DBI Implementation Rubric
This DBI fidelity rubric is intended to support monitoring of school-level implementation of data-based individualization (DBI). The
rubric is based on the structure of the Response to Intervention Center’s Integrity Rubric (see www.rti4success.org) and aligned with
the essential components of DBI and the infrastructure that is necessary for successful implementation in Grades K–6. It describes
levels of implementation on a 1–5 scale across DBI components. It is accompanied by guiding questions that may be used for a selfassessment or structured interview of a school’s DBI leadership team.
DBI implementation requires the following components:
1. System Features
2. Data and Decision Making
3. Intervention
4. DBI Process
5. DBI Evaluation
Description of Measures for
Components and
Subcomponents
1
(Little or no implementation)
3
(Partial or inconsistent
implementation)
5
(Complete and consistent
implementation)
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
Decisions and actions by school
Decisions and actions by school
Decisions and actions by school
1. Leadership
and district leaders limit the
and district leaders are inconsistent and district leaders proactively
feasibility or effectiveness of the
and only somewhat supportive of
support the essential components
essential components of the DBI
the essential components of the
of the DBI framework at the
framework at the school; there is
DBI framework at the school;
school and help make the DBI
lack of leadership support for DBI. support for DBI implementation is
framework more effective;
not very evident.
support for DBI implementation
is of high priority.
National Center on Intensive Intervention
DBI Fidelity of Implementation Rubric—1
2050_05/14
Description of Measures for
Components and
Subcomponents
2. School Schedules
1
(Little or no implementation)
School schedules are not aligned to
support multiple levels of
intervention and high-quality
instruction based on student need;
inadequate time is available for
interventions; schedules are
inflexible and cannot support
changes to student groupings.
3
(Partial or inconsistent
implementation)
School schedules are partially
aligned to support multiple levels
of intervention and high-quality
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.
5
(Complete and consistent
implementation)
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.
3. 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.
4. Cultural and Linguistic
Responsiveness
Little or no evidence that staff can
articulate information and factors that
they consider when adopting
culturally and linguistically
appropriate:
a. Assessments.
b. Intervention programs.
Inconsistent evidence that staff can
articulate information and factors that
they consider when adopting
culturally and linguistically
appropriate:
a. Assessments.
b. Intervention programs.
Strong and consistent evidence
that staff can articulate information
and factors that they consider when
adopting culturally and
linguistically appropriate:
a. Assessments.
b. Intervention programs.
National Center on Intensive Intervention
DBI Fidelity of Implementation Rubric—2
Description of Measures for
Components and
Subcomponents
5. Communications With
and Involvement of
Parents
6. Communication With
and Involvement of All
Staff
1
(Little or no implementation)
No conditions are met:
a. A description of the DBI
process is shared with
parents of students who
need it.
b. A coherent process is used
to update parents on the
progress of their child.
c. Parents are involved during
decision making regarding
participation of their child
in intensive intervention.
3
(Partial or inconsistent
implementation)
At least one condition is met:
a. A description of the DBI
process is shared with
parents of students who
need it.
b. A coherent process is used
to update parents on the
progress of their child.
c. Parents are involved during
decision making regarding
participation of their child
in intensive intervention.
No conditions are met:
At least one condition is met:
a. A description of the
a. A description of the
school’s DBI process is
school’s DBI process is
shared with staff who work
shared with staff who work
with students with intensive
with students with
needs.
intensive needs.
b. A system is in place to
b. A system is in place to
keep staff informed about
keep staff informed about
student progress.
student progress.
c. Teacher teams collaborate
c. Teacher teams collaborate
frequently.
frequently.
National Center on Intensive Intervention
5
(Complete and consistent
implementation)
All conditions are met:
a. A description of the DBI
process is shared with
parents of students who
need it.
b. A coherent process is
used to update parents on
the progress of their child.
c. Parents are involved
during decision making
regarding participation of
their child in intensive
intervention.
All conditions are met:
a. A description of the
school’s DBI process is
shared with staff who
work with students with
intensive needs.
b. A system is in place to
keep staff informed about
student progress.
c. Teacher teams collaborate
frequently.
