1. Multi-Tiered Intervention Provision: Service Delivery & Student Eligibility Nebraska Department of Education Response-to-Intervention Consortium

2. Overview The importance of a multi-tier model The importance of a multi-tier model Examples of multi-tier models for academic and behavioral supports Examples of multi-tier models for academic and behavioral supports The use of multi-tier models within the existing school infrastructure The use of multi-tier models within the existing school infrastructure Guidelines for making data-based decisions about the provision of services (including special education) Guidelines for making data-based decisions about the provision of services (including special education)

3. Importance of the Multi-Tier Model Based on the Public Health Model of prevention and early intervention Based on the Public Health Model of prevention and early intervention More cost effective solution than waiting to intervene More cost effective solution than waiting to intervene Capitalizes on promoting protective factors and reducing risk before more extensive problems arise Capitalizes on promoting protective factors and reducing risk before more extensive problems arise

4. Multi-Tier Model Characteristics Provides a framework for serving students with various levels of need Provides a framework for serving students with various levels of need Key components Key components Universal screening of all students to identify those at risk Universal screening of all students to identify those at risk Use of rules to guide evidence-based instruction/intervention and eligibility decisions Use of rules to guide evidence-based instruction/intervention and eligibility decisions Ongoing intervention delivery and monitoring of student progress Ongoing intervention delivery and monitoring of student progress

5. 3-Tier Model A prevention/early intervention model for serving all students before they fall significantly behind A prevention/early intervention model for serving all students before they fall significantly behind Instruction/intervention is provided in response to students’ increasing needs Instruction/intervention is provided in response to students’ increasing needs Designed to meet the needs of all students Designed to meet the needs of all students Involves use of data-based decisions to guide instruction/intervention delivery within each tier Involves use of data-based decisions to guide instruction/intervention delivery within each tier General Instruction Supplementary Intervention Intensive Intervention Decision rules Intensity of Intervention

6. Rationale for a 3-Tier Reading Support Model Promotes early identification of students in need of additional assistance Accommodates supplemental instruction for students with early reading difficulties Provides for intensive instruction targeting those at risk of reading failure Accommodates continuous curriculum-based progress monitoring of all students

7. Example: 3-Tier Reading Model Tier I Instruction/Intervention Core research-based reading program Involves Big 5 reading components identified by the National Reading Panel Screening Curriculum-based screening each fall, winter, and spring Decision rules used to identify at-risk students eligible for Tier 2/Tier 3 intervention

8. Example: 3-Tier Reading Model (e.g., UT Center for Reading & Language Arts; Vaughn, 2003) Grade 1 - Tier I (> 1.5 hrs daily, universal) Instruction Instruction Phonemic awareness (e.g., phoneme segmentation) Phonemic awareness (e.g., phoneme segmentation) Alphabetic principal (e.g., blending & word construction) Alphabetic principal (e.g., blending & word construction) Fluency (e.g., monitored oral reading) Fluency (e.g., monitored oral reading) Comprehension (e.g., pre-, concurrent-, post-strategy instruction) Comprehension (e.g., pre-, concurrent-, post-strategy instruction) Vocabulary (e.g., direct instruction, concept-word association practice) Vocabulary (e.g., direct instruction, concept-word association practice) Screening Screening Curriculum-based screening each Fall, Winter, & Spring Curriculum-based screening each Fall, Winter, & Spring

9. Example: 3-Tier Reading Model Tier II Instruction/Intervention Instruction/Intervention Small-group supplementary instruction in addition to classroom instruction Small-group supplementary instruction in addition to classroom instruction Progress Monitoring Progress Monitoring Curriculum-based monitoring of student progress in response to Tier 2 intervention Curriculum-based monitoring of student progress in response to Tier 2 intervention Decision rules used to identify students’ response to intervention and Tier eligibility Decision rules used to identify students’ response to intervention and Tier eligibility

10. Example: 3-Tier Reading Model (e.g., UT Center for Reading & Language Arts; Vaughn, 2003) Grade 1 - Tier II (> 30 min. daily for at least 10 wks., eligible based on screening/progress monitoring data) Instruction Additional guidance/practice in small group (3-5 students) Additional guidance/practice in small group (3-5 students) Content: Content: Phonemic awareness (e.g., phoneme segmentation) Phonemic awareness (e.g., phoneme segmentation) Alphabetic principal (e.g., blending & word construction) Alphabetic principal (e.g., blending & word construction) Fluency (e.g., monitored oral reading) Fluency (e.g., monitored oral reading) Comprehension (e.g., pre-, concurrent-, post-strategy instruction) Comprehension (e.g., pre-, concurrent-, post-strategy instruction) Vocabulary (e.g., direct instruction, practice with concept-word associations) Vocabulary (e.g., direct instruction, practice with concept-word associations) Progress monitoring Curriculum-based progress monitoring every 1-2 weeks to determine Tier 2 or 3/ other-service eligibility Curriculum-based progress monitoring every 1-2 weeks to determine Tier 2 or 3/ other-service eligibility

