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Multi-Tiered Intervention Multi-Tiered Intervention Provision: Provision: Service Delivery & Student Service Delivery & Student Eligibility Eligibility Nebraska Department of Education Nebraska Department of Education Response-to-Intervention Consortium Response-to-Intervention Consortium

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Multi-Tiered Intervention Provision:Multi-Tiered Intervention Provision:Service Delivery & Student Eligibility Service Delivery & Student Eligibility

Nebraska Department of Education Nebraska Department of Education Response-to-Intervention ConsortiumResponse-to-Intervention Consortium

OverviewOverview The importance of a multi-tier model The importance of a multi-tier model Examples of multi-tier models for Examples of multi-tier models for

academic and behavioral supportsacademic and behavioral supports The use of multi-tier models within the The use of multi-tier models within the

existing school infrastructureexisting school infrastructure Guidelines for making data-based Guidelines for making data-based

decisions about the provision of services decisions about the provision of services (including special education)(including special education)

Importance of the Multi-Tier ModelImportance of the Multi-Tier Model

Based on the Public Health Model of Based on the Public Health Model of pprevention and early intervention revention and early intervention

More More cost effective solution than waiting to cost effective solution than waiting to interveneintervene

Capitalizes on promoting protective factors Capitalizes on promoting protective factors and reducing risk before more extensive and reducing risk before more extensive problems ariseproblems arise

Multi-Tier Model CharacteristicsMulti-Tier Model Characteristics

Provides a framework for serving students Provides a framework for serving students with various levels of needwith various levels of need

Key componentsKey components Universal screening of all students to identify Universal screening of all students to identify

those at riskthose at risk Use of rules to guide Use of rules to guide evidence-basedevidence-based

instruction/intervention and eligibility decisionsinstruction/intervention and eligibility decisions Ongoing intervention delivery and monitoring Ongoing intervention delivery and monitoring

of student progressof student progress

3-Tier Model3-Tier Model A prevention/early intervention model for serving all A prevention/early intervention model for serving all

students before they fall significantly behind students before they fall significantly behind Instruction/intervention is provided in response to Instruction/intervention is provided in response to

students’ increasing needs students’ increasing needs Designed to meet the needs of all students Designed to meet the needs of all students Involves use of data-based decisions to guide Involves use of data-based decisions to guide

instruction/intervention delivery within each tierinstruction/intervention delivery within each tier

General Instruction

Supplementary Intervention

Intensive Intervention

Decision rules

Decision rules

Inte

nsity

of

Inte

rven

tion

Rationale for a 3-TierRationale for a 3-TierReading Support ModelReading Support Model

Promotes early identification of students in need of additional assistance

Accommodates supplemental instruction for students with early reading difficulties

Provides for intensive instruction targeting those at risk of reading failure

Accommodates continuous curriculum-based progress monitoring of all students

Example: 3-Tier Reading ModelExample: 3-Tier Reading ModelTier ITier I

Instruction/Intervention Core research-based reading program Involves Big 5 reading components identified by

the National Reading Panel

Screening Curriculum-based screening each fall, winter,

and spring Decision rules used to identify at-risk students

eligible for Tier 2/Tier 3 intervention

Example: 3-Tier Reading ModelExample: 3-Tier Reading Model(e.g., UT Center for Reading & Language Arts; Vaughn, 2003)(e.g., UT Center for Reading & Language Arts; Vaughn, 2003)

Grade 1 - Grade 1 - Tier ITier I(> 1.5 hrs daily, universal)(> 1.5 hrs daily, universal)

InstructionInstruction Phonemic awareness (e.g., phoneme segmentation)Phonemic awareness (e.g., phoneme segmentation) Alphabetic principal (e.g., blending & word construction)Alphabetic principal (e.g., blending & word construction) Fluency (e.g., monitored oral reading)Fluency (e.g., monitored oral reading) Comprehension (e.g., pre-, concurrent-, post-strategy instruction)Comprehension (e.g., pre-, concurrent-, post-strategy instruction) Vocabulary (e.g., direct instruction, concept-word association Vocabulary (e.g., direct instruction, concept-word association

practice)practice)

ScreeningScreening Curriculum-based screening each Fall, Winter, & SpringCurriculum-based screening each Fall, Winter, & Spring