DBI Fidelity of Implementation Rubric—3
Description of Measures for
Components and
Subcomponents
1
(Little or no implementation)
3
(Partial or inconsistent
implementation)
5
(Complete and consistent
implementation)
2. Data and Decision Making—Data for the purpose of making decisions within a DBI framework
7. Process to Identify
Students in Need of
Intensive Intervention
There is no evidence of a process
whereby students in need of
intensive intervention are identified
based on one or more of the
following criteria:
a. Data support that student has
persistent non-response to Tier
2/evidence-based intervention.
b. Data support that student has
persistent and intensive need
in academics and/or behavior.
c. Student has a relevant
diagnosis or disability that
warrants intensive
intervention.
National Center on 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:
a. Data support that student has
persistent non-response to Tier
2/evidence-based intervention.
b. Data support that student has
persistent and intensive need
in academics and/or behavior.
c. 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:
a. Data support that student has
persistent non-response to
Tier 2/evidence-based
intervention.
b. Data support that student has
persistent and intensive need
in academics and/or
behavior.
c. Student has a relevant
diagnosis or disability that
warrants intensive
intervention.
DBI Fidelity of Implementation Rubric—4
Description of Measures for
Components and
Subcomponents
8. Academic ProgressMonitoring Tools
1
(Little or no implementation)
No evidence that progressmonitoring tools meet the following
criteria (when available):
a. A sufficient number of
alternate forms of equal
and controlled difficulty
allows for progress
monitoring at
recommended intervals
based on tier.
b. The tool is sensitive to
student improvement.
c. The tool identifies
acceptable or expected
levels of performance.
d. Reliability and validity
information for the
performance-level score are
available, and staff are able
to articulate the supporting
evidence.
National Center on Intensive Intervention
3
(Partial or inconsistent
implementation)
Partial and/or inconsistent evidence
that progress-monitoring tools meet
the following criteria (when
available):
a. A sufficient number of
alternate forms of equal
and controlled difficulty
allows for progress
monitoring at
recommended intervals
based on tier.
b. The tool is sensitive to
student improvement.
c. The tool identifies
acceptable or expected
levels of performance.
d. Reliability and validity
information for the
performance level score are
available, and staff are able
to articulate the supporting
evidence.
5
(Complete and consistent
implementation)
Strong and consistent evidence
that progress-monitoring tools
meet the following criteria (when
available):
a. A sufficient number of
alternate forms of equal
and controlled difficulty
allows for progress
monitoring at
recommended intervals
based on tier.
b. The tool is sensitive to
student improvement.
c. The tool identifies
acceptable or expected
levels of performance.
d. Reliability and validity
information for the
performance level score
are available, and staff
are able to articulate the
supporting evidence.
DBI Fidelity of Implementation Rubric—5
Description of Measures for
Components and
Subcomponents
9. Behavior ProgressMonitoring Tools
10. Progress-Monitoring
Procedures
1
(Little or no implementation)
No evidence that progressmonitoring tools meet the following
criteria (when available):
a. Reliability and validity
information for the
progress-monitoring
measure are available, and
staff are able to articulate
the supporting evidence.
b. The tool can be used
repeatedly.
c. The tool is sensitive to
behavioral change.
d. The tool can be used to
establish benchmarks for
acceptable behavior.
There is no evidence that the
following conditions are met for
students requiring intensive
intervention:
a. There is a progressmonitoring plan in place
that includes a goal.
b. The plan is reasonable for
the student (i.e.,
appropriate frequency,
alignment with student
skills).
c. Progress-monitoring data
are graphed.
National Center on Intensive Intervention
3
(Partial or inconsistent
implementation)
Partial and/or inconsistent evidence
that progress-monitoring tools meet
the following criteria (when
available):
a. Reliability and validity
information for the
progress-monitoring
measure are available and
staff are able to articulate
the supporting evidence.
b. The tool can be used
repeatedly.
c. The tool is sensitive to
behavioral change.
d. The tool can be used to
establish benchmarks for
acceptable behavior.
Inconsistent evidence that the
following conditions are met for
students requiring intensive
intervention:
a. There is a progressmonitoring plan in place
that includes a goal.
b. The plan is reasonable for
the student (i.e.,
appropriate frequency,
alignment with student
skills).
c. Progress-monitoring data
are graphed.
5
(Complete and consistent
implementation)
Strong and consistent evidence
that progress monitoring tools
meet the following criteria (when
available):
a. Reliability and validity
information for the
progress-monitoring
measure are available and
staff are able to articulate
the supporting evidence.
b. The tool can be used
repeatedly.
c. The tool is sensitive to
behavioral change.
d. The tool can be used to
establish benchmarks for
acceptable behavior.
