During 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 data-based individualization (DBI) Process practice and receive feedback and sharing what was working and when changes were needed. During fall 2020, educators provided virtual, in-person, 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 high-quality interventions with validated practices, monitoring student progress, and adapting and intensifying supports based on student data as outlined in the DBI process continues to be applicable across virtual, in-person, or hybrid models. This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings. The following steps are presented in this report: (1) Validated Intervention Program: The Foundation; (2) Progress Monitoring: Did the Intervention Work?; (3) Diagnostic Data: Why Didn't the Intervention Work?; (4) Intervention Adaptation: What Change is Needed?; and (5) Ongoing Progress Monitoring: Did the Change Work?