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I. Overview (University/agency affiliations, types of information included)

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I. Overview (University/agency affiliations, types of information included)

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About Us | National Center on Intensive Intervention

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Lauren Artzi, Ph.D., is an education senior researcher at the American Institutes for Research with expertise in second language education, literacy instruction for English learners and students with disabilities, and multi-tiered systems of support (MTSS). Dr. Artzi directs an early literacy project in the state of Delaware and provides national technical assistance with the U.S.

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Intensive Academic and Behavioral Intervention (Report Synthesis)

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This guide contains a brief introduction to Intensive interventions and a couple sample reading lessons to give a taste of what their systems could potentially look like for other teachers.

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NCII provides modules for teachers in various areas ranging from DBI (Data-Based Individualization)

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National Center on Intensive Intervention

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Learn how intensive intervention, through the data-based individualization (DBI) process, helps students with severe and persistent learning or behavioral needs.

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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. DBI is a process, not a specific program or product. The process is driven by data, characterized by increased intensity and individualization, and considers the academic and behavioral needs of the student. In some schools, intensive intervention may be known as "Tier 3 intervention," and may be embedded within a multi-tiered system of support (MTSS) framework.

DBI is the technical term for what many good teachers do naturally through the problem-solving process: frequently review student data and make changes to their teaching based on what works for students. DBI, however, makes this process systematic, explicit, and tailored to meet the needs of individual students through a multi-step process that gradually intensifies instruction and support. Learn more.
Click on each step of the DBI graphic to learn more about the DBI process and find relevant resources.
Why is DBI Important for Students?

Outcome data suggest that our current system does not adequately prepare students with the most intensive needs, particularly students with disabilities. Students with disabilities continue to fall behind their same-age peers in reading and math and are more likely to experience discipline problems at school. In addition, although validated intervention programs have been found to be effective for many students, some students will not respond to the intervention as designed.

Who needs DBI?

DBI is intended to help a small subgroup of students who:

1. Are not making adequate progress in their current intervention program (often, a Tier 2, evidence-based intervention)

2. Are not meeting individualized education program (IEP) goals

3. Have persistently low academic achievement

4. Have high-intensity/frequency behavior

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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. DBI is the technical term for what many good teachers do naturally through the problem solving process: frequently review student data and make changes to their teaching based on what works for students.

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Search Page | National Center on Intensive Intervention

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Learn how intensive intervention, through the data-based individualization (DBI) process, helps students with severe and persistent learning or behavioral needs.

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NCII outlines a Multi-Tiered System of Supports.

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It is important that the instructional practices and interventions delivered within a school's multi-tiered system of support (MTSS) be grounded in evidence. However, the "practice" that happens within each tier is different; therefore, the type of evidence that is required for each tier also must be different. A useful way to think about evidence-based practices in MTSS is to think about levels of evidence that vary and correspond to the different levels of intervention intensity at each tier.

In the tables below, find resources to support the selection and evaluation of Tier 1, Tier 2, and Tier 3 or intensive interventions.

Tier 1

Comprehensive, research-based curriculum, delivered class-wide to all students. "Evidence-based" at Tier 1 means that the curriculum includes comprehensive coverage of core content that is aligned to grade-level standards and that the instructional strategies and practices used to deliver the curriculum have evidence of efficacy.

Tier 2 (Validated Intervention Program)

Standardized, targeted small-group instruction using a validated intervention program. "Evidence-based" at Tier 2 means that the intervention program has been demonstrated through rigorous research to have a positive impact on target outcomes for students at risk, when delivered with fidelity.

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Levels of Intervention & Evidence: Implementation Tools | NCII

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Table with resources to support the selection of a school's multi-tiered system of support and corresponding levels of evidence of intervention intensity.

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Sample reading lessons based on the 5 components of reading: Phonemic awareness, phonics, fluency, vocabulary, and comprehension.