Example: 3-Tier Reading ModelExample: 3-Tier Reading ModelTier IITier II

Instruction/InterventionInstruction/Intervention Small-group supplementary instruction in Small-group supplementary instruction in

addition to classroom instructionaddition to classroom instruction

Progress MonitoringProgress Monitoring Curriculum-based monitoring of student progress Curriculum-based monitoring of student progress

in response to Tier 2 interventionin response to Tier 2 intervention Decision rules used to identify students’ Decision rules used to identify students’

response to intervention and Tier eligibilityresponse to intervention and Tier eligibility

Example: 3-Tier Reading ModelExample: 3-Tier Reading Model(e.g., UT Center for Reading & Language Arts; Vaughn, 2003)(e.g., UT Center for Reading & Language Arts; Vaughn, 2003)

Grade 1 - Grade 1 - Tier IITier II(> 30 min. daily for at least 10 wks., (> 30 min. daily for at least 10 wks.,

eligible based on screening/progress monitoring data)eligible based on screening/progress monitoring data)

InstructionInstruction Additional guidance/practice in small group (3-5 students)Additional guidance/practice in small group (3-5 students) Content:Content:

Phonemic awareness (e.g., phoneme segmentation)Phonemic awareness (e.g., phoneme segmentation) Alphabetic principal (e.g., blending & word construction)Alphabetic principal (e.g., blending & word construction) Fluency (e.g., monitored oral reading)Fluency (e.g., monitored oral reading) Comprehension (e.g., pre-, concurrent-, post-strategy instruction)Comprehension (e.g., pre-, concurrent-, post-strategy instruction) Vocabulary (e.g., direct instruction, practice with concept-word associations)Vocabulary (e.g., direct instruction, practice with concept-word associations)

Progress monitoring Progress monitoring Curriculum-based progress monitoring every 1-2 weeks to determine Tier 2 or 3/ Curriculum-based progress monitoring every 1-2 weeks to determine Tier 2 or 3/

other-service eligibilityother-service eligibility

Example: 3-Tier Reading ModelExample: 3-Tier Reading ModelTier IIITier III

Instruction/InterventionInstruction/Intervention Intensive and individualized research-based Intensive and individualized research-based

instruction in addition to classroom instructioninstruction in addition to classroom instruction

Progress MonitoringProgress Monitoring Curriculum-based monitoring of student progress Curriculum-based monitoring of student progress

in response to Tier 3 interventionin response to Tier 3 intervention Decision rules used to identify students’ Decision rules used to identify students’

response to intervention and Tier/SLD eligibilityresponse to intervention and Tier/SLD eligibility

Example: 3-Tier Reading ModelExample: 3-Tier Reading Model(e.g., UT Center for Reading & Language Arts; Vaughn, 2003)(e.g., UT Center for Reading & Language Arts; Vaughn, 2003)

Grade 1 - Grade 1 - Tier IIITier III(> 30 min. twice daily for at least 10 wks., (> 30 min. twice daily for at least 10 wks.,

eligible based on screening/progress monitoring data)eligible based on screening/progress monitoring data)

InstructionInstruction Individualized guidance/practice (1-3 students)Individualized guidance/practice (1-3 students) Increased examples, duration, and instructional scaffolding Increased examples, duration, and instructional scaffolding Content:Content:

Phonemic awareness (e.g., phoneme segmentation)Phonemic awareness (e.g., phoneme segmentation) Alphabetic principal (e.g., blending & word construction)Alphabetic principal (e.g., blending & word construction) Fluency (e.g., monitored oral reading)Fluency (e.g., monitored oral reading) Comprehension (e.g., pre-, concurrent-, post-strategy instruction)Comprehension (e.g., pre-, concurrent-, post-strategy instruction) Vocabulary (e.g., direct instruction, practice with concept-word associations)Vocabulary (e.g., direct instruction, practice with concept-word associations)

Progress monitoring Progress monitoring Curriculum-based progress monitoring every 1-2 weeks to determine Tier 2 or 3/ Curriculum-based progress monitoring every 1-2 weeks to determine Tier 2 or 3/

other-service eligibilityother-service eligibility

Research Example: Research Example: Intervention within a 3-Tier Reading ModelIntervention within a 3-Tier Reading Model

