A N I NTRODUCTION TO A M ULTI -T IERED S YSTEM OF S UPPORTS C LARK D ORMAN D ON K INCAID.

AN INTRODUCTION TO A MULTI-TIERED SYSTEM OF SUPPORTS

CLARK DORMANDON KINCAID

Multi-Tiered System of Supports:MTSS

Don Kincaid, FLPBS Clark Dorman, FL PS/RtI

PROBLEM SOLVING/RESPONSE TO INTERVENTION

OVERVIEW

Response to Instruction/Intervention (RtI):

The Foundation

4

RtI is the practice of

(1)providing high-quality instruction/intervention matched to student needs and

(2)using learning rate over time and level of performance to

(3)make important educational decisions to guide instruction

Avoiding Myths…

5

RtI IS:• A process designed to maximize student

performance• A method to deliver effective interventions

earlier and efficiently• Focused on outcomes• About student progress

RtI IS NOT:• A way to delay services to students• A way to avoid special education placement• A hoop to jump through to ensure special

education placement

PS/RtI is

Begley

Mr.Koch

HarrisSullivan

McMahon

Asner

O’Neill

Every Ed !

We Need A New Logic

• Begin with the idea that the purpose of the system is student achievement

• Acknowledge that student needs exist on a continuum rather than in typological groupings

• Organize resources to make educational resources available in direct proportion to student need

David Tilly 2004

TIER I: Core, Universal

8

GOAL: 100% of students achieve at high levels

Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.Tier I: Begins with clear goals:1.What exactly do we expect all students to learn ?2.How will we know if and when they’ve learned it?3.How you we respond when some students don’t learn?4.How will we respond when some students have already learned?

Questions 1 and 2 help us ensure a guaranteed and

viable core curriculum

TIER II: Supplemental, Targeted

9

Tier II For approx. 20% of students

Core +

Supplemental

…to achieve benchmarksTier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/monthly to get there?5.What resources will move them at that rate?

TIER III: Intensive, Individualized

10

Tier III For Approx 5% of Students

Core

+Supplemental

+Intensive Individual Instruction

…to achieve benchmarks

1.Where is the student performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.What resources will move him at that rate?

Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

in order to meet benchmarks.

=

These students

Three Tiered Model of Student Supports

The goal of the tiers is student success, not labeling.

get these tiersof support

+

Tiers of Service Delivery

13

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports.

The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic

and behavior instruction and supports.

Tier 2: Targeted, Supplemental Interventions & Supports.

More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.

Tier 1: Core, Universal Instruction & Supports.

General academic and behavior instruction and support provided to all students in all settings.

Revised 12/7/09

MTSS & the Problem-Solving Process

The Problem-Solving Process

15Timeline

Step 1 - What’s the Problem?

In order to identify a problem, you’ve got to start with three pieces of data-

• Benchmark level of performance• Student level of performance• Peer level of performance

16

Expectation

Problem ID

17

Weeks

Student

WPM

Problem ID

18

Expectation

Weeks

Student

Peers

WPM

Peers

Expectation

Problem ID

19

Weeks

WPM

Student

Student

Expectation

Peers

Problem ID

20

Weeks

WPM

Is this an individual student problem or a larger systemic problem?

adapted from:

Heartland AEA 11, Improving Children’s Educational Results

Step 1 - What’s the Problem?

Step 2 - Problem Analysis: Why is it occurring?

22

Goal: The development of hypotheses about probable causes for why the student is not demonstrating the replacement behavior

Assessments are then conducted to gather information to determine which are most / least likely

Hypothesis/Prediction statement pair:

The problem is occurring because ________________.

If ____________ would occur, the problem would be reduced.

Assessment: How Do We Confirm Hypotheses?

DOMAINS RReview

IInterview

OObserve

TTest

IInstruction

CCurriculum

EEnvironment

LLearner

Step 2 - Problem Analysis: Why is it occurring?

• Effective teaching strategies consider both what to teach and how to teach it.

• Making good decisions will increase student progress.

• It is critical that the instruction be matched to the problem. Howell & Nolet, 2000

Step 3 – Intervention Design: What are we going to do?

Match intervention type & intensity to student(s), setting, problem

Interventions must focus on teaching replacement behavior or skill

Select evidence-based interventions that match context of school/classroom culture

Provide support for implementationTraining/coaching as neededEvaluation of implementation integrity

25

Step 3 – Intervention Design: What are we going to do?

