MTSS Essential Component: Data-based Individualization for Tier III

1. MTSS Essential Component: Data-based Individualization for Tier III • Module 7

2. Welcome! • Introductions • Materials • Parking lot

3. Introductory MTSS Module Series Overview

4. Session Outcomes • By the end of this session, participants will be able to: • Explain the critical features of an MTSS Tier III system. • Describe the 5 steps for designing and implementing Tier III data-based interventions. • Apply the problem solving process to individual data decision making at Tier III.

6. Think-Pair-Share • Think of a time when you worked with a child who continued to struggle despite your best efforts. How did you respond? What supports were available? • Pair with your partner. • Share your experiences. Discuss how they are similar and different.

7. Thinking About Intervention Tiers

8. Essential Components of Tier III

9. What is intensive intervention? • Intensive intervention is designed to address severe and persistent learning or behavior difficulties. Intensive interventions should be: • Driven by data • Characterized by increased intensity (e.g., smaller group, expanded time) and individualization of academic instruction and/or behavioral supports

10. Who needs intensive intervention? • Students with disabilities who are not making adequate progress in their current instructional program • Students who present with very low academic achievement and/or high-intensity or high-frequency behavior problems (typically those with disabilities) • Students in a tiered intervention program who have not responded to Tier II intervention programs delivered with fidelity

11. Essential Tier III Criteria: Data-based Individualization • Tier III or intensive intervention • Is more intensive than Tier II interventions. • Is adapted to address individual student needs in a number of ways (e.g., increased duration or frequency, change in interventionist, decreased group size, change in instructional delivery, and change in type of intervention). • Uses an iterative process based on student data.

12. Essential Tier III Criteria: Instructional Characteristics • Tier III or intensive intervention • Is individualized. • Led by well-trained staff experienced in individualizing instruction based on student data. • Uses optimal group size (according to research) for the age and needs of students.

13. Essential Tier III Criteria: Relationship to Core • Decisions regarding student participation in both core instruction and intensive intervention are made on a case-by-case basis, according to student need. • Intensive interventions address the general education curriculum in an appropriate manner for students.

14. Activity 7.1: Self-Evaluation of Tier III System Handout 7.1

15. Elements of Tier III Intensive Interventions

16. Approach to Tier III Intensive Intervention: Data-Based Individualization (DBI) Data-Based Individualization (DBI) is a systematic method for using data to determine when and how to provide more intensive intervention. DBI is a process, not a single intervention program or strategy. Not a one-time fix—ongoing process comprising intervention and assessment adjusted over time.

17. Five DBI Steps Tier IIintervention program, delivered with greater intensity Progress monitoring Informal diagnostic assessment Adaptation Continued progress monitoring, with adaptations occurring whenever needed to ensure adequate progress Handout 7.2

18. Identifying students for DBI… • Start with a standardized Tier II program • Progress monitor to evaluate the student’s response to the Tier II intervention Adequate Response? Continue Tier II support Move to less intensive support No DBI needed • Poor or no response? • Consider DBI • Intensify instruction • Increase progress monitoring

19. Why start with a standardized, evidence-based Tier II program? • Evidence suggests they work for most students. • More efficient for teachers. • Teachers can plan instruction for groups rather than individual students. • Teachers don’t need to “reinvent the wheel.” • Many require only a modest amount of training—often, paraeducators can help with delivery. • Many are inexpensive. Handout 7.3

20. Are published standardized programs required? • No! • Use when available and consider augmenting current offerings if there are content areas where you have insufficient resources. • What resources are available? Handout 7.3

21. Distinction Between Tier IIand Intensive Intervention

22. What are informal diagnostic assessments? • Data that may be used to identify a student’s specific skill deficits and strengths. • Examples: • standardized measures • error analysis of progress monitoring data • student work samples • behavior rating forms Handout 7.4

23. Fidelity at Tier II versus Tier III Tier II: Degree to which the program is implemented the way intended by program developer. Tier III: Degree to which the program is implemented the way it was designed or adapted based on data and fidelity to the Tier III data decision making process. (Gersten et al., 2005; Mellard & Johnson, 2007; Sanetti & Kratochwill, 2009)

24. Tier III Decision Making

25. What is the problem? Tier III: Applying the Wyoming Problem Solving Process Why is this happening? Did it work? DATA What should be done?

26. Tier II Problem Solving Process: Student Academic Example—Jane • Step 1. What is the problem? • Classroom and screening data indicate that Jane is at-risk for reading difficulties. Although she is a third grader, she is reading at an early second-grade level. • Step 2. Why is this happening? • The grade level team reviewed running records conducted by the classroom teacher and other classroom data and hypothesized she lacks appropriate phonological awareness, word study, and fluency skills.