Vaughn, Linen-Thompson, & Hickman (2003)Vaughn, Linen-Thompson, & Hickman (2003)

ParticipantsParticipants 45 245 2ndnd-grade students identified by Texas Primary Reading Inventory as at--grade students identified by Texas Primary Reading Inventory as at-

risk for reading disabilitiesrisk for reading disabilities

Instruction/InterventionInstruction/Intervention Core classroom instructionCore classroom instruction 10 or 20 wks of daily intervention in small-groups (3 students):10 or 20 wks of daily intervention in small-groups (3 students):

Fluency (5 min)Fluency (5 min) Phonemic Awareness (5 min)Phonemic Awareness (5 min) Instructional-level reading (10 min)Instructional-level reading (10 min) Word analysis (10 min)Word analysis (10 min) Writing (3-5 min)Writing (3-5 min)

Data-based decision rules for “responsiveness”Data-based decision rules for “responsiveness” Texas Primary Reading Inventory: 5 of 8 words read correctlyTexas Primary Reading Inventory: 5 of 8 words read correctly Test of Oral Reading Fluency: median > 55 correct WPM with <5 errorsTest of Oral Reading Fluency: median > 55 correct WPM with <5 errors Fluency reading: 50 correct WPM for at least 3 weeksFluency reading: 50 correct WPM for at least 3 weeks

Research Example: Research Example: Intervention within a 3-Tier Reading ModelIntervention within a 3-Tier Reading Model

Vaughn, Linen-Thompson, & Hickman (2003)Vaughn, Linen-Thompson, & Hickman (2003)

ResultsResults At 10 weeks: 10 students met criteriaAt 10 weeks: 10 students met criteria At 20 weeks: 14 additional students met criteriaAt 20 weeks: 14 additional students met criteria At 30 weeks: 10 additional students met criteriaAt 30 weeks: 10 additional students met criteria

Conclusions/DiscussionConclusions/Discussion After a maximum of 30 weeks of intervention, 34 of the 45 at-risk After a maximum of 30 weeks of intervention, 34 of the 45 at-risk

students met responsiveness criteriastudents met responsiveness criteria

23 of the 24 students who met criteria after 20 weeks continued 23 of the 24 students who met criteria after 20 weeks continued to make progress in the classroom without supplemental to make progress in the classroom without supplemental instructioninstruction

3-Tier Reading Model: Summary3-Tier Reading Model: Summary

Provides a framework for a continuum of Provides a framework for a continuum of services for all studentsservices for all students

Addresses the needs of students at-risk Addresses the needs of students at-risk before they fall significantly behind in the before they fall significantly behind in the classroomclassroom

Encourages accountability and data-based Encourages accountability and data-based decision-making through screening and decision-making through screening and progress monitoringprogress monitoring

Importance of a 3-Tier Importance of a 3-Tier Behavioral Support ModelBehavioral Support Model

Helps to clarify and increase awareness of Helps to clarify and increase awareness of behavioral norms behavioral norms

Provides a framework for a range of Provides a framework for a range of supports for students with behavioral or supports for students with behavioral or social-emotional difficultiessocial-emotional difficulties

Decreases the risk for behavior problemsDecreases the risk for behavior problems Is more cost effective and less time Is more cost effective and less time

intensive than waiting to interveneintensive than waiting to intervene

3-Tier Behavioral Support Model3-Tier Behavioral Support ModelTier I: Universal SupportTier I: Universal Support

Instruction/InterventionInstruction/Intervention Proactive, universal interventions that target all studentsProactive, universal interventions that target all students

Positive Behavioral SupportsPositive Behavioral Supports Establishing and teaching rules and routines for the school Establishing and teaching rules and routines for the school

environmentenvironment Altering the physical arrangement (e.g. separating students with Altering the physical arrangement (e.g. separating students with

challenging behaviors)challenging behaviors)

Goal:Goal: Promote students’ social and academic readinessPromote students’ social and academic readiness Prevent the acquisition of norm-violating behaviorsPrevent the acquisition of norm-violating behaviors

