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Response to COVID-19  \nTeri Marx, PhD, Amy Peterson, MA, and Sarah Arden, PhD  \nIntroduction  \nDuring spring 2020, educators quickly adapted to providing interventions and collecting data virtually despite the challenges of the COVID-19 pandemic. Parents were critical partners in supporting opportunities for students with intensive needs to practice and receive feedback and sharing what was working and when changes were needed.  \nDBI Process  \nDuring fall 2020, educators provided virtual, inperson, and hybrid intervention with an ongoing need to engage with and support parents and families. As noted by Jones, Vaughn, and Fuchs (2020), evidence-based teaching strategies used in traditional face-to-face instruction are applicable in virtual settings as well. This includes scheduling frequent sessions (3–5 times per week), collecting data, and delivering small group or individualized instruction. Although the context and environment may have changed, the focus on providing highquality interventions with validated practices, monitoring student progress, and adapting and intensifying supports based on student data as outlined in the data-based individualization (DBI) process continues to be applicable across virtual, in-person, or hybrid models.  \nThis document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings.  \nThis document was produced under U.S. Department of Education, Office of Special Education Programs (OSEP) Grant No. H326Q160001 Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. Although permission to reprint this publication is not necessary, the citation should be: Marx, T., Peterson, A., & Arden. S. (2020) . Going virtual: Considerations for adapting databased individualization implementation in response to COVID-19. U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention.  \nStep 1: Validated Intervention Program  \nThe Foundation  \nGuiding Principles  \nThe DBI process builds on the implementation of an evidence-based and standardized intervention delivered with fidelity. At this step, teachers consider:  \n Does the intervention target the student’s academic and behavioral needs?  \n Is the intervention based on the best available evidence?  \n Does the intervention align with core instruction?  \n Has the intervention been shown to work with most students?  \n Are procedures in place to ensure the intervention is delivered as planned?  \nConsiderations for Implementation During COVID-19  \nEnsure feasibility of intervention delivery  \n The Taxonomy of Intervention Intensity and the Academic Intervention and Behavior Intervention Tools Charts can assist educators in designing and selecting virtual interventions. When selecting interventions, consider any technology requirements and group sizes that are necessary for implementation.  \n Identify and implement the core components of an evidence-based, standardized intervention (and then monitor implementation fidelity of the core components) . Consider core components to be those that build fluency, are delivered explicitly, and allow students to practice skills and receive feedback.  \n Review how intervention sessions are structured to introduce new content, review older content, and monitor progress. If implementing in a hybrid setting, determine which portions to deliver in person or virtually. For example, view Evidence-Based and Promising Practices to Support Continuity of Learning for Student","cbCaibp8DgXEzomv","https://ap.wps.com/l/cbCaibp8DgXEzomv","pdf",1883949,"English","# Introduction\n# DBI Process\n## Step 1: Validated Intervention Program\n## Step 2: Progress Monitoring\n## Did the Intervention Work?","[{\"question\":\"What is the main focus of the DBI process during COVID-19 in this document?\",\"answer\":\"The document emphasizes implementing data-based individualization (DBI) by delivering validated interventions in virtual settings and maintaining monitoring and adaptation based on student data.\"},{\"question\":\"How should educators support implementation fidelity in a virtual intervention program?\",\"answer\":\"Educators should implement core components of an evidence-based standardized intervention and monitor fidelity for those components, including explicit delivery and opportunities for students to practice and receive feedback.\"},{\"question\":\"What guidance does the document provide for engaging parents and families during virtual delivery?\",\"answer\":\"It recommends providing at-home strategies to increase engagement or reduce nonproductive behavior, checking in on technology needs, reviewing intervention plans, and offering tips to expand practice opportunities.\"}]","Going Virtual - Considerations for Adjusting Data-Based Individualization Implementation in Response to COVID-19 | PDF",1792055184,18]