Leadership Decisions and actions by school and district leaders limit the feasibility or effectiveness of the essential components of the DBI framework at the school; there is lack of leadership support for DBI. Decisions and actions by school and district leaders are inconsistent and only somewhat supportive of the essential components of the DBI framework at the school; support for DBI implementation is not very evident. Decisions and actions by school and district leaders proactively support the essential components of the DBI framework at the school and help make the DBI framework more effective; support for DBI implementation is of high priority. School Schedules School schedules are not aligned to support multiple levels of intervention and instruction on student need; inadequate time is available for interventions; schedules are inflexible and cannot support changes to student groupings. School schedules are partially aligned to support multiple levels of intervention and instruction based on student need; some additional time is built in for interventions; schedules are somewhat flexible and can support some changes to student groupings. School schedules are aligned to support multiple levels of intervention and high-quality instruction based on student need; adequate additional time is built in for interventions; schedules are flexible and can support changes to student groupings as needed. Resources Resources (e.g., funds, programs, time available) are not allocated to support DBI implementation. Resources (e.g., funds, programs, time available) are partially allocated to support DBI implementation. Resources (e.g., funds, programs, time available) are adequately allocated to support DBI implementation. Cultural and Linguistic Responsiveness Little or no evidence that can articulate information and factors that they consider when adopting culturally and linguistically appropriate: Assessments. Intervention programs. Inconsistent evidence that staff can articulate information and factors that they consider when adopting culturally and linguistically appropriate: Assessments. Intervention programs. Strong and consistent evidence that staff can articulate information and factors that they consider when adopting culturally and linguistically appropriate: Assessments. Intervention programs.
Process to Identify Students in Need of Intensive Intervention is no evidence of a process whereby students in need of intensive intervention are identified based on one or more of the following criteria: Data support that student has persistent to Tier 2/evidence-based intervention. Data support that student has persistent and intensive need in academics and/or behavior. Student has a relevant diagnosis or disability that warrants intensive intervention. There is some evidence of a process whereby students in need of intensive intervention are identified based on one or more of the following criteria; however, the process may be applied inconsistently: Data support that student has persistent to Tier 2/evidence-based intervention. Data support that student has persistent and intensive need in academics and/or behavior. Student has a relevant diagnosis or disability that warrants intensive intervention. There is evidence of an articulated process whereby students in need of intensive intervention are consistently identified based on one or more of the following criteria: Data support that student has persistent to Tier 2/evidence-based intervention. Data support that student has persistent and intensive need in academics and/or behavior. Student has a relevant diagnosis or disability that warrants intensive intervention.
Academic Tools No evidence that tools meet the following criteria (when available): A sufficient number of alternate forms of equal and controlled difficulty allows for progress monitoring at recommended intervals based on tier. The tool is sensitive to student improvement. The tool identifies acceptable or expected levels of performance. Reliability and validity information for the performance-level score are available, and staff are able to articulate the supporting evidence. Partial and/or inconsistent evidence that tools meet the following criteria (when available): A sufficient number of alternate forms of equal and controlled difficulty allows for progress monitoring at recommended intervals based on tier. The tool is sensitive to student improvement. The tool identifies acceptable or expected levels of performance. Reliability and validity information for the performance level score are available, and staff are able to articulate the supporting evidence. Strong and consistent evidence that tools meet the following criteria (when available): A sufficient number of alternate forms of equal and controlled difficulty allows for progress monitoring at recommended intervals based on tier. The tool is sensitive to student improvement. The tool identifies acceptable or expected levels of performance. Reliability and validity information for the performance score are available, and staff are able to articulate the supporting evidence.
Behavior Tools No evidence that tools meet the following criteria (when available): Reliability and validity information for the progress-monitoring measure are available, and staff are able to articulate the supporting evidence. The tool can be used repeatedly. The tool is sensitive to behavioral change. The tool can be used to establish benchmarks for acceptable behavior. Partial and/or inconsistent evidence that tools meet the following criteria (when available): Reliability and validity information for the progress-monitoring measure are available and staff are able to articulate the supporting evidence. The tool can be used repeatedly. The tool is sensitive to behavioral change. The tool can be used to establish benchmarks for acceptable behavior. Strong and consistent evidence that progress monitoring tools meet the following criteria (when available): Reliability and validity information for the progress-monitoring measure are available and staff are able to articulate the supporting evidence. The tool can be used repeatedly. The tool is sensitive to behavioral change. The tool can be used to establish benchmarks for acceptable behavior.
