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Title: How Do We Define Multi-Tiered


1
How Do We Define Multi-Tiered Interventions
Under RTI? Jim Wrightwww.interventioncentral.org

2
Essential Elements of Any Academic or Behavioral
Intervention (Treatment) Strategy
  • Method of delivery (Who or what delivers the
    treatment?)Examples include teachers,
    paraprofessionals, parents, volunteers,
    computers.
  • Treatment component (What makes the intervention
    effective?)Examples include activation of prior
    knowledge to help the student to make meaningful
    connections between known and new material
    guide practice (e.g., Paired Reading) to increase
    reading fluency periodic review of material to
    aid student retention. As an example of a
    research-based commercial program, Read Naturally
    combines teacher modeling, repeated reading and
    progress monitoring to remediate fluency
    problems.

3
Interventions, Accommodations Modifications
Sorting Them Out
  • Interventions. An academic intervention is a
    strategy used to teach a new skill, build fluency
    in a skill, or encourage a child to apply an
    existing skill to new situations or settings.
    An intervention is said to be research-based
    when it has been demonstrated to be effective in
    one or more articles published in peerreviewed
    scientific journals. Interventions might be based
    on commercial programs such as Read Naturally.
    The school may also develop and implement an
    intervention that is based on guidelines provided
    in research articlessuch as Paired Reading
    (Topping, 1987).

4
Interventions, Accommodations Modifications
Sorting Them Out
  • Accommodations. An accommodation is intended to
    help the student to fully access the
    general-education curriculum without changing the
    instructional content. An accommodation for
    students who are slow readers, for example, may
    include having them supplement their silent
    reading of a novel by listening to the book on
    tape. An accommodation is intended to remove
    barriers to learning while still expecting that
    students will master the same instructional
    content as their typical peers. Informal
    accommodations may be used at the classroom level
    or be incorporated into a more intensive,
    individualized intervention plan.

5
Interventions, Accommodations Modifications
Sorting Them Out
  • Modifications. A modification changes the
    expectations of what a student is expected to
    know or dotypically by lowering the academic
    expectations against which the student is to be
    evaluated. Examples of modifications are
    reducing the number of multiple-choice items in a
    test from five to four or shortening a spelling
    list. Under RTI, modifications are generally not
    included in a students intervention plan,
    because the working assumption is that the
    student can be successful in the curriculum with
    appropriate interventions and accommodations
    alone.

6
Interventions Essential Elements (Witt et al.,
2004)
  • The absence of any of these essential elements
    constitute a fatal flaw to the students
    intervention
  • Clear problem definition(s)
  • Baseline data
  • Goal(s) for improvement
  • Plan to monitor student progress

Source Witt, J. C., VanDerHeyden, A. M.,
Gilbertson, D. (2004). Troubleshooting behavioral
interventions. A systematic process for finding
and eliminating problems. School Psychology
Review, 33, 363-383..
7
Increasing the Intensity of an Intervention Key
Dimensions
  • Interventions can move up the RTI Tiers through
    being intensified across several dimensions,
    including
  • Type of intervention strategy or materials used
  • Student-teacher ratio
  • Length of intervention sessions
  • Frequency of intervention sessions
  • Duration of the intervention period (e.g.,
    extending an intervention from 5 weeks to 10
    weeks)
  • Motivation strategies

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York. Kratochwill, T. R., Clements, M. A.,
Kalymon, K. M. (2007). Response to intervention
Conceptual and methodological issues in
implementation. In Jimerson, S. R., Burns, M. K.,
VanDerHeyden, A. M. (Eds.), Handbook of
response to intervention The science and
practice of assessment and intervention. New
York Springer.
8
Research-Based Elements of Effective Academic
Interventions
  • Correctly targeted The intervention is
    appropriately matched to the students academic
    or behavioral needs.
  • Explicit instruction Student skills have been
    broken down into manageable and deliberately
    sequenced steps and providing overt strategies
    for students to learn and practice new skills
    p.1153
  • Appropriate level of challenge The student
    experiences adequate success with the
    instructional task.
  • High opportunity to respond The student
    actively responds at a rate frequent enough to
    promote effective learning.
  • Feedback The student receives prompt
    performance feedback about the work completed.

