1. D2 – Intensifying Academic & Behavior Supports for the Classroom
Steve Goodman
Friday, September 29,
9:30 AM  -  10:45 AM
miblsi.org

2. D2 - Intensifying Academic & Behavior Supports for the Classroom Leader Presenter: Steve Goodman Key Words: Academics, Behavior, Tier III

3. Session Description
A fundamental component of academic and behavior multi-tiered systems of support (MTSS) involves a continuum of interventions. This session will 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.

4. Session Objectives Understand key features of intensifying supports
Understand enablers that help to make key features of intensifying supports more effective
Understand the cycle for intensifying intervention supports of planning, delivering, managing, and evaluating support

5. Your Turn Talk at your table: Where are we in our implementation?
What do I hope to learn?

6. Underlying Premise
We intensify supports by starting with a strong foundational core program (academics and behavior)

7. Underlying Premise
A multi-tiered framework provides an efficient process for allocating finite resources
Invest in prevention
Group students in interventions/supports when possible
Ultimately we should judge program effectiveness based on student outcomes

8. 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

9. Similarities in Academic or Behavior Approaches to Multi-Tiered Systems
Focus on prevention of problems
Supports for all students (intensity based on need)
Instructional focus on skill development necessary for success in school and beyond
Commitment to evidence-base practices
Use of teams to coordinate and manage implementation as whole school initiative
Use of data for selecting and modifying interventions
Reading and behavior are foundational/pivotal skills that effect all other academic domains

10. Evidence-based practices
Integrated Functions Across Academic and Behavior Supports
Team approach
Universal Screening
Behavior Support
Evidence-based practices
Academic Support
Progress monitoring
Data-based decisions

11. What do we mean by intensifying intervention?

12. WHY intensify instructional & behavioral supports?
To improve our efficiency and effectiveness in producing successful outcomes for students
If we want to close the gap between expected standards and the student’s current level of performance, we need to intensify supports!
We should have a sense of urgency!

13. 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

14. 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

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. Non-Examples of Intensifying Interventions
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)
Just moving into Tier 3 or just for Tier 3
Trainer Notes:
You may have heard some of these as coaches were calling out, but if not, it’s a good idea to point out these non-examples to ensure understanding that doing these things does not constitute intensifying interventions. And intensifying interventions does and should happen at ALL tiers, not just Tier 3.

17. What are Key Features of Intensifying Supports?

18. Shifting Our Thinking: Two Concepts
Core Features to address when intensifying instruction and supports
Enablers to facilitate the effects of Intensifying instruction and supports

19. Key Features of Intensifying Instruction and Support
Necessary to intensifying interventions
Critical to improving outcomes
Enhanced by enablers

20. Key Features of Intensifying Supports
Integrated across Features
Precision
Engagement
Practice
Feedback

21. Key Features of Intensifying Supports: Precision
The focus of instruction and support related to the key concepts or subdomains that are necessary for academic and social competence. Precision includes the scope and sequence for learning.

22. Precision Intensification
Intensifying supports
Utilize universal or core program to address academic and social skill development
Identify general patterns of errors, misrules or skill deficits across students and
Identify and isolate the specific features of the individual student’s skillset that lead to incorrect or poor performance
Provide instruction and support based on these identified features

23. Key Features of Intensifying Supports: Engagement
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.

24. Engagement Intensification
Intensifying supports
Provide high interest educational activities
Remove environmental stimuli that may compete with student attention
Remove environmental stimuli that may compete with student attention
Add additional incentives for task engagement/completion/ achievement

25. Key Features of Intensifying Supports: Practice
Increasing the number of opportunities to respond.

26. Practice Intensification
Intensifying supports
Typical routines for school/class opportunities to respond
Increase opportunities to respond relative to typical class routines
High rates of practice are provided for to remediate errors in responding
Ensure that the student is practicing correct responding and not than errors

27. Key Features of Intensifying Supports: Feedback
Providing learners with information about their responses.

28. Feedback Intensification
Intensifying supports
• Provide all students with typical feedback on performance
Feedback is explicit about what the student’s correct performance
More focused, concise and immediate
If incorrect, student provided explicit feedback on the incorrect component and a model of the correct response

29. What variables that enable or facilitate the effects of intensifying

30. Enablers
Google’s definition of enabler: “a person or thing that makes something possible”
Not sufficient on their own to improve students outcomes, but are the “conditions under which” we can intensify interventions
They set the stage for intensification to happen
Enablers that we will be talking about today:
Time
Grouping
Instructor/Interventionist
Trainer Notes:
The first impression upon hearing the word “enabler” may be negative…mine was! However, the definition of an enabler is “a person or thing that makes something possible.” So,, while an enabler as we are accustomed to hearing it fits this definition negatively (She created conditions that allowed her sister to continue to drink heavily, for example), we can apply it positively too (I can enable my son to excel academically by creating time and space in the evening for him to focus on schoolwork).
Enablers that we will be talking about are time, grouping, and the instructor/interventionist. Alone, these enablers are not sufficient to improve student outcomes, but they are the conditions under which we can intensity interventions. Simply by making the time and space for my son to focus on schoolwork in the evening doesn’t ensure great outcomes, but it creates the conditions under which it can occur…it “enables” it. We will be walking through more examples, so hang on!