11. Example: 3-Tier Reading Model Tier III Instruction/Intervention Instruction/Intervention Intensive and individualized research-based instruction in addition to classroom instruction Intensive and individualized research-based instruction in addition to classroom instruction Progress Monitoring Progress Monitoring Curriculum-based monitoring of student progress in response to Tier 3 intervention Curriculum-based monitoring of student progress in response to Tier 3 intervention Decision rules used to identify students’ response to intervention and Tier/SLD eligibility Decision rules used to identify students’ response to intervention and Tier/SLD eligibility

12. Example: 3-Tier Reading Model (e.g., UT Center for Reading & Language Arts; Vaughn, 2003) Grade 1 - Tier III (> 30 min. twice daily for at least 10 wks., eligible based on screening/progress monitoring data) Instruction Individualized guidance/practice (1-3 students) Individualized guidance/practice (1-3 students) Increased examples, duration, and instructional scaffolding Increased examples, duration, and instructional scaffolding Content: Content: Phonemic awareness (e.g., phoneme segmentation) Phonemic awareness (e.g., phoneme segmentation) Alphabetic principal (e.g., blending & word construction) Alphabetic principal (e.g., blending & word construction) Fluency (e.g., monitored oral reading) Fluency (e.g., monitored oral reading) Comprehension (e.g., pre-, concurrent-, post-strategy instruction) Comprehension (e.g., pre-, concurrent-, post-strategy instruction) Vocabulary (e.g., direct instruction, practice with concept-word associations) Vocabulary (e.g., direct instruction, practice with concept-word associations) Progress monitoring Curriculum-based progress monitoring every 1-2 weeks to determine Tier 2 or 3/ other-service eligibility Curriculum-based progress monitoring every 1-2 weeks to determine Tier 2 or 3/ other-service eligibility

13. Research Example: Intervention within a 3-Tier Reading Model Vaughn, Linen-Thompson, & Hickman (2003) Participants Participants 45 2 nd -grade students identified by Texas Primary Reading Inventory as at- risk for reading disabilities 45 2 nd -grade students identified by Texas Primary Reading Inventory as at- risk for reading disabilities Instruction/Intervention Instruction/Intervention Core classroom instruction Core classroom instruction 10 or 20 wks of daily intervention in small-groups (3 students): 10 or 20 wks of daily intervention in small-groups (3 students): Fluency (5 min) Fluency (5 min) Phonemic Awareness (5 min) Phonemic Awareness (5 min) Instructional-level reading (10 min) Instructional-level reading (10 min) Word analysis (10 min) Word analysis (10 min) Writing (3-5 min) Writing (3-5 min) Data-based decision rules for “responsiveness” Data-based decision rules for “responsiveness” Texas Primary Reading Inventory: 5 of 8 words read correctly Texas Primary Reading Inventory: 5 of 8 words read correctly Test of Oral Reading Fluency: median > 55 correct WPM with 55 correct WPM with <5 errors Fluency reading: 50 correct WPM for at least 3 weeks Fluency reading: 50 correct WPM for at least 3 weeks

14. Research Example: Intervention within a 3-Tier Reading Model Vaughn, Linen-Thompson, & Hickman (2003) Results Results At 10 weeks: 10 students met criteria At 10 weeks: 10 students met criteria At 20 weeks: 14 additional students met criteria At 20 weeks: 14 additional students met criteria At 30 weeks: 10 additional students met criteria At 30 weeks: 10 additional students met criteria Conclusions/Discussion Conclusions/Discussion After a maximum of 30 weeks of intervention, 34 of the 45 at-risk students met responsiveness criteria After a maximum of 30 weeks of intervention, 34 of the 45 at-risk students met responsiveness criteria 23 of the 24 students who met criteria after 20 weeks continued to make progress in the classroom without supplemental instruction 23 of the 24 students who met criteria after 20 weeks continued to make progress in the classroom without supplemental instruction

15. 3-Tier Reading Model: Summary Provides a framework for a continuum of services for all students Provides a framework for a continuum of services for all students Addresses the needs of students at-risk before they fall significantly behind in the classroom Addresses the needs of students at-risk before they fall significantly behind in the classroom Encourages accountability and data-based decision-making through screening and progress monitoring Encourages accountability and data-based decision-making through screening and progress monitoring

