, and opportunities for the student to perform with adult feedback.*
Break academic or behavior tasks into smaller chunks or steps.
Provide concrete learning opportunities (including role play and use of manipulatives).
Have students explain new concepts, in their own words, incorporating the important terms you
have taught.
Provide sufficient opportunities for independent practice with feedback.
Provide immediate and explicit error correction when mistakes are made, and have the student
repeat the correct response before moving on. Offer repeated opportunities to correctly practice
the step.*
Increase the frequency of error correction and corrective feedback across learning environments.*
_____________________________________________________________________________
Behavior, Engagement, and Motivation Support
Use a timer for intermittent reinforcement of on-task, appropriate behavior.
Provide differential reinforcement or change the schedule of reinforcement.
Create a motivation plan based on what you know about the student that provides frequent
behavior feedback.
Use a report card for home communication.
Add a social skills group.
Combine or align academic and behavioral supports.
Convene a functional behavior assessment team to determine the function of the behavior.
Use group contingencies to promote on-task, appropriate behavior.
Use peer support to model and encourage desired behavior.
_____________________________________________________________________________
Other
Change to an interventionist with more expertise, such as a reading specialist, behavior specialist,
social worker, or special education teacher, depending on the student’s needs.
Change the intervention to better meet the individual’s needs.
_____________________________________________________________________________
*These areas also are important to consider for dosage.
National Center on Intensive Intervention Participant Workbook—15
Intervention Plan (For Small Groups or Individual Students)
This template is intended to assist with the planning and documentation of dimensions of an intervention for small groups or an
individual student within the data-based individualization (DBI) process.
Description of Student/Students
Brief summary of the name, strengths, needs, and current data for an individual student or group of students:
Description of the Intervention
Brief summary of the validated intervention program or platform used as a starting place for DBI:
Description of the validated program/platform and intervention adaptations across the dimensions of the Taxonomy of Intervention
Intensity. Additional columns may need to be added for adaptations based on student responsiveness.
National Center on Intensive Intervention Participant Workbook—16
Dimensions
1
Rating
Description of Validated
Description of
Adaptation 1
Description of
Adaptation 2
Description of
Adaptation 3
Strength
Evidence of effectiveness:
Dosage
Group size:
Sessions per week:
Length of session:
Opportunities to respond:
Alignment
Attention to
Transfer
Supports for generalization:
Comprehensiveness
Explicit instruction principles
included:
Behavioral Support
(for academic
interventions)
Behavioral supports included:
Academic Support
(for behavioral
interventions)
Connection to academic
instruction:
1
For a complete description of each dimension, access the Taxonomy of Intervention Intensity: Academics and Behavior handout.
National Center on Intensive Intervention Participant Workbook—17
Intervention Implementation Logistics
Person(s) responsible for delivering
the intervention, including any
adaptations
Additional resources or support
needed
Plan for communication with the
parent
Plan for communication with other
relevant staff supporting the student
National Center on Intensive Intervention Participant Workbook—18
Data Collection Plan
Person responsible for collecting
progress monitoring data:
Progress monitoring measure or tool:
Frequency of progress monitoring
data collection:
How will we know if the intervention
is working (is there a clearly defined
goal)?
Goal:
How will we know if the intervention
was implemented as intended?
Fidelity plan:
Next Steps
The team will meet in _____ weeks on (DATE) at (TIME) to evaluate student progress
National Center on Intensive Intervention Participant Workbook—19
Considerations for DBI Implementation
Key Elements
Flexibility Within Implementation
Staff Commitment
Commitment of:
Principal
Intervention staff
Special educators
Specific intervention staff involved (e.g., reading
specialists, social workers)
Student Plans
Student plans are developed and reflect:
Accurate and timely student data
Goal(s) for the intervention based on valid,
reliable assessment tools
Timeline for executing and revisiting the
intervention plan
Content area(s)
Number of student plans
Grade level(s)
Student Intervention Planning Meetings
Student meetings are data driven.
There is a regularly scheduled time to meet.
Meetings are structured to maximize efficiency
and focused problem solving.
Frequency
Schedule
Team members
Progress Monitoring Data for Intensive Intervention
Valid, reliable progress monitoring tools are
Choice of tool
used.
Use of progress monitoring data at other tiers
Data are graphed.
Data are collected at regular intervals.
Students With Disabilities
Students with disabilities must have access to
Who delivers intervention for students with
intensive intervention
disabilities
Inclusion of students with and without
individualized education programs
National Center on Intensive Intervention
Participant Workbook—20
5 Lessons Learned From Implementing Intensive Intervention
From 2011 to 2016, the National Center on Intensive Intervention (NCII) was funded by the Office of Special Education programs to
build the capacity of local educational agencies (LEAs) to support schools, practitioners, and other stakeholders in the
implementation of intensive intervention in reading, mathematics, and behavior for students with severe and persistent learning
and/or behavioral needs. During that time, NCII worked with 26 schools in 12 LEAs and 4 states to support implementation.