31. Rusty Pipe Analogy
Pile of rusty pipes as example of the enabler being the “conditions under which” we intensify interventions. 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. Time doesn’t cause the rust, but it enables or creates conditions under which the rust develops.
Example of the enabler being the “conditions under which” we intensify interventions. 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. Time doesn’t cause the rust, but it enables or creates conditions under which the rust develops.

32. Enablers Considerations when intensifying interventions
Not sufficient on their own to improve student outcomes
Universally can be applied across reading & behavior

33. Facilitating Key Features through Allocated Time
Scheduled amount of time to provide the support
Intensifying supports
Typical school/class schedule
More time for additional learning
Even more time for additional learning

34. Enablers (time): Necessary, but not sufficient
We can increase time spent on instruction, but if we don’t do something different with the increased time, more time will not be enough
Examples:
Attending two Weight Watcher meetings per week instead of one
Retention

35. Facilitating Key Features through Grouping
Size of the instructional group and similarity of needs of the students within the group
Intensifying supports
Typical school/class schedule
More time for additional learning
Even more time for additional learning

36. Enablers (grouping): Necessary, but not sufficient
We can put the student in smaller and smaller groups, but if we don’t do something different within the groups, it will not be enough
Example:
Struggling to learn a dance sequence in class, so moved to a group of 3
Instructor did same thing as with the whole class

37. Facilitating Key Features through Instructor
The educator identified to provide the support directly to the student
Intensifying supports
General instructor
More skilled instructor
Most skilled instructor in area of need

38. Enablers (interventionists): Necessary, but not sufficient
We can provide more skilled instructors or interventionists, but what they do during instruction is what makes the difference
Example:
Needed tutoring in Organic Chemistry beyond the graduate assistant teaching course
Scheduled sessions with expert, but he was unable to define concepts or teach equations in a way that the lay person (I) could understand

39. Your Turn Talk at your table:
What are the main differences between key features to intensify support and enablers to facilitate effectiveness of the key features

40. How do we decide what to intensify

41. Functional Assessment and/or Diagnostic Assessment of Behavior and Academics
To obtain
Objects/activities
Attention from peers
Attention from adults
To Escape/avoid
Academic
Can’t do
Accuracy deficit
Deficit in targeted skills
Deficit in prerequisite skills
Application of misrules
Fluency deficit (not enough time doing it)
Generalization deficit
Mismatch between skill level and task difficulty (too hard)
Won’t do
Motivational deficit

42. 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

43. Who is involved in designing the intensive supports

44. Planning Instruction and Supports: Teaming
A group with a common purpose to improve student outcome by working together. The purpose of teaming in education is to support staff members in their work to support students.
Intensifying supports
Teacher, student, and family member(s)
Grade-level team (elementary) or cross- department team (secondary)
Teacher, student, and family member(s)
Consultant
Teams that includes teacher with additional individuals who know the student, educational system, and content expertise. May require district supports.

45. Effective Team Membership
Understands the technical aspects of the intervention
Understands the context/system in which the intervention will take place
Understands the student
Based on Benazzi, L., Horner, R. H., & Good, R. H. (2006). Effects of behavior support team composition on the technical adequacy and contextual fit of behavior support plans. The Journal of Special Education, 40,

46. 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

47. 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

48. How do we evaluate the effectiveness of intensifying supports?

49. Evaluating Support
Assessing student performance and educational supports to guide program improvements
Intensifying supports
Benchmarking several times per year
General outcome measure
Progress monitoring several times per month
Progress monitoring several times per week
Specific indicator of skill area

50. 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

51. From the National Center on Intensive Intervention

52. Agree or Disagree 1
Within an MTSS/PBIS framework, each additional tier of support is intended to be layered onto the previous tier of support, rather than replace it
Agree

53. Agree or Disagree 2
Intensifying interventions is defined by the specific person, intervention program and location of the intervention supports provided
Disagree

54. Agree or Disagree 3
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

55. Agree or Disagree 4
The Enablers (time, grouping, and interventionist) are necessary, but not sufficient, to intensify interventions
Agree

56. Agree or Disagree 5
Intensifying interventions through use of Enablers and Key Features can be applied at all three tiers of support and for ALL students
Agree

57. “It all works out in the end
“It all works out in the end. … If it hasn’t worked out, it’s not the end yet.”
From NCII
This adage (unknown source) is relevant to the DBI process because it’s about perseverance. DBI helps us find programs that work for our neediest students, even when our initial attempts are not successful. Insufficient progress means that we haven’t found the right solution yet, not that we should stop trying to intervene. DBI helps us know when changes are needed, and allows us to inform those changes so that in the end, intervention works for the individual student.

58. Your Turn Talk at your table: What did I learn?
What will I do with what I learned?

59. Please Provide Feedback
Your feedback is important to us! Please take a few moments at the end of the session to complete an evaluation form for this session. Forms are available:
In our mobile application by clicking the link in the session description.
Online underneath the posted presentations at m_17
Via paper form from your session facilitator

60. San Diego, California Pre-Conference Workshops: MARCH 28
Save the date, March 28 – 31, 2018 for the…
Pre-Conference Workshops:
MARCH 28
Skill-Building Workshops:
MARCH 31
Breakout Sessions
Networking
Posters
Exhibits
San Diego, California
Manchester Grand Hyatt San Diego, One Market Place
For more information,
go to:
conference.apbs.org