Multi-Tiered Intervention Provision: Service Delivery & Student

							Multi-Tiered Intervention Provision:
Service Delivery & Student Eligibility

       Nebraska Department of Education
      Response-to-Intervention Consortium
                 Overview
   The importance of a multi-tier model
   Examples of multi-tier models for
    academic and behavioral supports
   The use of multi-tier models within the
    existing school infrastructure
   Guidelines for making data-based
    decisions about the provision of services
    (including special education)
Importance of the Multi-Tier Model

   Based on the Public Health Model of
    prevention and early intervention
   More cost effective solution than waiting to
    intervene
   Capitalizes on promoting protective factors
    and reducing risk before more extensive
    problems arise
Multi-Tier Model Characteristics
   Provides a framework for serving students
    with various levels of need
   Key components
     Universal screening of all students to identify
      those at risk
     Use of rules to guide evidence-based
      instruction/intervention and eligibility decisions
     Ongoing intervention delivery and monitoring
      of student progress
                    3-Tier Model
   A prevention/early intervention model for serving all
    students before they fall significantly behind
   Instruction/intervention is provided in response to
    students’ increasing needs
   Designed to meet the needs of all students
   Involves use of data-based decisions to guide
    instruction/intervention delivery within each tier
    Intervention
     Intensity of




                             Intensive
                           Intervention       Decision rules

                          Supplementary
                           Intervention                Decision rules

                        General Instruction
       Rationale for a 3-Tier
      Reading 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 Model
                       Tier 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 Model
    (e.g., UT Center for Reading & Language Arts; Vaughn, 2003)


                            Grade 1 - Tier I
                         (> 1.5 hrs daily, universal)
   Instruction
        Phonemic awareness (e.g., phoneme segmentation)
        Alphabetic principal (e.g., blending & word construction)
        Fluency (e.g., monitored oral reading)
        Comprehension (e.g., pre-, concurrent-, post-strategy instruction)
        Vocabulary (e.g., direct instruction, concept-word association
         practice)

   Screening
        Curriculum-based screening each Fall, Winter, & Spring
    Example: 3-Tier Reading Model
                         Tier II

   Instruction/Intervention
       Small-group supplementary instruction in
        addition to classroom instruction

   Progress Monitoring
     Curriculum-based monitoring of student progress
      in response to Tier 2 intervention
     Decision rules used to identify students’
      response to intervention and Tier eligibility
 Example: 3-Tier Reading Model
  (e.g., UT Center for Reading & Language Arts; Vaughn, 2003)

                                  Grade 1 - Tier II
                       (> 30 min. daily for at least 10 wks.,
             eligible based on screening/progress monitoring data)

Instruction
      Additional guidance/practice in small group (3-5 students)
      Content:
            Phonemic awareness (e.g., phoneme segmentation)
            Alphabetic principal (e.g., blending & word construction)
            Fluency (e.g., monitored oral reading)
            Comprehension (e.g., pre-, concurrent-, post-strategy instruction)
            Vocabulary (e.g., direct instruction, practice with concept-word associations)

Progress monitoring
       Curriculum-based progress monitoring every 1-2 weeks to determine Tier 2 or 3/
        other-service eligibility
    Example: 3-Tier Reading Model
                          Tier III
   Instruction/Intervention
       Intensive and individualized research-based
        instruction in addition to classroom instruction

   Progress Monitoring
     Curriculum-based monitoring of student progress
      in response to Tier 3 intervention
     Decision rules used to identify students’
      response to intervention and Tier/SLD eligibility
 Example: 3-Tier Reading Model
  (e.g., UT Center for Reading & Language Arts; Vaughn, 2003)

                                 Grade 1 - Tier III
                     (> 30 min. twice daily for at least 10 wks.,
             eligible based on screening/progress monitoring data)

Instruction
      Individualized guidance/practice (1-3 students)
      Increased examples, duration, and instructional scaffolding
      Content:
            Phonemic awareness (e.g., phoneme segmentation)
            Alphabetic principal (e.g., blending & word construction)
            Fluency (e.g., monitored oral reading)
            Comprehension (e.g., pre-, concurrent-, post-strategy instruction)
            Vocabulary (e.g., direct instruction, practice with concept-word associations)