27. Step 3: What should be done? Jane Group size: five students Session length: 20 minutes per session Frequency: five sessions per week Program duration: 12 weeks Instructional content and delivery: explicit instruction covering all components laid out in the instruction manual

28. Step 3: What should be done? Jane • Progress Monitoring Plan • Tool: Passage Reading Fluency (PRF) • Frequency: Weekly • Review: Monthly • Goal: Based on national norm growth rate

29. Step 4: Did it Work?Progress Monitoring: Jane

30. Step 4: Determining Responsiveness • Based on Jane’s progress monitoring data, how would you classify her response to the validated intervention Tier II program? • Based on the Tier III process, what should be the team’s next steps?

31. WY Problem Solving Process and DBI Step 1 Step 2 Step 3 Step 4

32. Tier III Problem Solving Process: Student Academic Example—Jane • Step 1. What is the NEW problem? • Previously, classroom and screening data indicated that Jane is at-risk for reading difficulties. Although she is a third grader, she is reading at an early second-grade level. She was placed in a validated intervention program matched to her needs. • Recent progress monitoring data of her performance on 2nd grade passages indicate that Jane is not responding to a validated intervention program delivered with fidelity. As a result, she is falling further behind.

33. Step 2: Why is it happening? • Informal Diagnostic Assessment - Jane • Reviewed several data sources • Diagnostic Reading Assessment • Behavior data • Hypothesis: • If Jane was in a smaller group, then she would have more opportunities for guided practice and specific feedback.

34. Step 3: What should be done? • Intervention Adaptation - Jane • Consider two types of intervention change: • Quantitative changes to setting or format • Qualitative changes to delivery

35. Try quantitative adaptations first… Increase intervention frequency, length of sessions, or duration. Decrease group size. Decrease heterogeneity of the intervention group. • Note: In many cases, quantitative adaptations may be necessary, but not sufficient, to facilitate progress for students with intensive needs.

36. Consider qualitative changes second… • Change instruction based on learner characteristics • Increase skill level of interventionist • Change delivery method of content • Change how students respond • Provide additional adult feedback and error correction • Increase frequency/specificity of retention checks • Change part or all of an intervention program

37. Intensifying Tier II Academic Interventions: Jane Handout 7.5

38. Step 4: Did it Work? Progress Monitoring: Jane

39. Tier III Decision Making: Considerations + - ? Handout 7.6

40. Tier III Problem Solving with DBI: Jane • Return to Step 1 in the problem solving process - Redefine the problem • Collect additional diagnostic academic assessment data (Step 2). • Consider what should be done (Step 3) • Consider qualitative adaptations. • Continue progress monitoring.

41. Intensifying Academic Interventions: Jane

42. Step 4: Did it Work? Progress Monitoring: Jane

43. Tier III Problem Solving Process: Student Behavior Example—Michael • Step 1. What is the problem? • Michael was identified as having externalizing behavior problems in January of his fourth-grade year due to an excessive number of office disciplinary referrals (ODRs) and frequently instigated fights with other students. • Step 2. Why is this happening? • The grade level team hypothesizes that Michael lacks consistent feedback about appropriate behavior and struggles with motivation.

44. Step 3: What should be done? Michael Check-in/Check-out Procedures (CICO) Dedicated staff person conducts daily “check in” Teachers provide feedback on student goals Dedicated staff person conducts daily “check out” Student accumulates points that can be traded for incentives

45. Michael’s Progress Monitoring Plan Tool: Check-in/Check-out point card, collected at regular intervals throughout the day Frequency: Daily Review: Biweekly Goal: Based on peer level expectations Other data: Number of ODRs

46. Progress Monitoring: Michael’s Check-in/Check-out Card 0 = Goal not met 1 = Goal partially met 2 = Goal fully met

47. Step 4: Did it Work?Progress Monitoring: Michael

48. Determining Responsiveness • Based on Michael’s progress monitoring data, how would you classify his response to the validated intervention Tier II program? • Based on the Tier III process, what should be the team’s next steps?

49. Tier III Problem Solving with DBI: Michael • Return to Step 1 in the problem solving process - Redefine the problem • Collect additional functional assessment data (Step 2). • Consider what should be done (Step 3) • Consider qualitative adaptations. • Continue progress monitoring.

50. Step 2: What is it happening? Michael • Reviewed data: • Michael’s CICO cards showed that he had difficulty earning points for “Be Respectful.”