ScreeningScreening Students are screened through teacher nomination or school Students are screened through teacher nomination or school

archival data (e.g. office referrals) to determine which students archival data (e.g. office referrals) to determine which students need more intensive intervention need more intensive intervention

3-Tier Behavioral Support Model3-Tier Behavioral Support ModelTier II: Targeted SupportTier II: Targeted Support

Instruction/Intervention Instruction/Intervention Targeted behavioral supports, such as:Targeted behavioral supports, such as:

a “a “social skills club” social skills club” a “check in/check out” procedurea “check in/check out” procedure planned behavior educationplanned behavior education rearrangement of environmentrearrangement of environment

GoalGoal:: Decrease access to situations where problem behavior might Decrease access to situations where problem behavior might

occuroccur Establish effective pro-social repertoiresEstablish effective pro-social repertoires

Progress MonitoringProgress Monitoring Direct observations and review of school archival dataDirect observations and review of school archival data

3-Tier Behavioral Support Model3-Tier Behavioral Support ModelTier III: Individualized SupportTier III: Individualized Support

Instruction/InterventionInstruction/Intervention Intensive, individualized, and comprehensive interventions, Intensive, individualized, and comprehensive interventions,

including functional assessment practices to guide planned including functional assessment practices to guide planned behavior education and rearrangement of environmentbehavior education and rearrangement of environment

May involve collaboration with family & community agenciesMay involve collaboration with family & community agencies

GoalGoal Reduce the intensity, frequency, and complexity of the problem Reduce the intensity, frequency, and complexity of the problem

behavior patternsbehavior patterns Provide pro-social replacement behaviorsProvide pro-social replacement behaviors

Progress Monitoring Progress Monitoring Direct observations and review of school archival dataDirect observations and review of school archival data

Guidelines for Making Data-Based DecisionsGuidelines for Making Data-Based Decisions Regular screening and progress monitoring should be

conducted with sufficient frequency to produce a reliable indication of a students’ performance

Specific data-based decision rules should be established to determine eligibility for services within each Tier of intervention

Across all levels of the tiers, evidence-based interventions should be delivered for a minimum of 24 sessions prior to determining their cumulative effectiveness

Within tiers, evidence-based interventions should be delivered based on their appropriate fit to students’ needs

Services provided within each tier should be carried out with documented integrity

Guidelines for Making Data-Based DecisionsGuidelines for Making Data-Based Decisions

For Specific Learning Disability verification:For Specific Learning Disability verification: Each building should identify how to address the relationship Each building should identify how to address the relationship

between Tier III and special education placementbetween Tier III and special education placement A minimum of two interventions/intervention phases should be A minimum of two interventions/intervention phases should be

provided before a student is considered as having a SLDprovided before a student is considered as having a SLD Nebraska Department of Education will be providing additional Nebraska Department of Education will be providing additional

guidelines to schools and districts for using RTI to identify guidelines to schools and districts for using RTI to identify students with SLDstudents with SLD

Additional ResourcesAdditional Resources 3-Tier Reading Supports3-Tier Reading Supports

Vaughn Gross Center for Reading and Language Arts: Vaughn Gross Center for Reading and Language Arts: http://http://www.texasreading.org/utcrla/materialswww.texasreading.org/utcrla/materials//Provides access to professional development guides, training academies, Provides access to professional development guides, training academies, videos, CD-ROMs, and booklets that cover various topics related to effective, videos, CD-ROMs, and booklets that cover various topics related to effective, research-based reading instruction/interventions.research-based reading instruction/interventions.

Big Ideas in Beginning Reading: Big Ideas in Beginning Reading: http://http://reading.uoregon.edureading.uoregon.edu//Provides access to resources on the five big ideas of early literacy. Includes Provides access to resources on the five big ideas of early literacy. Includes instructional information and examples.instructional information and examples.

3-Tier Behavioral Supports3-Tier Behavioral Supports OSEP Center on Positive Behavioral Interventions & Supports:OSEP Center on Positive Behavioral Interventions & Supports:

www.pbis.org/main.htmwww.pbis.org/main.htmProvides access to resources related to implementing School-Wide Positive Provides access to resources related to implementing School-Wide Positive Behaviorial Support within a 3-Tier model.Behaviorial Support within a 3-Tier model.