NCII's approach to intensive intervention is data-based individualization (DBI). DBI is a systematic method for intensifying
interventions by using data to determine when and how to make adaptations that will enhance the likelihood of positive student
outcomes.
Leadership positions and roles might vary but strong leadership support resulted in increased staff
buy-in and ensured better alignment with other school-level efforts.
As this district leader said: “You need a level of commitment that even when it gets difficult, you will
not sacrifice the time you’ve set aside or the direction that you’ve given in terms of implementation of
intervention. This has to be a priority…. The administrator has to be able and willing to commit
resources…in order to be able to maintain fidelity to the plan."
Starting with a solid foundation helps to ensure the right students are identified for additional
support and that teachers can focus on those students.
One school noted: “We were able to kind of tackle some things that should have been tackled in Tier 1
rather than try to put a bunch of interventions in place…when it was really not a student issue, it was a
systems issue…. We could not jump into Tier 3 [DBI] when we didn’t have a process for Tier 1 or Tier 2.”
Solid Tier 1 and 2 foundations allows school staff to focus efforts on
DBI.
2
In a majority of the intensive technical assistance sites, school staff initially implemented DBI with only
4-6 students.
Staff shared: Small-scale implementation allowed them to concentrate on understanding the DBI
process and learning how to integrate the process into their instruction.
Leaders shared: Not over committing in the early stages of DBI implementation was critical to ensuring
that teachers were not overwhelmed or frustrated, and it allowed them to experience initial successes.
Starting small and moving forward one step at a time facilitates
success.
3
Schools face the challenge of changing staff and responsibilities. Ensuring processes are clearly
documented—including developing scripted meeting agendas and clear guidelines—and regularly
repeating professional development can help ensure that the knowledge is not placed with a few key
individuals and ensure sustainability when staffing changes.
Formalizing procedures through standardized protocols helps
ensure ongoing implementation.
4
Support from leadership is essential for successful implementation.
1
Committing to trust the process led to successful implementation.
5
It is important to commit to implementing the DBI process for an extended period of time and to know
that it will likely be bumpy along the way. As one educator shared, “Data-based decision making is not for
wimps…You really got to go in knowing that it’s hard work…. Once you’ve made that commitment, you
can’t just give up…. The only answer we’ve found so far is sometimes just going ahead and doing what we
need to do and having the people look at the success.”
This document was produced under the U.S. Department of Education, Office of Special Education Programs,
Award No. H326Q160001. 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.
View the full lessons learned report:
https://intensiveintervention.org/sites/default/files/NCII_LessonsLearned2.0v2-508.pdf
National Center on Intensive Intervention Participant Workbook—23
Reflection
1. Which lesson(s) do you think are most critical for your school to focus on for DBI
implementation to be successful in your school?
2. What are potential challenges or barriers to DBI implementation?
Barriers
Potential Solutions
What am I most excited
about?
What am I unsure of or
want to learn more
about?
What changes will I
make as a result of what
I learned today?
National Center on Intensive Intervention Participant Workbook—24
National Center on Intensive Intervention Participant Workbook—25
DBI Implementation Reflection
Use this tool to reflect of what you currently have in place to support the implementation of DBI process and what additional supports
and information you might need. Consider revisiting and updating the reflection tool as you learn more about and begin initial
implementation of DBI.
Validated Intervention Program
Question
What is in place now that we can build
from?
What additional information and supports
do we need?
Validated Intervention Programs
What validated intervention programs are
currently available in your school?
• Reading (R)
• Mathematics (M)
• Behavior (B)
Fidelity
How do you know if interventions are
implemented with fidelity?
National Center on Intensive Intervention Participant Workbook—26
Progress Monitoring
Question
What is in place now that we can build
from?
What additional information and supports
do we need?
Progress Monitoring Measures
What, if any, progress monitoring tools are
you using
and what is the evidence of
reliability and validity for the tools?
• Reading (R)
• Mathematics (M)
• Behavior (B)
Progress Monitoring Process
• How frequently are progress
monitoring data collected for
students with intensive needs? Is a
consistent approach used?
• Are progress monitoring data
graphed (including baseline, goal,
goal line, data points, intervention
phase line)?
• Is a goal set using a validated goal
setting approach?
Data Analysis
• Do teams meet to analyze and
review data?
• Are validated decision rules used to
make decisions about
responsiveness?
National Center on Intensive Intervention Participant Workbook—27
Diagnostic Data
Question
What is in place now that we can build
from?