There is evidence that the
following conditions are met
consistently for students who
require intensive intervention:
a. There is a progressmonitoring plan in place
that includes a goal.
b. The plan is reasonable for
the student (i.e.,
appropriate frequency,
alignment with student
skills).
c. Progress-monitoring data
are graphed.
DBI Fidelity of Implementation Rubric—6
Description of Measures for
Components and
Subcomponents
11. Diagnostic Assessment
1
(Little or no implementation)
There 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.)
12. Fidelity of Assessment
Implementation
There is no evidence of the
following:
a. Correct administration and
scoring procedures are
used.
b. A plan is in place to
monitor the fidelity of
assessment
implementation.
National Center on Intensive Intervention
3
(Partial or inconsistent
implementation)
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.
5
(Complete and consistent
implementation)
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.)
There is some evidence of the
following, but implementation may
be inconsistent:
a. Correct administration and
scoring procedures are
used.
b. A plan is in place to
monitor the fidelity of
assessment
implementation.
(Examples include error analysis
of PM, work samples, FBA, and
standardized measures.)
There is evidence of the following
for all students receiving
intensive intervention:
a. Correct administration
and scoring procedures
are used.
b. A plan is in place to
monitor the fidelity of
assessment
implementation.
DBI Fidelity of Implementation Rubric—7
Description of Measures for
Components and
Subcomponents
1
(Little or no implementation)
3
(Partial or inconsistent
implementation)
5
(Complete and consistent
implementation)
3. Intervention—Individualized intervention with a focus on addressing severe and persistent academic and/or behavioral needs of students
13. Intensive Intervention
There is no evidence that intensive
intervention consistently meets the
following criteria for all students in
need:
a. Designed from an
evidence-based platform
(when available).
b. Reasonably aligned to
student needs.
c. Intensified appropriately
(more intensive than
Tier 2).
14. Adaptation of
Intervention
No evidence that interventions are
being adapted based on student
need with both quantitative AND
qualitative changes, as appropriate.
15. Fidelity of
Implementation of
Intervention
No evidence that:
a. Interventions are being
implemented as intended
(e.g., group size, dosage,
intervention components)
AND
b. Fidelity of implementation
of intensive intervention is
being monitored
adequately.
National Center on Intensive Intervention
There is some evidence that
intensive intervention meets the
following criteria, but criteria are
not met consistently for all students
in need:
a. Designed from an
evidence-based platform
(when available).
b. Reasonably aligned to
student needs.
c. Intensified appropriately
(more intensive than
Tier 2).
Partial and/or inconsistent evidence
that interventions are being adapted
based on student need with both
quantitative AND qualitative
changes, as appropriate.
Partial and/or inconsistent evidence
that:
a. Interventions are being
implemented as intended
(e.g., group size, dosage,
intervention components)
AND
b. Fidelity of implementation
of intensive intervention is
being monitored
adequately.
There is evidence that intensive
intervention consistently meets
the following criteria for all
students in need:
a. Designed from an
evidence-based platform
(when available).
b. Reasonably aligned to
student needs.
c. Intensified appropriately
(more intensive than
Tier 2).
Strong and consistent evidence
that interventions are being
adapted based on student need
with both quantitative AND
qualitative changes, as
appropriate.
Strong and consistent evidence
that:
a. Interventions are being
implemented as intended
(e.g., group size, dosage,
intervention components)
AND
b. Fidelity of
implementation of
intensive intervention is
being monitored
adequately.
DBI Fidelity of Implementation Rubric—8
Description of Measures for
Components and
Subcomponents
16. Interventionist
Characteristics
17. Relationship to Core
Instruction
1
(Little or no implementation)
No evidence that interventionists
have adequate training and
experience to implement intensive
interventions.
Intensive intervention meets neither
condition:
a. Relevant to core standards
or school-wide behavior
expectations.
b. Appropriate for student
need.
3
(Partial or inconsistent
implementation)
Partial and/or inconsistent evidence
that interventionists have adequate
training and experience to
implement intensive interventions.
Intensive intervention meets only
one condition or meets both
conditions but only for some
students:
a. Relevant to core standards
or school-wide behavior
expectations.
b. Appropriate for student
need.
5
(Complete and consistent
implementation)
Strong and consistent evidence
that interventionists have
adequate training and experience
to implement intensive
interventions.
Strong and consistent evidence
that intensive intervention is
appropriate for student need.
