Intensifying Interventions: What Does it Really Mean Melissa Nantais, Ph.D. Steve Goodman, Ph.D. A fundamental component of MTSS involves a continuum of interventions. This presentation will systematically describe how intensifying interventions becomes more specific and individualized based on student need. Common elements and critical supports for each tier of support will be discussed. MIBLSI State Conference November 2016

Session Outcomes After this session, participants will… Identify the core features that are addressed in intensifying interventions Develop a summary of the cycle of instructional and behavioral supports Describe the connection between reading and behavior supports across the tiers

Activity Write down a few words or phrases that come to mind when you hear the phrase “intensifying supports” Share what you wrote down with an elbow partner at your table Be prepared to share out

Intensifying Instructional and Behavioral Supports Purpose: to improve efficiency and effectiveness in producing successful outcomes for all students Increasing intensity of supports means increasing the individualization around specific needs: Precision in identifying the need Targeted focus of addressing the identified need Increased instruction, practice and feedback

Intensifying Supports Three-way intersection of: Core features and enablers addressed when intensifying supports Cycle for intensifying instructional and behavioral intervention supports Integration of reading and behavioral supports Rubric to differentiate support based on intensity of needs Value added from what we traditionally see – that is treating everything the same; difference between enablers and the feedback Juxtapose the traditional view with what we are talking about Enablers – not Enablers with out core features not going to get the outcomes – necessary but not suffi Universally applies to reading and behavior ROB – align around core features and assess fidelity around the core features Not the enablers – the enablers set us up for success but are not enough to ensure it Spend too much time not on the important features – what are the basic core things that make it work

Non-Examples of Intensifying Provide instruction in slower manner Provide instruction louder Provide instruction based on “learning styles” Provide instruction in a specific classroom (e.g., special education classroom)

Activity Take 60 seconds to write down other common non-examples of intensifying supports When prompted, start with the tallest person at your table and take turns sharing out one example and rotate clockwise around the table sharing non-examples or passing until we ask you to stop

Where We’ve Been

Shifting Our Thinking: Two Concepts Enablers to Intensifying Instruction Core Features to address when intensifying interventions

Enablers Considerations when intensifying interventions Not sufficient on their own to improve student outcomes Universally can be applied across reading & behavior Examples: Extend time Double does intervention lesson Interventionist

Rust is another name for iron oxide, which occurs when iron or an alloy that contains iron, like steel, is exposed to oxygen and moisture for a long period of time. Over time, the oxygen combines with the metal at an atomic level, forming a new compound called an oxide and weakening the bonds of the metal itself.

Core Features Necessary to intensifying interventions Critical to improving outcomes Enhanced by enablers Examples: Precision Engagement Feedback Practice

Principles of effective instruction for academic and social behavior based on Coyne, Kame’enui, & Carnine, 2007 Principle Integrated Examples Focus on big ideas Directly connect behavioral expectations to academic expectations (e.g., be responsible means engaging in class instruction) Teaching Directly teach academic facilitative behaviors (e.g., attending, engagement responses) Feedback Providing learners with information about their responses Differentiation Prompt what the student should be doing (academic engagement) rather than not doing (problem behavior), schedule instruction to increase successful responding and reduce behavior problems Strategic integration Teach students to use skills learned in reading problem solving to apply to social problem solving (e.g., identifying context cues, understanding meaning) Background knowledge Make connections from concepts previously learned in one area (e.g., content from story) as background knowledge for another area (e.g., importance of responsibility) Review Monitor student performance within the instructional setting regarding need for review in both behavior AND academic variables

MIBLSI website

Engagement Precision Feedback Practice TERTIARY PREVENTION Function-based support Wraparound Person-centered planning TERTIARY PREVENTION Precision Engagement Practice Feedback Functional Assessment Diagnostic Assessment ~5% ~15% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club SECONDARY PREVENTION Student Engagement Definition - The Glossary of Education Reform edglossary.org/student-engagement/ Feb 18, 2016 - In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.tures PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement PRIMARY PREVENTION ~80% of Students

