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.