Step 4: Evaluating Effectiveness of Instruction/Intervention

26

Positive ResponseGap is closingCan extrapolate point at which target student

will “come in range” of peers – even if this long range

Questionable ResponseRate at which gap is widening slows

considerably, but gap is still widening Gap stops widening but closure does not occur

Poor ResponseGap continues to widen with no change in rate

Decision Rules: What is a “Sufficient” Response to Intervention?

Performance

Fall

Expected Performance

Observed Performance

Winter Spring

Positive Response to Instruction /Intervention

Positive Response to Instruction /Intervention

Performance

Time

Expected Trajectory

Observed Trajectory

28

Performance

Fall



Winter Spring

Questionable Response to Instruction /Intervention

Performance

Time

Expected Trajectory

Observed Trajectory

30

Questionable Response to Instruction /Intervention

Performance

Fall



Winter Spring

Poor Response to Instruction /Intervention

Performance

Time

Expected Trajectory

Observed Trajectory

32

Poor Response to Instruction /Intervention

Responses & Intervention Decisions

• PositiveOptions:

• Continue intervention with current goal

• Continue intervention with goal increased

• Fade intervention to determine if student(s) have acquired functional independence.

33

• Questionable– Was intervention implemented as

intended?• If no - employ strategies to increase

implementation integrity

• If yes - increase intensity of current intervention for a short period of time and assess impact. – If rate improves, continue.

– If rate does not improve, return to problem solving.

34


• Poor– Was intervention implemented as intended?

• If no - employ strategies in increase implementation integrity

• If yes -– Is intervention aligned with the verified

hypothesis? (Intervention Design)

– Are there other hypotheses to consider? (Problem Analysis)

– Was the problem identified correctly? (Problem Identification)

35


Traditional vs. Response to Intervention

Intervention

JL

JL

Intervention

Consider ESETraditional

JL

JL J

Response to Intervention

Consider ESE if

necessary

GeneralEducatio

n

MonitorProgress

MonitorProgress

Problem

Solving

Problem

Solving

Problem

Solving

Problem

Solving

Problem Solving at Tier One

• Is it important to you to know the effectiveness of the core package of services delivered to your students?

• If yes: What information/data do you have to determine this?

• What additional information/data would help you to determine this?

• How can you obtain those data?

• If you had all the information necessary, how would you decide if the core was effective?

Problem Identification

• Do you have enough information/data to generate hypotheses?

• What additional information/data might you need?

• State a Hypothesis/Prediction statement pair.

• What information do you need to validate/invalidate that hypothesis?

• Assume the hypothesis is validated. What will you do next?

Problem Analysis


• What needs to happen to:

• Implement the intervention?

• Support the intervention?

• Assess fidelity?

• Measure effectiveness?

Intervention Design


• What information/data will you need to determine effectiveness of your instructional change?

• Do you have that information?

• If not, how will you get it?

• What decision rule will you use to declare effectiveness/non-effectiveness?

Response to Instruction/Intervention


An Essential Shift in Thinking

The central question is not: “What about the students is

causing the performance discrepancy?”

but“What about the interaction of the

curriculum, instruction, learners and learning environment should be altered so that the students

will learn?”

This shift alters everything else.Ken Howell

POSITIVE BEHAVIOR SUPPORTRESPONSE TO INTERVENTION

FOR BEHAVIOR

OVERVIEW

Objectives

• Participants will be able to:• List 5 similarities between PBS and RtI• Name the essential components of PBS/RtI:B• Identify the core curriculum for Tier 1 School-Wide

PBS/RtI:B • List 3 challenges to PBS Tier 1 implementation

Florida’s PBS Project

Mission:• Increasing the capacity of Florida’s school districts to

address problem behavior using Positive Behavior Support within a Response to Intervention framework

What does the PBS project provide:• Training and technical assistance to districts across

the state in the development and implementation of positive behavior supports at Tiers 1, 2, and 3.

Positive Behavior Supports

• Aims to build effective environments in which positive behavior is more effective than problem behavior

• Is a collaborative, assessment-based approach to developing effective interventions for problem behavior

• Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

School-widePositive Behavior Support

• PBS is the use of evidence-based strategies and systems to: • Decrease:

• problem behavior across settings and students • office discipline referrals • disciplinary exclusions (ISS, OSS)

• Increase:• instructional time and academic performance • school safety• teacher capacity to address problem behaviors • positive school cultures

PBS: RtIB

• Aligned with Response to Intervention

• Can be adapted to fit your particular school

• Can coexist with most other school-wide programs (Reading First, Character Education, etc.)