Behavior and Reading 3-Tier Model Intensive Intervention Individualized, functional assessment, highly specific Reading Universal Intervention Core Instruction, all students Preventive 1-5% Targeted Intervention Supplemental, some students, reduce risk 7-15% 80% Implementing a school wide model for student success can be conceptualized using this multi-tiered framework across the behavior or reading domain. Recent research suggests that a research based core instructional program, if implemented well, should be effective for about 80% of all students in the building. This is the first tier of intervention referred to as universal intervention, because it includes all students. The best universal intervention will address the needs of most, but not all. Some students will need additional support and practice. The second tier of intervention is referred to as targeted intervention and is usually appropriate for a smaller portion of students with some risk. The goal of this intervention is to reduce or eliminate this risk. Usually this tier of intervention is short term, maybe 10-20 weeks, and it focuses on specific skills. The third tier of intervention is referred to as intensive intervention. Like the medical model, these students have an immediate and intense need. The intervention is highly specific, requires frequent monitoring and is individualized. Students with this level of need may require several months or years of intervention. Behavior Cir. 2006 8

Examples of Behavior and Reading Practices Intensive Intervention Behavior Individualized, functional assessment based behavior support plan Reading Scott Foresman Early Reading Intervention Reading Mastery Corrective Reading Targeted Intervention Behavior Check-in, Checkout Social skills training Mentoring Organizational skills Self-monitoring Reading Teacher-Directed PALS K PALS First Grade PALS Road to the Code REWARDS Peer Assisted Learning Strategies Read Naturally Universal Prevention Behavior Identify expectations Teach Monitor Acknowledge Correct Reading Evidence based curriculum focused on: Phonemic Awareness Alphabetic Principal Fluency Vocabulary Comprehension Adequate teaching time Trained instructors Progress monitoring Active participation with frequent feedback Continuum of Supports

Activity Take 3 minutes to review the information for your assigned slides related to the concepts of “enablers” or “core features” for intensifying interventions Partner 1: Enablers Partner 2: Core Features

Activity Take turns explaining your assigned concept to your partner Partner 2 will explain first, partner 1 will listen and then use one of the following sentence starters as a check for understanding: “So, what I heard you say was …” “My understanding from what you shared is...”

Integrated function of academic and behavior

Distribution of Elementary Reading Intervention Level a Michigan Example (based on DIBELS assessment) (n = 4074) (n = 201) 24% 56% 33% 24% Behavior and Reading Federal Grant 2003 Students with 6+ referrals represent 5% of student population in this sample 43% 20%

Possibilities of Behavior/Academic Concerns around function of problem Behavior Problems Interrelated Behavior and Academic Problems Academic Problems Integrated Function: 1)Team Approach, 2) Universal Screening, 3) Evidence-Based Practices, 4) Progress Monitoring, 5) Data-Based Decisions Example: Behavior Problems- student pushes another to get favorite swing on playground Academic Problems- student has difficulty with long division Interrelated Behavior and Academic- student engages in inappropriate language to escape reading task and is reading below grade level Non related Behavior and Academic Problem- student engages in bullying to get attention from peers, also student has difficulty reading Nonrelated Behavior and Academic Problems

Academic skill deficit model Cycle of Academic and Behavioral Failure: Aggressive Response (McIntosh, 2008) Teacher presents student with grade level academic task So, which is it… Academic problems lead to behavior problems? or Behavior problems lead to academic problems? Not sure… Probably a combination of both Student’s academic skills do not improve Student engages in problem behavior McIntosh, K. (2008) Further analyses of relations between reading skills and problem behaviour. DIBELS Summit. Many students struggle academically and exhibit problem behaviors. Some students will misbehave because they “won’t do it,” Others will misbehavior because they try and “can’t do it.” Social behaviour deficit model Social skills problems may lead to academic problems (Dishion, French, & Patterson, 1995; Hinshaw, 1992; Reid and Patterson, 1991; Wehby, Lane, & Falk, 2003) Academic skill deficit model Academic problems may lead to behavior problems (Lee et al., 1999; Roberts et al.,2001) Student escapes academic task Teacher removes academic task or removes student

Cycle for Intensifying Intervention Supports Planning Support Evaluating Support Delivering Support Core Elements of Instruction and Behavior Supports Managing Support

Planning Support Purpose: to increase effectiveness in planning of instruction and/or behavior supports Identify the specific area of need within the big idea of content area Identify the skill or prerequisite skill that needs further development Before, during, after instruction Planning, delivery, evaluation