Progress-Monitoring Procedures There is no evidence that the following conditions are met for students requiring intensive intervention: There is a plan in place that includes a goal. The plan is reasonable for the student (i.e., appropriate frequency, alignment with student skills). Progress-monitoring data are graphed. Inconsistent evidence that the following conditions are met for students requiring intensive intervention: There is a plan in place that includes a goal. The plan is reasonable for the student (i.e., appropriate frequency, alignment with student skills). Progress-monitoring data are graphed. There is evidence that the following conditions are met consistently for students who require intensive intervention: There is a plan in place that includes a goal. The plan is reasonable for the student (i.e., appropriate frequency, alignment with student skills). Progress-monitoring data are graphed. Diagnostic Assessment is no evidence that diagnostic assessment is used to identify specific skill deficits or function of behavior in order to guide adaptations to interventions when a student’s progress is insufficient. (Examples include error analysis of PM, work samples, FBA, and standardized measures.) There is some evidence that diagnostic assessment is used to identify specific skill deficits or function of behavior in order to guide adaptations to intervention when a student’s progress is insufficient; however, use of diagnostic assessment is inconsistent. (Examples include error analysis of PM, work samples, FBA, and standardized measures.) There is evidence that diagnostic assessment is consistently used to identify specific skill deficits or function of behavior in order to guide adaptations to intervention when a student’s progress is insufficient. (Examples include error analysis of PM, work samples, FBA, and standardized measures.)
Adaptation of Intervention No evidence that interventions are being adapted based on student need with both quantitative AND qualitative changes, as appropriate. Partial and/or inconsistent evidence that interventions are being adapted based on student need with both quantitative AND qualitative changes, as appropriate. Strong and consistent evidence that interventions are adapted based on student need with both quantitative AND qualitative changes, as appropriate. Fidelity of Implementation of Intervention No evidence that: Interventions are being implemented as intended (e.g., group size, dosage, intervention components) AND Fidelity of implementation of intensive intervention is being monitored adequately. Partial and/or inconsistent evidence that: Interventions are being implemented as intended (e.g., group size, dosage, intervention components) AND Fidelity of implementation of intensive intervention is being monitored adequately. Strong and consistent evidence that: Interventions are being implemented as intended (e.g., group size, dosage, intervention components) AND Fidelity of implementation of intensive intervention is being monitored adequately. Interventionist Characteristics No evidence that interventionists have adequate training and experience to implement intensive interventions. Partial and/or inconsistent evidence that interventionists have adequate training and experience to implement intensive interventions. Strong and consistent evidence that interventionists have adequate training and experience to implement intensive interventions.
Relationship to Core Instruction Intensive intervention meets neither condition: Relevant to core standards or school-wide behavior expectations. Appropriate for student need. Intensive intervention meets only one condition or meets both conditions but only for some students: Relevant to core standards or behavior expectations. Appropriate for student need. Strong and consistent evidence that intensive intervention is appropriate for student need. Intensive intervention may be aligned with core behavior expectations, OR it may address primary deficits that serve as prerequisites to learning core standards or performing expected behaviors. DBI Process—The process for designing and delivering intensive intervention in academics and/or behavior to students in need Team or Appropriate Support Mechanism There is no evidence that: A team has been formed to make data-based decisions as part of the DBI process OR Teachers who deliver intensive intervention are interventionists and have an appropriate system of supports available for problem solving around data-based decision making. There is partial evidence that: A team has been formed to make decisions as part of the DBI process OR Teachers who deliver intensive intervention are skilled interventionists and have an appropriate support mechanism available for problem solving around decision making. There is consistent evidence that a team has been formed to make data-based decisions as part of the DBI process. The team includes individuals with various areas of expertise pertaining to intensive intervention. Additional staff participate on the team as relevant. Regular Meetings There is no evidence of a meeting schedule for the DBI team or appropriate support mechanism. is evidence of a meeting schedule for the DBI team or appropriate support mechanism, but meetings are inconsistent. There is evidence of a regular meeting schedule for the DBI team or appropriate support mechanism.
Data Review There is no evidence that: Adaptations of interventions are driven by student data. Explicit goals with clear rules for determining when adaptations will be made are delineated for each student. There is partial evidence that: Adaptations of interventions are driven by student data. Explicit with clear rules for determining when adaptations will be made are delineated for each student. There is strong and consistent evidence that: Adaptations of interventions are driven by student data. Explicit goals with clear rules for determining when adaptations will be made are delineated for each student. Documentation There is no evidence, for students receiving DBI, that: Student intervention plans include a goal and progress-monitoring procedures. Teachers keep intervention logs. There is partial or inconsistent evidence, for students receiving DBI, that: Student intervention plans include a goal and progress-monitoring procedures. Teachers keep intervention logs. There is strong and consistent evidence, for students receiving DBI, that: Student intervention plans include a goal and procedures. Teachers keep intervention logs. Decision Rules There is no evidence that: Decision rules for determining the need for additional adaptations are clearly articulated and based on reliable, valid data. Decision rules are being implemented accurately. is inconsistent evidence that: Decision rules for determining the need for additional adaptations are clearly articulated and based on reliable, valid data. Decision rules are being implemented accurately. There is strong and consistent evidence that: Decision rules for determining the need for additional adaptations are clearly articulated and based on reliable, valid progress-monitoring data. Decision rules are being implemented accurately.