• Is consistent with research-based principles of behavior

PBS and RtI:B

•Core Principles of PBS

• Multi-tiered levels of support• Team process• Builds effective environments• Evidence-based interventions• Effective problem-solving• Data-based decision-making• Progress monitoring • Fidelity of implementation

•RtI:B Critical Components

• Multi-tiered levels of support• Evidence-based instruction and• interventions• Effective problem-solving • Data-based decision making• Progress monitoring • Fidelity of implementation

Braiding Supports

Bohanon, Goodman, & McIntosh. “Integrating Academic & Behavior Supports Within an RtI Framework, Part 1: General Overview” http://www.rtinetwork.org/learn/behavior/integrating-behavior-and-academic-supports-general-overview

A Response to Intervention (RtI) Model is a framework for the

integration of school-wide academic and behavior supports for each tier

of intervention

Tiered Model of School Supports & the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports

The most intense instruction and intervention based on individual student need provided in

addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.

Tier 2: Targeted, Supplemental Interventions & Supports

More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.

Tier 1: Core, Universal Instruction & Supports

General academic and behavior instruction and support provided to all students in all settings.

FL RtI State Transformation Team, Dec. 2009

Positive Behavior Support

• Takes 3-5 years for comprehensive systems change • District and Administrator support essential• Effective, stable PBS Team

• Philosophical change and Faculty Buy-In • Ownership and active participation by staff• Input and feedback

• Utilizes data-based decision-making

Factors Contributing to the Success of PBS

• District-level planning and support• School-based Administrator support• Faculty and staff buy-in and commitment• Fidelity of implementation• Availability of resources• Contextual fit with school culture and school improvement

plan• Adaptability of the school’s environment

Critical Elements of School-wide PBS

• PBS Team and administrative support• Expectations & Rules – Core Curriculum of Tier 1 PBS• Reward/Recognition program• Teaching expectations, rules and consequences• Effective discipline process, procedures and consequences• Faculty commitment • Implementation fidelity• Classroom PBS systems• Data entry, analysis and effective problem-solving (RtI) • Evaluation and progress monitoring

Tier 1: School-Wide Core Curriculum

• School-Wide Expectations and Rules• Essential part of the school’s culture and language• Apply to all staff, students and settings across campus• Are taught like the academic core curriculum• Are reinforced/rewarded when exhibited as academic

accomplishments are rewarded

• Core Curriculum Goals:• Prevent problem behavior• Promote appropriate behavior• Increase instructional time• Enhance school safety • Build a positive school culture

Tier 2: Interventions and Supports

• Goals:• Provide remediation• Prevent problem behaviors from getting worse• Identify and support students ‘at risk’ for not

reaching the behavioral expectations

Tier 2: Interventions and Supports

• Key Features:• Build on school-wide expectations• Interventions:

• Similar across students• Function-based• Readily available• Easily implemented by all staff • Provide data for progress monitoring

Tier 2 Interventions

• Examples:• Check-In Check-Out• Skills Groups

• Social Skills• Anger Management• Problem-Solving• Conflict Resolution

• Mentoring

Tier 3: Individualized Interventions and Support

• Goals:• Provide intensive, individualized supports • Accommodate the needs of students with significant behavioral

difficulties in the least restrictive environment

• Key Features: • FBA/BIP• Interventions:

• Function-based • Individualized • Daily data collection

PBS/RtI:B Challenges

• Philosophical change regarding behavior• Shift in how staff respond to student behaviors• Acquisition of new skills by students and staff• Need for good data collection and evaluation

systems• Implementation fidelity• No established benchmarks or decision rules

for behavior

Additional Resources

• Florida’s Positive Behavior Support Project• http://[email protected]

• Association of Positive Behavior Support• www.apbs.org

• OSEP Technical Assistance Center on PBIS• www.pbis.org

http://[email protected]/

http://www.apbs.org/

http://www.pbis.org/

USING SCHOOL DATA FOR

PROBLEM-SOLVING

Questions

• Why are data essential for problem-solving at the school level?