What additional information and supports
do
we need?
Diagnostic Data
• What diagnostic data are available
to educators in your school to help
determine why students are not
responding?
• Are both academic and behavioral
data considered?
Hypothesis Development
How do you determine why a student is not
responding?
National Center on Intensive Intervention Participant Workbook—28
Intervention Adaptation
Question
What is in place now that we can build
from?
What additional information and supports
do
we need?
Intervention Adaptation & Student Plan
Development
• What strategies are you currently
using to intensify interventions?
• How are student plans designed to
ensure they address the hypothesis?
• How are student plans communicated
to other stakeholders (e.g., teachers,
families)?
Fidelity
How do you know if
student plan
is
implemented with fidelity?
Related NCII Resources
DBI Professional Learning Series
(https://intensiveintervention.org/implementation-support/dbi-training-series)
The purpose of these modules is to introduce schools interested in implementing intensive
intervention to the infrastructure needed to implement DBI.
Supporting Implementation of Data-based Individualization: Lessons Learned from
NCII’s First Five Years
(https://intensiveintervention.org/resource/supporting-implementation-data-based-
individualization-lessons-learned-nciis-first-five)
The purpose of this document is to provide an overview of the Center’s accomplishments and to
highlight a set of lessons learned from the 26 schools that implemented intensive intervention
while receiving technical support from the Center.
Making it Happen: What Does it Take to Implement Intensive Intervention?
(https://intensiveintervention.org/resource/making-it-happen-what-does-it-take-implement-
intensive-intervention)
Dr. Lou Danielson, Michele Walden-Doppke, and Nicole Hitchener describe contextual factors
that can support or impede the implementation of intensive intervention. Presenters discuss
lessons learned about critical infrastructure elements and practices that were identified through
NCII’s work with school sites and provide an example from a Rhode Island district.
Taxonomy of Intervention Intensity
(https://intensiveintervention.org/taxonomy-intervention-intensity)
This webpage includes archived webinars and tools to help educators learn more about the
dimensions of the Taxonomy of Intervention Intensity and support the evaluation of validated
intervention programs and the intensification of interventions as needed.
On this page you can find the following tools:
Taxonomy Overview Handout
Intensification Strategy Checklist Handout
Clarifying Questions to Create a Hypothesis to Guide Intervention Changes: Question
Bank
Academic Screening Tools Chart
(https://charts.intensiveintervention.org/ascreening)
The tools on the academic screening tools chart can be used to identify students at risk for poor
academic outcomes, including students who require intensive intervention.
National Center on Intensive Intervention Participant Workbook—29
Academic Progress Monitoring Tools Chart
(https://charts.intensiveintervention.org/aprogressmonitoring)
This tools chart presents information about academic progress monitoring tools. The chart
includes ratings on the technical rigor of the tools: performance level standards, growth
standards, and usability.
Academic Intervention Tools Chart
(https://charts.intensiveintervention.org/aintervention)
The NCII Academic Intervention Tools Chart is designed to help educators become informed
consumers of available academic interventions. This chart can help educators understand the
strength of their intervention by reviewing the study quality and effects.
Behavior Screening Tools Chart
(https://charts.intensiveintervention.org/bscreening)
The NCII Behavior Screening Tools Chart provides ratings of a screener's ability to identify
students who may need more intensive support.
Behavior Progress Monitoring Tools Chart
(https://charts.intensiveintervention.org/bprogressmonitoring)
This tools chart presents information about behavior progress monitoring tools. The chart
includes ratings on the technical rigor of the tools: performance level standards, growth
standards, and usability of the progress monitoring resource.
Behavioral Intervention Tools Chart
(https://charts.intensiveintervention.org/bintervention)
The NCII Behavioral Intervention Tools Chart is designed to help educators become informed
consumers of available behavioral interventions. This chart can help educators understand the
strength of their intervention by reviewing the study quality and effects.
Strategies for Scheduling: How to Find Time to Intensify and Individualize Intervention
(https://intensiveintervention.org/resource/strategies-scheduling-how-find-time-intensify-and-
individualize-intervention )
This resource includes some strategies to support educators in considering how to intensify an
intervention within the constraints of busy school schedules where it may be difficult to simply
add more time.
Fidelity and Implementation Resources
(https://intensiveintervention.org/implementation-support/fidelity-resources)
This webpage includes a series of resources focused on fidelity at the school, interventionist, and
student levels. On this page you can find the student-level Student Intervention Implementation
Log (https://intensiveintervention.org/
sites/default/files/DBI_Weekly_Log_508.pdf), which can be used to record daily and weekly
documentation of the implementation of the intervention.
National Center on Intensive Intervention Participant Workbook—30
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