Integrating Assessments Functional Behavior Assessment   Functional Academic Assessment Identify function of problem behavior: Identify nature of the academic problem: To Avoid or Escape: Tasks or activities Difficult academic tasks Non-preferred activities Attention Adults (e.g., correction, specific individuals) Peers (e.g., harassment, specific individuals) Sensory stimulation To Obtain or Retain: Activities or tangible objects Preferred activities Preferred items Adults Peers “Can’t Do” Problem (i.e., unable to do): Acquisition (accuracy) deficit Deficit in target skills Deficit in prerequisite academic skills Application of misrules Fluency (automaticity) deficit Generalization deficit Mismatch between skill level and task difficulty (tasks too hard) Problems due to missing prerequisite skills (e.g., organization, focusing attention) “Won’t Do” Problem (i.e., unwilling to do): Motivational deficit If function of problem behavior is to avoid or escape academic task demands: If student is repeatedly removed from instruction or student’s problem behavior repeatedly interrupts instruction: Complete Functional Academic Assessment to identify academic tasks that trigger behavior and academic skills to teach (integrated assessment) Complete Functional Behavior Assessment to identify triggers of problem behavior and social skills to teach (integrated assessment)

Integrated Process Referral Student is referred for additional support Is initial concern academic, behavior, or both? Improve fidelity of Tier I academic supports and monitor progress Improve fidelity of Tier I behavior supports and monitor progress Tier I academic supports implemented with fidelity? Tier I behavior supports implemented with fidelity? Academic Behavior No No Yes Yes Both Document previous strategies implemented to address problem Document previous strategies implemented to address problem Document previous strategies implemented to address problem Conduct functional academic assessment Conduct functional behavior assessment Conduct integrated functional assessment Develop academic support plan and monitor progress Does student’s behavior interfere with learning? Is function to escape/avoid academic tasks? No Develop behavior support plan and monitor progress Yes Yes No Develop integrated support plan and monitor progress

Delivering Support Purpose: to increase specificity in skill develop based on student need Identify the specific area of need within the big idea of content area Identify the skill or prerequisite skill that needs further development Intensify around core features of instruction Provide more opportunity for instruction, practice and feedback

Managing Support Purpose: to increase access to effective instruction Allocated instructional time Identify students for additional support Smaller group size with similar need Place students in treatment packages to match need Higher skilled instructor

Evaluating Support Purpose: to increase confidence that student is progress and to use data for continuous program improvement Increase formative assessment (collection and acting on data) Narrow focus of progress monitoring Examine fidelity of instruction Enablers: Time Background of student Teaming fits in here – not necessarily the team but what the team does

Activity Review the graphic titled “Cycle for Intensifying Interventions” along with the slides for each feature and develop a 3-5 bullet point explanation of the cycle you could use to explain this to someone who was not at this session When you have your bullet points, find someone at another table and take turns sharing your bullet points with each other Update your bullet points if needed based on what your partner shared

Core Elements of Instruction and Behavior Support Systems supports Implementation Drivers Enabling Contexts Planning Support Stages of Implementation Evaluating Support Core Elements of Instruction and Behavior Support Delivering Support Managing Support Competency Development Effective Interventions Delivered in an Effective Manner

Activity Work with those at your table to determine if you Agree or Disagree with each statement and then provide a rationale for your table’s response Once all tables have prepared their responses, we will use the response cards to review everyone’s Agree or Disagree and some tables will provide their rationale through “Stand & Deliver”

Within an MTSS framework, each tier of support is intended to be layered on to the previous’ tier’s support so that students receive additional support and not support that replaces what came before it Agree Misrules – more time = more practice

Intensifying interventions is defined by the specific person, intervention program and location of the intervention supports provided Disagree

The MTSS framework is, at its core, another system designed to label students Disagree

Multi-tiered systems of support (MTSS) are used to describe the level of support that a student needs in a particular area or areas and not an all inclusive description of the individual student (e.g., “red zone student”) Agree

Increasing the amount of time a student is in intervention and providing a double dose of an intervention lesson are considered core features of increasing intensity of intervention Disagree

Be prepared to share with the group Activity K.I.D Key word: Write down two key words from our session Important information: Write down important information about your key words. What do you know? What connections can you make? Device: Create a visual or memory device to help you remember Be prepared to share with the group

Session #2c Clock Hours Code IIsam2c It is the responsibility of each participant to document his/her own attendance. Missed Codes cannot be repeated or shared.

Session #3c Clock Hours Code IIsam3c It is the responsibility of each participant to document his/her own attendance. Missed Codes cannot be repeated or shared.