1. Andrew Miller Peter Najem Lynn Stafford
INTENSIVE INTERVENTION AND INSTRUCTION: WHERE DOES IT OCCUR IN SERVICE DELIVERY?
Andrew Miller
Peter Najem
Lynn Stafford

2. OVERVIEW OF THE RESEARCH
This session will present an overview of the RTI process and where intervention and instruction is given. It will then present the challenge of intensive intervention and instruction in service delivery for the Learning Behavior Specialist in their roles and responsibilities.

3. RTI/MTSS Process Response To Intervention
Multi-Tiered Systems of Support
EARLY INTERVENTION.
MULTI-TIERED MODEL OF SERVICE DELIVERY.
RESEARCH BASED INTERVENTIONS.
MONITOR STUDENT’S PROGRESS.
COLLECT DATA.
ALL COMPONENTS OF RTI.
COMBINE RTI WITH PBIS.
SCHOOL-WIDE FOCUS OF IMPROVEMENT.
GEARED TOWARD IMPROVING COLLABORATION AMONG SCHOOL PERSONNEL.

4. WHAT IS R.T.I.?
A PROACTIVE STRATEGY THAT IDENTIFIES BOTH STUDENTS WITH DISABILITIES AND THE AREA(S) IN WHICH SUPPORTS ARE NEEDED.
HELPS GIVE STUDENTS THE OPPORTUNITIES NEEDED FOR THEM TO SUCCEED.
R.T.I. ≠ SPECIAL EDUCATION (THE NEED FOR AN INDIVIDUALIZED EDUCATION PLAN), BUT FOR ALL STUDENTS.

5. R.T.I. Model & Intensive Instruction

6. CHALLENGES OF INTENSIVE INSTRUCTION
TIER 3 EXPLICIT INSTRUCTION IN FOUNDATIONAL SKILLS IN READING, WRITTEN LANGUAGE, MATH, AND BEHAVIOR CONSISTENT WITH CCSS LEARNING PROGRESSIONS AND ADDRESSES DIFFICULTIES MOST STUDENTS WITH SIGNIFICANT LEARNING PROBLEMS EXPERIENCE IN A ONE TO ONE OR TWO LEARNING ENVIRONMENT.
THERE IS A HIGH RANGE OF NEEDS FOR STUDENTS AT THE TIER 3 LEVEL WHO NEED INTENSIVE INSTRUCTION. THE INSTRUCTOR IS RESPONSIBLE FOR KNOWING THE SPECIFIC GOALS AND NEEDS OF EACH STUDENT AND HOW TO MODIFY INSTRUCTION APPROPRIATELY. THEY MUST ALSO PROVIDE RESEARCH- BASED INSTRUCTION AND INTERVENTIONS.
INTENSIVE INSTRUCTION SHOULD BE PROVIDED IN A SEPARATE SETTING. WITH ADEQUATE SERVICE MINUTES TO ATTAIN SIGNIFICANT PROGRESS.

7. LEARNING BEHAVIOR SPECIALIST DUTIES AND CHALLENGES
USE RESEARCH BASED INSTRUCTION.
MODIFY CURRICULUM TO A BROAD RANGE OF NEEDS.
IMPLEMENT CURRICULUM APPROPRIATELY.
PROGRESS MONITOR.
COLLECT DATA.
COLLABORATION WITH ALL STAKEHOLDERS.

8. WHAT NOW?
STUDENTS HAVE A LEGAL AND CIVIL RIGHT TO AN APPROPRIATE EDUCATION.
WE AS EDUCATORS NEED TO BE ADVOCATES TO ENSURE STUDENTS RECEIVE INTENSIVE INSTRUCTION WITHIN THE R.T.I. AND M.T.S.S. LEVELS OF SUPPORT. WE MUST PROVIDE STUDENTS WITH APPROPRIATE EDUCATION TO MEET THEIR NEEDS AND OBTAIN SUCCESS.

