Multi-tiered Interventions / Continuum of Support[Continuum of Support] [Intervention Considerations] [Other Resources] [SERC Library Holdings] Effective response to intervention presupposes a service model where general education instruction and behavior support is provided in a multi-tiered format, graphically represented below. Instruction and behavior support are differentiated to meet the needs of all learners, at all levels, and ranges from whole group, to small group, to more individualized support, based on student needs. Data-based decision-making is essential to determine the level of intervention needed, and the specific nature of the intervention. Each tier in the continuum represents increasingly intense interventions that are associated with increasing levels of student support. The model is an add-on model, with more intensive supports being provided in addition to previously provided instruction. Children with identified special needs are serviced throughout the multiple tiers.
Tier I (“green” zone) consists of school-wide practices and classroom core instruction (in both academic and behavior areas) provided to all students in all settings. These practices are preventive and proactive in nature. At least 80% of a population of students should make progress with effective instruction at this level*. Students who do not make adequate progress with these universal practices and instruction (usually 5-15% of a population of students) would benefit from more targeted, small group intervention, in addition to continued provision of the universal instruction and practices previously provided. In this Tier II (“yellow”) zone, services are provided to at-risk students to efficiently and rapidly provide explicit strategies to close performance gaps shown in their general instruction. If, after targeted interventions are added, a student still does not make sufficient progress, more intensive, individualized interventions are warranted. At Tier III (“red zone”), students are provided an additional “dose” of services on a 1:1 basis, with high intensity (with regard to time, frequency or level), skills-based instruction delivered, based on assessment data. Approximately 1-7% of students in a given population may require these more intensive, specialized services. Considerations When Selecting Interventions
Identification of a Focus Area for Improvement When defining a focus area, just as when writing a learning objective, the problem should be stated in a way that is specific, observable, and measurable. Example: Emma, a third grade student, scored a 24 on the Spring DRA (Developmental Reading Assessment). A score of 38 is considered goal for her grade at the spring testing time, with grades of 30 to 38 considered “grade-level.” Her retell score was a 3 out of 4, a proficient grade. Examination of her running record showed that she decoded long, phonetically predictable words well, but miscued on 50% of the Dolch high frequency words in the passage. Based on this information, it was determined that Emma’s reading need was to increase her immediate recognition of basic sight words from 50% to 90%.
Of particular importance when describing a behavior is determining its function. All behaviors help an individual either get or avoid something. In order to get a behavior to change, we must first identify what function it serves (i. e., the root cause), then plan for the successful substitution of a more desirable behavior. In other words, successful determination of function allows us to choose a more effective intervention. Example: Joseph, a fourth grader, disrupts his classmates at least once every morning during small group math (a 30-minute period). If the teacher tries to redirect him or ignore his behavior while she works with other groups, he escalates to the point of throwing things, jumping off furniture, and hitting other students. For safety reasons, he is usually removed from the classroom (approximately 3 days out of 5). He happily completes his schoolwork in the office, with the help of the secretary. The root cause is determined: Joseph’s computational skills are grade-level (he completes all of these problems independently), but he has difficulty independently solving problems embedded in stories or real-world examples (completing none of these without adult assistance). By disrupting class when faced with working independently on these problems, he avoids working independently (is removed from class) and receives a 1:1 tutor (the school secretary). Establishment of Baseline Data Curriculum-based assessment is used to quickly quantify the performance of an individual child before intervention begins. Assessment provides data in a specific area of concern (e.g., correct identification of grade 1 Dolch words; number of words read correctly in 1 minute; number of multiplication facts correctly completed in 5 minutes). By comparing the child’s performance to that of the others in the class, the teacher can determine if there is an individual or group need to be addressed (see Continuum of Support). Resources on Establishing Baseline
Development of a Written Intervention Plan One of the main ways that interventions go wrong is in miscommunication regarding exactly who is doing what, when and where they are doing it, and how it is going to be evaluated for effectiveness. If written well, they should be “stranger-proof”: anyone should be able to easily decide what should be done, by whom, and how often. Remember, the written plan is the vehicle used to ensure that the intervention is implemented as designed (i.e., with fidelity). Written intervention plans should be fully described, including:
Due to limited resources, staffing, and time, it is important that interventions are carefully designed to have the highest educational impact with the lowest amount of input. Specific goals must be targeted and evidence-based interventions selected so that the intervention can have the maximum educational effect. Key Features of Effective Interventions
Lane, T. & Beebe-Frankenberger, M. (2004). School-based Interventions: The Tools You Need to Succeed. Pearson Education, Inc. Other Resources on Multi-Tiered Interventions
Print Resources Allen, Leanne and Jenny Evans. 1994. First Steps: Oral Language Developmental Continuum. Heinemann, Portsmouth, NH: 138 pp. Friend, Marilyn. 2005. Special Education: Comptemporary Perspectives for School Professionals. Allyn and Bacon, Boston, MA: 704 pp. Gregory, Gayle H. and Lin Kuzmich. 2005. Differentiated Learning Strategies for Student Growth and Achievement in Grades 7-12. Corwin Press, Thousand Oaks, CA: 225 pp. Hardcastle, Beth and Kelly Justice. 2006. RtI and the Classroom Teacher: A Guide for Fostering Teacher Buy-in and Supporting the Intervention Process. LRP Publications, West Palm Beach, FL: 69 pp. Harp, Bill. 2005. The Informed Teacher: Research-Based Practice. Prentice Hall, Upper Saddle River, NJ: 519 pp. Hilton, Alan and Ravic Ringlaben. 1998. Best and Promising Practices in Developmental Disabilities. Pro-Ed, Austin, TX: 364 pp. Larner, Mary. 1995. Linking Family and Early Childhood Pro9grams: Issues, Experiences, Opportunities. Family Resource Coalition, Chicago, IL: 35 pp. Prizant, Barry. 2006. The SCERTS Model: A Comprehensive Educational Approach for children with Autism Spectrum Disorders (Vol. 1, 2). Paul H. Brookes Publishing Co., Baltimore, MD: 2, 500-page volumes. Scott, Jack; Clark, Claudia; and Michael Brady. 2000. Students with Autism: Characteristics and Instruction Programming. Singular Thompson Learning, Florence, KY: 435 pp. Slobof, Jenelle. 1999. Providing Cross-Cultural Support Services to Individuals with Disabilities and Their Families. Institute on Community Integration, Minneapolis, MN: 130 pp. facilitator’s edition, 96 pp. student edition. Wheeler, John J. 2005. Behavior Management: Principles and Practices of Positive Behavior Supports. Prentice Hall, Upper Saddle River, NJ: 383 pp. Wolfgang, Charles H.; Bennett, Betty; and Judith L. Irvin. 1999. Strategies for Teaching Self-discipline in the Middle Grades. Allyn and Bacon, Needham Heights, MA: 287 pp.
Audiovisual Resources The Forum on Education. 2002. School-wide Behavioral Support: Building Systems of Support in Schools. The Forum on Education (Indiana University), Bloomington, IN: 60 minute video, resource guide for facilitators. University of Nebraska-Lincoln. 2000. Inclusion: Learning Together. University of Nebraska-Madison, Lincoln, NB: 58 minute video, 12 pp. facilitator’s guide.
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