Intensive intervention may be
aligned with core
standards/school-wide behavior
expectations, OR it may address
primary deficits that serve as
prerequisites to learning core
standards or performing expected
behaviors.
4. DBI Process—The process for designing and delivering intensive intervention in academics and/or behavior to students in need
18. Team or Appropriate
Support Mechanism
There is no evidence that:
a. A team has been formed to
make data-based decisions
as part of the DBI process
OR
b. Teachers who deliver
intensive intervention are
interventionists and have an
appropriate system of
supports available for
problem solving around
data-based decision
making.
National Center on Intensive Intervention
There is partial evidence that:
a. A team has been formed to
make data-based decisions
as part of the DBI process
OR
b. Teachers who deliver
intensive intervention are
skilled interventionists and
have an appropriate
support mechanism
available for problem
solving around data-based
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.
DBI Fidelity of Implementation Rubric—9
Description of Measures for
Components and
Subcomponents
19. Regular Meetings
1
(Little or no implementation)
There is no evidence of a meeting
schedule for the DBI team or
appropriate support mechanism.
20. Data Review
There is no evidence that:
a. Adaptations of
interventions are driven by
student data.
b. Explicit goals with clear
rules for determining when
adaptations will be made
are delineated for each
student.
21. Documentation
There is no evidence, for students
receiving DBI, that:
a. Student intervention plans
include a goal and
progress-monitoring
procedures.
b. Teachers keep intervention
logs.
22. Decision Rules
There is no evidence that:
a. Decision rules for
determining the need for
additional adaptations are
clearly articulated and
based on reliable, valid
progress-monitoring data.
b. Decision rules are being
implemented accurately.
National Center on Intensive Intervention
3
(Partial or inconsistent
implementation)
There is evidence of a meeting
schedule for the DBI team or
appropriate support mechanism,
but meetings are inconsistent.
There is partial evidence that:
a. Adaptations of
interventions are driven by
student data.
b. Explicit goals with clear
rules for determining when
adaptations will be made
are delineated for each
student.
There is partial or inconsistent
evidence, for students receiving
DBI, that:
a. Student intervention plans
include a goal and
progress-monitoring
procedures.
b. Teachers keep intervention
logs.
There is inconsistent evidence that:
a. Decision rules for
determining the need for
additional adaptations are
clearly articulated and
based on reliable, valid
progress-monitoring data.
b. Decision rules are being
implemented accurately.
5
(Complete and consistent
implementation)
There is evidence of a regular
meeting schedule for the DBI
team or appropriate support
mechanism.
There is strong and consistent
evidence that:
a. Adaptations of
interventions are driven
by student data.
b. Explicit goals with clear
rules for determining
when adaptations will be
made are delineated for
each student.
There is strong and consistent
evidence, for students receiving
DBI, that:
a. Student intervention
plans include a goal and
progress-monitoring
procedures.
b. Teachers keep
intervention logs.
There is strong and consistent
evidence that:
a. Decision rules for
determining the need for
additional adaptations are
clearly articulated and
based on reliable, valid
progress-monitoring data.
b. Decision rules are being
implemented accurately.
DBI Fidelity of Implementation Rubric—10
Description of Measures for
Components and
Subcomponents
23. Overall implementation
of DBI Process
3
5
(Partial or inconsistent
(Complete and consistent
implementation)
implementation)
There is no evidence of consistent
There is evidence of partial
There is evidence of consistent
implementation of the DBI process implementation of the DBI process, implementation of the DBI
for students who require it.
or evidence of consistent
process for all students who
implementation for only some
require it.
students who require it.
5. Evaluation—System for collecting and analyzing data to measure fidelity and effectiveness of DBI
None of the following criteria are
At least one of the following
All of the following criteria are
24. Evaluation
met:
criteria is met:
met:
a. Specific goals are set for
a. Specific goals are set for
a. Specific goals are set for
the school’s DBI process.
the school’s DBI process.
the school’s DBI process.
b. There is a plan to review
b. There is a plan to review
b. There is a plan to review
DBI implementation.
DBI implementation.
DBI implementation.
c. Relevant staff have and use
c. Relevant staff have and
c. Relevant staff have and
time to review the school’s
use time to review the
use time to review the
DBI implementation and
school’s DBI
school’s DBI
make changes as needed.
implementation and make
implementation and make
changes as needed.
changes as needed.
1
(Little or no implementation)
National Center on Intensive Intervention
DBI Fidelity of Implementation Rubric—11