• How do we identify the critical data needed for solving academic and behavior concerns?

• How can the 4 step problem-solving model guide the use of academic and behavioral data in a systematic and common way across a district? (i.e., guiding questions).

WHY ARE DATA ESSENTIAL FOR PROBLEM-SOLVING?

…for planning?

“Research has found that up-front planning helped make data collection and use more efficient in many case study schools by clarifying what data were needed, aiding with integration of multiple data sources, and ensuring that data collection processes were on track (Keeney, 1998; Lachat, 2001).”

-Kerr, et al., (2006). Strategies to promote data use for instructional improvement: Actions, outcomes, and lessons learned from three urban

districts. American Journal of Education, 112, 496-520.

…for legal reasons?

• Some data we are required to collect (e.g., NCLB, 2002):– But why? – What questions does this “required data”

potentially help answer?– Can this data be used in our problem-solving

efforts?

• Schools are required to use “evidence”, collect and analyze data, and use those data to make decisions for education improvement. (Coburn & Talbert, 2006; Halverson et al., 2005; Honig & Coburn, 2008; Mills, 2011; Young, 2006)

…to identify solutions to problems!!!

• Not all data we are asked to collect will be useful for solving local problems.

• Compliance vs. problem-solving• Main question: What data should we

collect for problem-solving. • Tied to what questions are being asked

– Types of data: Screeners, diagnostic measures, progress monitoring measures, outcome or summative measures.

– Each has a function and potential to answer particular types of questions.

Decision-making – Need Data

• Assumptions: – The appropriate data are needed for school

level problem-solving– No matter how useful the data may be, they

are NOT useful if they are not used.

• Data Chaos! • To teach others about data we need to

separate– Management (infrastructure-data system)– Use (analysis and decision-making)

HOW DO WE KNOW WHAT CRITICAL DATA

ARE NEEDED?

Consensus on Data?Coburn & Talbert, 2002

• What does “data-based problem-solving” mean to you?

• Do you know what to collect?• Do you know why it is being collected?• Do you know what the data are used for?• Do you know what to do after you have the

data? After you analyze it?

• How aligned is your assessment system with answering key questions and how valuable are your district’s data to solve what problems?

Are your data useful? For what?

Data source(s) should:• provide sufficient information to

select appropriate services and supports.

• allow you to group students with similar needs

• match the nature of the problem, the target responses/knowledge identified for change, and key problem-solving questions.

Data Management: Let’s Redefine “Data System”

• Prepare to Collect• Collect the data• Organize the data• Summarize the data• Share the data• Support the team to use the data• Analyze the data• …Make a decision!

WHAT QUESTIONS SHOULD WE BE ASKING

TO SOLVE PROBLEMS?

Problem Solving Process

Define the ProblemWhat Do We Want Students to KNOW and Be Able to

DO?

Problem AnalysisWhy Can’t They DO It?

Implement PlanWhat Are WE Going To DO About

It?

EvaluateDid It WORK?

(Response to Intervention –RtI)

Florida’s Guiding Questions

Step 1 – Problem ID• What do we expect out students to know, understand, and do as a result of

instruction?• Do our students meet or exceed these expected levels? (How sufficient is

the core?)• Are there groups for whom core is not sufficient? Step 2 – Problem Analysis• If the core is NOT sufficient for either a “domain” or group of students,

what barriers have or could preclude students from reaching expected levels?

Step 3 – Plan Development and Implementation• What strategies or interventions will be used?• What resources are needed to support implementation of the plan?• How will sufficiency and effectiveness of core be monitored overtime?• How will fidelity be monitored over time?• How will “good”, “questionable,” and “poor” responses to intervention be

defined? Step 4 – Plan Evaluation of Effectiveness• Have planned improvements to core been effective?

Step 1: Problem Identification –Tier 1

• What do we expect our students to know, understand, and do as a result of instruction?

• Do our students meet or exceed these expected levels? (How sufficient is the core?)

• Are there groups for whom core is not sufficient?

Expectations for Behavior

• 80% have 1 or fewer ODRs• Are the # of ODRs, ISS and OSS per

100 students higher than the national or district average?

• Are the # of ODRs, ISS and OSS per 100 students decreasing?

• Is attendance steady?