Source Burns, M. K., VanDerHeyden, A. M.,
Boice, C. H. (2008). Best practices in intensive
academic interventions. In A. Thomas J. Grimes
(Eds.), Best practices in school psychology V
(pp.1151-1162). Bethesda, MD National
Association of School Psychologists.
9
Secondary Students Should Interventions Be
Off-Level or Focus on Grade-Level Academics?
  • There is a lack of consensus about how to
    address the academic needs of students with
    deficits in basic skills in secondary grades
    (Espin Tindal, 1998).
  • Should the student be placed in remedial
    instruction at a point of instructional match
    to address those basic-skill deficits?
    (Instruction is adjusted down to the student)
  • Or is time better spent providing the student
    with compensatory strategies to learn grade-level
    content and work around those basic-skill
    deficits? (Student is brought up to current
    instruction)

Source Espin, C. A., Tindal, G. (1998).
Curriculum-based measurement for secondary
students. In M. R. Shinn (Ed.) Advanced
applications of curriculum-based measurement. New
York Guilford Press.
10
RTI Pyramid of Interventions
11
Teachers Voice Behavior Management Strategies
12
Tier I Instruction/Interventions
  • Tier I instruction/interventions
  • Are universalavailable to all students.
  • Can be delivered within classrooms or throughout
    the school.
  • Are likely to be put into place by the teacher at
    the first sign that a student is struggling.
  • All children have access to Tier 1
    instruction/interventions. Teachers have the
    capability to use those strategies without
    requiring outside assistance.
  • Tier 1 instruction/interventions encompass
  • The schools core curriculum and all published or
    teacher-made materials used to deliver that
    curriculum.
  • Teacher use of whole-group teaching
    management strategies.
  • Teacher use of individualized strategies with
    specific students.
  • Tier I instruction/interventions attempt to
    answer the question Are routine classroom
    instructional strategies sufficient to help the
    student to achieve academic success?

13
Examples of Evidence-Based Tier I Management
Strategies (Fairbanks, Sugai, Guardino,
Lathrop, 2007)
  • Consistently acknowledging appropriate behavior
    in class
  • Providing students with frequent and varied
    opportunities to respond during instructional
    activities
  • Reducing transition time between instructional
    activities to a minimum
  • Giving students immediate and direct corrective
    feedback when they commit an academic error or
    engage in inappropriate behavior

Source Fairbanks, S., Sugai, G., Guardino, S.,
Lathrop, M. (2007). Response to intervention
Examining classroom behavior support in second
grade. Exceptional Children, 73, p. 290.
14
Tier 1 What Are the Recommended Elements of
Core Curriculum? More Research Needed
  • In essence, we now have a good beginning on the
    evaluation of Tier 2 and 3 interventions, but no
    idea about what it will take to get the core
    curriculum to work at Tier 1. A complicating
    issue with this potential line of research is
    that many schools use multiple materials as their
    core program. p. 640

Source Kovelski, J. F. (2007). Response to
intervention Considerations for research and
systems change. School Psychology Review, 36,
638-646.
15
Schools Need to Review Tier 1 (Classroom)
Interventions to Ensure That They Are Supported
By Research
  • There is a lack of agreement about what is meant
    by scientifically validated classroom (Tier I)
    interventions. Districts should establish a
    vetting processcriteria for judging whether a
    particular instructional or intervention approach
    should be considered empirically based.

Source Fuchs, D., Deshler, D. D. (2007). What
we need to know about responsiveness to
intervention (and shouldnt be afraid to ask)..
Learning Disabilities Research Practice,
22(2),129136.
16
RTI Pyramid of Interventions
17
Tier 2 Supplemental (Group-Based) Interventions
  • Tier 2 interventions are typically delivered in
    small-group format. About 15 of students in the
    typical school will require Tier 2/supplemental
    intervention support.
  • Group size for Tier 2 interventions is limited
    to 4-7 students. Students placed in Tier 2
    interventions should have a shared profile of
    intervention need.
  • The reading progress of students in Tier 2
    interventions are monitored at least 1-2 times
    per month.

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
18
Group-Based Tier II Services How Much Time
Should Be Allocated?
  • Emerging guidelines drawn largely from reading
    research suggest that standard protocol
    interventions should consist of at least three to
    five 30-minute sessions per week, in a group size
    not to exceed 6-7 students. Standard protocol
    interventions should also supplement, rather than
    replace, core instruction taking place in the
    classroom.

Sources Burns, Al Otaiba, S. Torgesen, J.
(2007). Effects from intensive standardized
kindergarten and first-grade interventions for
the prevention of reading difficulties. In S. R.
Jimerson, M. K. Burns, A. M. VanDerHeyden
(Eds.), Response to intervention The science and
practice of assessment and intervention (pp.
212-222). National Reading Panel. (2000).
Teaching children to read An evidence-based
assessment of the scientific research literature
on reading and its implications for reading
instruction. Bethesda, MD National Institute of
Child Health Human Development, National
Institutes of Health.
19
Tier 2 Exploring Use of Non-Instructional
Personnel
  • To expand their intervention capacity, schools
    may want to explore using people other than
    teachers to assist with some RTI interventions,
    including
  • peer or older student tutors
  • adult volunteers
  • graduate students
  • paraprofessionals
  • Of course, any person serving as a tutor would
    need to be trained appropriately and their
    tutoring activities overseen by a certified
    educator. (Burns Gibbons, 2008).

