Relationship to Core Intensive intervention meets Intensive intervention meets Strong and consistent Instruction neither condition: only one condition or meets evidence that intensive Relevant to core both conditions but only for intervention is appropriate for standards or school-wide some students: student need. Intensive behavior expectations. Relevant to core intervention may be aligned Appropriate for student standards or with core need. behavior behavior expectations, expectations. OR it may address primary Appropriate for student deficits that serve as need. 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 There is no evidence that: There is partial evidence that: There is consistent evidence Support Mechanism A team has been formed A team has been that a team has been formed to make data-based formed to make to make data-based decisions decisions as part of the decisions as part of as part of the DBI process. DBI process OR the DBI process OR The team includes individuals Teachers who deliver Teachers who deliver with various areas of expertise intensive intervention are intensive intervention pertaining to intensive interventionists and have are skilled intervention. Additional staff an appropriate system of interventionists and participate on the team as supports available for have an appropriate relevant. problem solving around support mechanism data-based decision available for problem making. solving around decision making. Regular Meetings There is no evidence of a is evidence of a meeting There is evidence of a regular meeting schedule for the DBI schedule for the DBI team or meeting schedule for the DBI team or appropriate support appropriate support mechanism, team or appropriate support mechanism. but meetings are inconsistent. mechanism.
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.
DBI_ImplementationRubric.docx