Expectations for Literacy & Math

• Sunshine State Standards (SSS)• Grade-level expectations (GLE)• Objectives and Goals of GLEs

• The standards are the curriculum.• Tier 1 data: AYP (state test-NCLB); State

reading test (FCRR/FAIR)• State assessments based on SSS.• Additional, district specific?

Annual Yearly Progress (AYP)

Do 80% of students exhibit appropriate behavior?

During the current year, does the school have students with 2 or more ODRs by October 1?

Are the # of ODRs, ISS and OSS per 100 students higher than the national or district average?

• National Average for MS is .05 per 100 students

Are the # of ODRs, ISS and OSS per 100 students decreasing?

Is attendance steady?

Sources of Data

Utilizing Common Assessment Data to Understand Student Needs

Class Recommended Level of Instruction Report

This report provides a summary of the students’ overall progress. It can be used to get an overall sense of instructional levels in the class and to calculate the Effectiveness of Core Instruction (ECI) index and the three Effectiveness of Intervention (EI) indices.

How sufficient is the core?

Academic Sufficiency

Average Scores 6 7 8

Statewide 57% 62% 68%

District 55% 58% 59%

Sunshine Middle 36% 43% 52%

Are there groups of students for whom the Tier 1 Core is not sufficient?

Are there groups for whom core is not sufficient?

Step 2 – Problem AnalysisTier 1

• If the core is NOT sufficient for either a “domain” or group of students, what barriers have or could preclude students from reaching expected levels? – Why are some students not successful

(Initial Hypotheses)?

What potential barriers have precluded us from achieving expected performance levels?

Lack of…• Common Assessments• Common Planning• Ongoing Progress Monitoring• Curriculum Mapping Aligned with

NGSSS and Common Assessments

• Resource Availability• Administrative Support• Professional Development

Instruction Curriculum Environment Learner

Alignment with Standards and Across Grade/School Levels, Relevancy to Students’ Personal Goals,Content, Pacing, Progression of Learning, Differentiation

Cognitive Complexity of Questions and Tasks, Gradual Release of Responsibility, Appropriate Scaffolding, Connection to Students’ Personal Goals, Interests and Life Experiences

Reward/Consequence System,Visual Cues,Climate/Culture, Quality of Student/Adult Relationships, Quality of Peer Relationships, High Expectations for ALL Students, Collaboration and Voice

Reinforcement Preferences, Perceptions of Competence and Control, Perceived Relevancy of Instruction/Education, Integration and Affiliation with School, Academic/Social-Emotional Skill Development

Hypothesis= Instructional

Step 2: Problem Analysis –Tier 1

1. Instruction • Are best practices in instruction being delivered to those

students? • Is instruction being delivered in sufficient amounts or as often as

necessary? 2. Curriculum• Are lesson plans in alignment with the appropriate core

standards/expectations?• Are the curricular materials being used with fidelity or as

designed?• Does staff have the knowledge and skills to utilize the curricular

materials in alignment with grade-level/school-wide standards or expectations?

3. Environment• Do all staff and students know the school-wide behavioral

expectations? • Are they being used consistently across all settings? (e.g., school

climate)?• Are the school-wide behavioral expectations in alignment with the

school/district missions?• Are best practices in classroom management being utilized and in

alignment with the school-wide behavioral expectations?4. Learner• Are students accessing the available instruction? (e.g.,

attendance)• Are students “actively engaged” in classroom instruction?• Do students perceive having a positive relationship with their

school/teachers?

Step 3: Plan Devel. and Implementation–Tier 1

• What strategies or interventions will be used?

• What resources are needed to support implementation of the plan?

• How will sufficiency and effectiveness of core be monitored overtime?

• How will fidelity be monitored over time?

• How will “good”, “questionable,” and “poor” responses to intervention be defined?

Key Considerations

• Utilize existing tools and resources whenever possible.

• Align strategies and interventions specifically to identified barriers which preclude student success within core instruction.

• Select research-based strategies and interventions to address identified barriers.

• Communicate the “compelling why” of interventions with teachers, parents, and students.

Intervention Linked to Underlying Barrier

• Mentoring programs• Goal Setting & career

planning support• Frequent progress reports• Targeted rewards• Mandatory study hall• Mandatory homework help• Study skills classes

• Targeted, differentiated instruction

• Additional instructional time

• Pre-teach essential skills, content, and vocabulary

• Review/Reteach prerequisite skills to address the learning gap

• Prevention (requires vertical articulation with middle/elementary school and early identification of at-risk students)

CAUTION: Failed Learners often become disengaged over

time and may require both categories of intervention

support

Disengaged Learners Failed Learners

Critical

Element

Step 1:What is the problem/issue/task to be

addressed?