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
20
Tier II Standard Protocol Treatments Strengths
Limits in Secondary Settings
  • Research indicates that students do well in
    targeted small-group interventions (4-7 students)
    when the intervention treatment is closely
    matched to those students academic needs (Burns
    Gibbons, 2008).
  • However, in secondary schools
  • students are sometimes grouped for remediation by
    convenience rather than by presenting need.
    Teachers instruct across a broad range of student
    skills, diluting the positive impact of the
    intervention.
  • students often present with a unique profile of
    concerns that does not lend itself to placement
    in a group intervention.

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools Procedures to
assure scientific-based practices. New York
Routledge.
21
Caution About Secondary Tier 2 Standard-Protocol
Interventions Avoid the Homework Help Trap
  • Tier 2 group-based or standard-protocol
    interventions are an efficient method to deliver
    targeted academic support to students (Burns
    Gibbons, 2008).
  • However, students should be matched to specific
    research-based interventions that address their
    specific needs.
  • RTI intervention support in secondary schools
    should not take the form of unfocused homework
    help.

22
RTI Pyramid of Interventions
23
Tier 3 Intensive Individualized Interventions
  • Tier 3 interventions are the most intensive
    offered in a school setting.
  • Students qualify for Tier 3 interventions
    because
  • they are found to have a large skill gap when
    compared to their class or grade peers and/or
  • They did not respond to interventions provided
    previously at Tiers 1 2.
  • Tier 3 interventions are provided daily for
    sessions of 30 minutes. The student-teacher ratio
    is flexible but should allow the student to
    receive intensive, individualized instruction.
  • The reading progress of students in Tier 3
    interventions is monitored at least weekly.

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
24
The Problem-Solving Model Multi-Disciplinary
Teams
  • A school consultative process (the
    problem-solving model) with roots in applied
    behavior analysis was developed (e.g., Bergan,
    1995) that includes 4 steps
  • Problem Identification
  • Problem Analysis
  • Plan Implementation
  • Problem Evaluation
  • Originally designed for individual consultation
    with teachers, the problem-solving model was
    later adapted in various forms to
    multi-disciplinary team settings.

Source Bergan, J. R. (1995). Evolution of a
problem-solving model of consultation. Journal of
Educational and Psychological Consultation, 6(2),
111-123.
25
Tier 3 Targets Intervention, Curriculum, and
Environment
  • For a tier 3 intervention to be effective and
    robust, it must focus on the specific needs of
    the student. It should also address the reason
    that the student is experiencing difficulty.
    Rather than considering a student problem to be
    the result of inalterable student
    characteristics, teams are compelled to focus on
    change that can be made to the intervention,
    curriculum or environment that would result in
    positive student outcome. The hypothesis and
    intervention should focus on those variables that
    are alterable within the school setting. These
    alterable variables include learning goals and
    objectives (what is to be learned), materials,
    time, student-to-teacher ratio, activities, and
    motivational strategies. p. 95

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
26
Tier 3 Scripting Interventions to Promote Better
Compliance
  • Interventions should be written up in a
    scripted format to ensure that
  • Teachers have sufficient information about the
    intervention to implement it correctly and
  • External observers can view the teacher
    implementing the intervention strategy andusing
    the script as a checklistverify that each step
    of the intervention was implemented correctly
    (treatment integrity).

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
27
Intervention Script Builder Form
28
Advancing Through RTI Flexibility in the Tiers
  • For purposes of efficiency, students should be
    placed in small-group instruction at Tier 2.
  • However, group interventions may not always be
    possible because due to scheduling or other
    issuesno group is available. (For example,
    students with RTI behavioral referrals may not
    have a group intervention available.)
  • In such a case, the student will go directly to
    the problem-solving process (Tier 3)typically
    through a referral to the school RTI Team.
  • Nonetheless, the school must still document the
    same minimum number of interventions attempted
    for every student in RTI, whether or not a
    student first received interventions in a group
    setting.

29
Team Activity Building Multi-Tier Capacity
  • At your tables
  • Discuss the task of building a continuum of
    interventions that span Tiers 1-3 in your middle
    or high school (in basic skills, content areas,
    and behavior).
  • What are enabling factors that should help you to
    build or improve your multi-tier pyramid of
    interventions?
  • What are challenges or areas needing improvement
    to allow you to construct your multi-tier
    pyramid of interventions?
  • Intensifying Interventions. Interventions can be
    intensified across several dimensions
  • Student-teacher ratio
  • Length of intervention sessions
  • Frequency of intervention sessions
  • Duration of the intervention period (e.g.,
    extending an intervention from 5 weeks to 10
    weeks)
  • Type of intervention strategy or materials used
  • Motivation strategies

30
Evaluating Intervention Follow-Through
(Treatment Integrity)
31
Why Monitor Intervention Follow-Through?
  • If the RTI Team does not monitor the quality of
    the intervention follow-through, it will not know
    how to explain a students failure to respond to
    intervention.
  • Do qualities within the student explain the lack
    of academic or behavioral progress?
  • Did problems with implementing the intervention
    prevent the student from making progress?

