1. 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

2. 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

3. 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

4. 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

5. 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

6. 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)

7. 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

8. Where We’ve Been

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

10. 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

11. 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.

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

13. 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

14. MIBLSI website

15. 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, 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

16. 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 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

17. 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

18. 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

19. 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...”

20. Integrated function of academic and behavior

21. 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%

22. 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

23. 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

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

25. 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

26. 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)

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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”

34. 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

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

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

37. 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

38. 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

39. 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

40. 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.

41. 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.