Step 2:Why is it occurring?

Step 3:What are we going to

do about it?

To-Do List Persons Responsible

Follow-Up or Completion Date

Step 4: How will we know when we’ve

been successful?

1.

2. 3.

4.

5.

6.

1.

2.

3.

4.

5.

6.

1.

2.

3.

4.

5.

6.

1.

2.

3.

4.

5.

6.

Tier 1/Universal PBS: Specific RtI:B Action Plan

Critical Elements: PBS Team; Faculty Commitment; Discipline Procedures; Data Entry & Analysis; Expectations & Rules; Reward/Recognition Program; Lesson Plans; Implementation Plan; Classroom Systems; Evaluation

Sources of Data

Selecting Research-Based Strategies and Interventions for Academics and Behavior

Selecting Research-Based Strategies and Interventions

Technology Resources

Planning for Step 4

• How will fidelity of interventions be monitored over time?

• How will sufficiency and effectiveness of strategies and interventions be monitored over time?– How will the data be displayed?

• How will “good”, “questionable,” and “poor” responses to intervention be defined?

How will fidelity be monitored over time?

• Fidelity of implementation is the delivery of instruction in the way in which it was designed to be delivered.

• Fidelity must also address the integrity with which screening and progress-monitoring procedures are completed and an explicit decision-making model is followed.

• Fidelity also applies to the problem solving process…bad problem solving can lead to bad decisions to implement otherwise good interventions.

Fidelity?

Fidelity Tier 1-3

Step 4: Plan Evaluation–Tier 1

• Have planned improvements to core been effective?

Are the # of ODRs, ISS and OSS per 100 students higher than the national or district average?

• National Average for MS is .05 per 100 students

Intervention in August produced immediate and sustained change.


Over 50% reduction in two years.


Implementation produced immediate and sustained change.

Are there groups of students for whom the Tier 1 Core is not sufficient?

Do these bar graphs level out indicating no disproportionality?

Fidelity?

Does the school see improvements next year in these area?

How will “good”, “questionable,” and “poor” responses to intervention be defined?

Decision Rules:

• Positive Response

– Gap is closing– Can extrapolate point at which target student(s) will

“come in range” of target--even if this is long range

• Questionable Response

– Rate at which gap is widening slows considerably, but gap is still widening

– Gap stops widening but closure does not occur

• Poor Response

– Gap continues to widen with no change in rate.

Positive Outcomes in Tier 1

• Positive• Continue intervention with current goal

• Continue intervention with goal increased

• Fade intervention to determine if student(s) have acquired functional independence.

Performance

Fall

Positive Response to Intervention



Winter Spring

Gap is closing, Can extrapolate point at which target student(s) will “come in range” of target--even if this is long range

Questionable Outcomes Tier 1

• Questionable– Was our DBPS process sound?

– Was intervention implemented as intended?• If no - employ strategies to increase

implementation integrity

• If yes -

– Increase intensity of current intervention for a short period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving.

Performance

Fall

Questionable Response to Intervention



Winter Spring

Rate at which gap is widening slows considerably, but gap is still widening

Gap stops widening but closure does not occur

Poor Outcomes Tier 1

• Poor– Was our DBPS process sound?

– Was intervention implemented as intended?• If no - employ strategies in increase implementation

integrity

• If yes -

– Is intervention aligned with the verified hypothesis? (Intervention Design)

– Are there other hypotheses to consider? (Problem Analysis)

– Was the problem identified correctly? (Problem Identification)

Performance

Fall

Poor Response to Intervention



Winter Spring

Gap continues to widen with no change in rate.

Questions?

• Do you have questions?

Contact Information

• Don Kincaid– [email protected]

• Clark Dorman– [email protected]

mailto:[email protected]

mailto:[email protected]

A N I NTRODUCTION TO A M ULTI -T IERED S YSTEM OF S UPPORTS C LARK D ORMAN D ON K INCAID.

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Transcript of A N I NTRODUCTION TO A M ULTI -T IERED S YSTEM OF S UPPORTS C LARK D ORMAN D ON K INCAID.