32
What Are Potential Barriers to Assessing
Intervention Follow-Through?
  • Direct observation of interventions is the gold
    standard for evaluating the quality of their
    implementation. However
  • Teachers being observed may feel that they are
    being evaluated for global job performance
  • Non-administrative staff may be uncomfortable
    observing a fellow educator to evaluate
    intervention follow-through
  • It can be difficult for staff to find time to
    observe and evaluate interventions as they are
    being carried out

33
Supplemental Ideas to Collect Information About
Classroom Implementation of Interventions
  • Assign a case manager from the RTI Intervention
    Team to check in with the teacher within a week
    of the initial meeting to see how the
    intervention is going.
  • Have the teacher use a data tool to collect
    information about the students response to
    intervention (e.g., Daily Behavior Report Card)
    or about the implementation of the intervention
    itself (e.g. Teacher Intervention Evaluation Log)
  • Include a scripted question at the RTI
    Intervention Team Follow-Up Meeting that
    explicitly asks the referring teacher or
    instructional team to provide details about the
    implementation of the intervention.
  • Review any work products or records that are
    generated by an intervention (e.g., student
    self-rating forms academic work teacher log of
    number of times that an intervention strategy was
    used). These work products or records can serve
    as indirect indicators of intervention
    follow-through.

34
Intervention Script Builder
35
Building Teacher Capacity to Deliver Tier 1
Interventions An 8-Step Checklist Jim
Wrightwww.interventioncentral.org
36
What Are Appropriate Content-Area Tier 1
Universal Interventions for Secondary Schools?
  • High schools need to determine what constitutes
    high-quality universal instruction across content
    areas. In addition, high school teachers need
    professional development in, for example,
    differentiated instructional techniques that will
    help ensure student access to instruction
    interventions that are effectively implemented.

Source Duffy, H. (August 2007). Meeting the
needs of significantly struggling learners in
high school. Washington, DC National High School
Center. Retrieved from http//www.betterhighschool
s.org/pubs/ p. 9
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Team Activity Building Tier 1 Capacity
  • At your tables
  • Consider the eight steps to building Tier 1
    teacher capacity to deliver effective classroom
    interventions.
  • Discuss the strengths and challenges that your
    school or district presents in promoting Tier 1
    interventions.
  • Be prepared to share your discussion with the
    larger group!

49
End
50
What Works Clearinghousehttp//ies.ed.gov/ncee/ww
c/
51
Intervention Centralhttp//www.interventioncentra
l.org
52
Building Positive Relationships With
StudentsJim Wrightwww.interventioncentral.org
53
Avoiding the Reprimand Trap
  • When working with students who display
    challenging behaviors, instructors can easily
    fall into the reprimand trap. In this
    sequence
  • The student misbehaves.
  • The teacher approaches the student to reprimand
    and redirect. (But the teacher tends not to give
    the student attention for positive behaviors,
    such as paying attention and doing school work.)
  • As the misbehave-reprimand pattern becomes
    ingrained, both student and teacher experience a
    strained relationship and negative feelings.

54
Sample Ideas to Improve Relationships With
Students The Two-By-Ten Intervention (Mendler,
2000)
  • Make a commitment to spend 2 minutes per day for
    10 consecutive days in building a relationship
    with the studentby talking about topics of
    interest to the student. Avoid discussing
    problems with the students behaviors or
    schoolwork during these times.

Source Mendler, A. N. (2000). Motivating
students who dont care. Bloomington, IN
National Educational Service.
55
Sample Ideas to Improve Relationships With
Students The Three-to-One Intervention (Sprick,
Borgmeier, Nolet, 2002)
  • Give positive attention or praise to problem
    students at least three times more frequently
    than you reprimand them. Give the student the
    attention or praise during moments when that
    student is acting appropriately. Keep track of
    how frequently you give positive attention and
    reprimands to the student.

Source Sprick, R. S., Borgmeier, C., Nolet, V.
(2002). Prevention and management of behavior
problems in secondary schools. In M. A. Shinn, H.
M. Walker G. Stoner (Eds.), Interventions for
academic and behavior problems II Preventive and
remedial approaches (pp.373-401). Bethesda, MD
National Association of School Psychologists.
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