Progress monitoring
       Curriculum-based progress monitoring every 1-2 weeks to determine Tier 2 or 3/
        other-service eligibility
                      Research Example:
          Intervention within a 3-Tier Reading Model
               Vaughn, Linen-Thompson, & Hickman (2003)

   Participants
        45 2nd-grade students identified by Texas Primary Reading Inventory as at-
         risk for reading disabilities

   Instruction/Intervention
        Core classroom instruction
        10 or 20 wks of daily intervention in small-groups (3 students):
            Fluency (5 min)
            Phonemic Awareness (5 min)
            Instructional-level reading (10 min)
            Word analysis (10 min)
            Writing (3-5 min)


   Data-based decision rules for “responsiveness”
        Texas Primary Reading Inventory: 5 of 8 words read correctly
        Test of Oral Reading Fluency: median > 55 correct WPM with <5 errors
        Fluency reading: 50 correct WPM for at least 3 weeks
                      Research Example:
          Intervention within a 3-Tier Reading Model
               Vaughn, Linen-Thompson, & Hickman (2003)

   Results
      At 10 weeks: 10 students met criteria

      At 20 weeks: 14 additional students met criteria

      At 30 weeks: 10 additional students met criteria



   Conclusions/Discussion
      After a maximum of 30 weeks of intervention, 34 of the 45 at-risk
       students met responsiveness criteria

        23 of the 24 students who met criteria after 20 weeks continued
         to make progress in the classroom without supplemental
         instruction
3-Tier Reading Model: Summary
   Provides a framework for a continuum of
    services for all students
   Addresses the needs of students at-risk
    before they fall significantly behind in the
    classroom
   Encourages accountability and data-based
    decision-making through screening and
    progress monitoring
      Importance of a 3-Tier
     Behavioral Support Model
   Helps to clarify and increase awareness of
    behavioral norms
   Provides a framework for a range of
    supports for students with behavioral or
    social-emotional difficulties
   Decreases the risk for behavior problems
   Is more cost effective and less time
    intensive than waiting to intervene
3-Tier Behavioral Support Model
     Tier I: Universal Support
   Instruction/Intervention
       Proactive, universal interventions that target all students
            Positive Behavioral Supports
                Establishing and teaching rules and routines for the school
                 environment
                Altering the physical arrangement (e.g. separating students
                 with challenging behaviors)
   Goal:
       Promote students’ social and academic readiness
       Prevent the acquisition of norm-violating behaviors


   Screening
       Students are screened through teacher nomination or school
        archival data (e.g. office referrals) to determine which students
        need more intensive intervention
3-Tier Behavioral Support Model
               Tier II: Targeted Support
   Instruction/Intervention
       Targeted behavioral supports, such as:
            a “social skills club”
            a “check in/check out” procedure
            planned behavior education
            rearrangement of environment
   Goal:
       Decrease access to situations where problem behavior might
        occur
       Establish effective pro-social repertoires
   Progress Monitoring
       Direct observations and review of school archival data
3-Tier Behavioral Support Model
           Tier III: Individualized Support
   Instruction/Intervention
       Intensive, individualized, and comprehensive interventions,
        including functional assessment practices to guide planned
        behavior education and rearrangement of environment
       May involve collaboration with family & community agencies

   Goal
       Reduce the intensity, frequency, and complexity of the problem
        behavior patterns
       Provide pro-social replacement behaviors

   Progress Monitoring
       Direct observations and review of school archival data
Guidelines 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 Decisions

    For Specific Learning Disability verification:
        Each building should identify how to address the relationship
         between Tier III and special education placement
        A minimum of two interventions/intervention phases should be
         provided before a student is considered as having a SLD
        Nebraska Department of Education will be providing additional
         guidelines to schools and districts for using RTI to identify
         students with SLD
                Additional Resources
   3-Tier Reading Supports
      Vaughn Gross Center for Reading and Language Arts:
        http://www.texasreading.org/utcrla/materials/
        Provides access to professional development guides, training academies,
        videos, CD-ROMs, and booklets that cover various topics related to effective,
        research-based reading instruction/interventions.

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

   3-Tier Behavioral Supports

        OSEP Center on Positive Behavioral Interventions & Supports:
         www.pbis.org/main.htm
         Provides access to resources related to implementing School-Wide Positive
         Behaviorial Support within a 3-Tier model.