Data-Based Individualization (DBI) in Mathematics

Data-Based Individualization (DBI) is an iterative and systematic approach to intensive intervention for students with severe and persistent mathematics learning needs, including students with disabilities. The intervention uses ongoing progress monitoring and diagnostic assessment data to determine when and how to adapt, intensify, and individualize mathematics interventions for students who do not respond to more standardized Tier 2 remediation efforts. The DBI process comprises five iterative steps: (1) starting with a validated intervention program aligned with student needs, (2) monitoring progress using valid assessment tools, (3) collecting diagnostic data to determine instructional needs and hypothesize adaptations when progress is inadequate, (4) implementing adaptations, and (5) continuing progress monitoring to determine response. The intervention was implemented in elementary schools (grades 1-2 initially, tracked through grades 4-5) and middle schools (grades 6-7). School intervention teams including principals, special educators, interventionists, and school psychologists received monthly professional development and coaching sessions covering topics such as the DBI process, using progress monitoring data, diagnostic data use, mathematics intervention platforms, adapting instruction, and planning intervention meetings. Implementation support was provided through site-based needs assessments, professional development sessions, and coaching sessions approximately once or twice monthly.