9. SURVEY
SENT TO DIRECTORS OF SPECIAL EDUCATION LISTED IN THE ISBE DIRECTORY LISTING OF SPECIAL EDUCATION SERVICE ADMINISTRATORS FOR AND
SENT ON MAY 28, JUNE 16, AND SEPTEMBER 15, 2015
SENT TO 130 ADMINISTRATORS
RETURNED 52 SURVEYS BY
FROM 11 COUNTIES THROUGHOUT THE STATE
10% ADMINISTRATORS
77% LEARNING BEHAVIOR SPECIALISTS,
4% READING SPECIALISTS
4% TEACHERS
2% SOCIAL WORKER
2% ADAPTED PE TEACHER
2% COLLEGE INSTRUCTOR

10. OTHER JOB RESPONSIBILITIES
OF THE 52 RESPONDENTS
58% DATA COLLECTION
56% RESOURCE
54% INSTRUCTION
54% PROFESSIONAL DEVELOPMENT
37% CO-TEACHING
17% COACHING
15 % ADMINISTRATIVE DUTIES
4% SELF CONTAINED
2% TRANSITION
2% INTERVENTIONIST

11. Respondents' Experience
1 – 5 years 17%
6 – 10 Years 8%
11 – 15 Years 21%
16 – 20 Years 23%
21 – 25 Years 8%
25+ Years 23%

12. IS INTENSIVE INSTUCTION PROVIDED AS DEFINED BY FUCHS:
17% NOT PROVIDING INTENSIVE LEVEL 3 INSTRUCTION
81% ARE PROVIDING INTENSIVE INSTRUCTION
2% NON DISCLOSURE

13. REASONS FOR NOT PROVIDING INTENSIVE INSTRUCTION
BUDGET – EXPENSES
STUDENTS INCLUDED IN GENERAL EDUCATION
NOT SUPPORTED IN RTI PLAN

14. DEMOGRAPHICS OF SCHOOLS REPORTING
SCHOOL SIZE
NUMBER OF SCHOOLS
NUMBER OF STUDENTS RECEIVING INTENSIVE INSTRUCTION
NUMBER OF STUDENTS PER SESSION
3001 + 3
AVERAGE—170 STUDENTS
AVERAGE—7 1
AVERAGE—20 STUDENTS
AVERAGE—6
AVERAGE—22 STUDENTS
AVERAGE—8 2 16
AVERAGE—30 STUDENTS
AVERAGE—5 28
AVERAGE—16 STUDENTS

15. AREAS OF INTESIVE INSTRUCTION:
READING %
MATH 71%
WRITTEN LANUAGE 37%
BEHAVIOR 35%

16. CONCLUSIONS CRITERIA – 1 TO 2 STUDENTS, 9 SCHOOLS REPORTED, 17%
83 % OF SCHOOLS WHO RESPONDED DID NOT MEET CRITERIA
FIDELITY OF THE DEFINITION OF INTENSIVE INSTRUCTION
DISTRIBUTION OF DUTIES
NUMBER OF ADMINISTRATIORS WHO DISTRIBUTED THE SURVEY
SAME DISTRICT RESPONDENTS?
DID NOT DISCLOSE SCHOOL NAME
TEACHERS FROM SAME SCHOOL?
TEACHERS FILLED IT OUT MORE THAN ONCE?

17. REFERENCES
FUCHS, D., & FUCHS, L. (2014). RETHINKING SERVICE DELIVERY FOR
STUDENTS WITH SIGNIFICANT LEARNING PROBLEMS: DEVELOPING AND IMPLEMENTING INTENSIVE INSTRUCTION. REMEDIAL AND SPECIAL EDUCATION,
HYTE, H., STEVENS, A., BERRETT, S., HURST, S., SMITH, T., & YOUNG, S. (2014,JANUARY 6). WHAT IS THE DIFFERENCE BETWEEN RTI AND MTSS? RETRIEVED AUGUST 26, 2015.