16. Importance of a 3-Tier Behavioral Support Model Helps to clarify and increase awareness of behavioral norms Helps to clarify and increase awareness of behavioral norms Provides a framework for a range of supports for students with behavioral or social-emotional difficulties Provides a framework for a range of supports for students with behavioral or social-emotional difficulties Decreases the risk for behavior problems Decreases the risk for behavior problems Is more cost effective and less time intensive than waiting to intervene Is more cost effective and less time intensive than waiting to intervene

17. 3-Tier Behavioral Support Model Tier I: Universal Support Instruction/Intervention Instruction/Intervention Proactive, universal interventions that target all students Proactive, universal interventions that target all students Positive Behavioral Supports Positive Behavioral Supports Establishing and teaching rules and routines for the school environment Establishing and teaching rules and routines for the school environment Altering the physical arrangement (e.g. separating students with challenging behaviors) Altering the physical arrangement (e.g. separating students with challenging behaviors) Goal: Goal: Promote students’ social and academic readiness Promote students’ social and academic readiness Prevent the acquisition of norm-violating behaviors Prevent the acquisition of norm-violating behaviors Screening Screening Students are screened through teacher nomination or school archival data (e.g. office referrals) to determine which students need more intensive intervention Students are screened through teacher nomination or school archival data (e.g. office referrals) to determine which students need more intensive intervention

18. 3-Tier Behavioral Support Model Tier II: Targeted Support Instruction/Intervention Instruction/Intervention Targeted behavioral supports, such as: Targeted behavioral supports, such as: a “ social skills club” a “ social skills club” a “check in/check out” procedure a “check in/check out” procedure planned behavior education planned behavior education rearrangement of environment rearrangement of environment Goal: Goal: Decrease access to situations where problem behavior might occur Decrease access to situations where problem behavior might occur Establish effective pro-social repertoires Establish effective pro-social repertoires Progress Monitoring Progress Monitoring Direct observations and review of school archival data Direct observations and review of school archival data

19. 3-Tier Behavioral Support Model Tier III: Individualized Support Instruction/Intervention Instruction/Intervention Intensive, individualized, and comprehensive interventions, including functional assessment practices to guide planned behavior education and rearrangement of environment Intensive, individualized, and comprehensive interventions, including functional assessment practices to guide planned behavior education and rearrangement of environment May involve collaboration with family & community agencies May involve collaboration with family & community agencies Goal Goal Reduce the intensity, frequency, and complexity of the problem behavior patterns Reduce the intensity, frequency, and complexity of the problem behavior patterns Provide pro-social replacement behaviors Provide pro-social replacement behaviors Progress Monitoring Progress Monitoring Direct observations and review of school archival data Direct observations and review of school archival data

20. Guidelines for Making Data-Based Decisions Regular screening and progress monitoring should be conducted with sufficient frequency to produce a reliable indication of a students’ performance Specific data-based decision rules should be established to determine eligibility for services within each Tier of intervention Across all levels of the tiers, evidence-based interventions should be delivered for a minimum of 24 sessions prior to determining their cumulative effectiveness Within tiers, evidence-based interventions should be delivered based on their appropriate fit to students’ needs Services provided within each tier should be carried out with documented integrity

21. Guidelines for Making Data-Based Decisions For Specific Learning Disability verification: For Specific Learning Disability verification: Each building should identify how to address the relationship between Tier III and special education placement Each building should identify how to address the relationship between Tier III and special education placement A minimum of two interventions/intervention phases should be provided before a student is considered as having a SLD A minimum of two interventions/intervention phases should be provided before a student is considered as having a SLD Nebraska Department of Education will be providing additional guidelines to schools and districts for using RTI to identify students with SLD Nebraska Department of Education will be providing additional guidelines to schools and districts for using RTI to identify students with SLD

22. Additional Resources 3-Tier Reading Supports 3-Tier Reading Supports Vaughn Gross Center for Reading and Language Arts: http://www.texasreading.org/utcrla/materials/ Vaughn Gross Center for Reading and Language Arts: http://www.texasreading.org/utcrla/materials/ http://www.texasreading.org/utcrla/materials/ Provides access to professional development guides, training academies, videos, CD-ROMs, and booklets that cover various topics related to effective, research-based reading instruction/interventions. Big Ideas in Beginning Reading: http://reading.uoregon.edu/ Big Ideas in Beginning Reading: http://reading.uoregon.edu/http://reading.uoregon.edu/ Provides access to resources on the five big ideas of early literacy. Includes instructional information and examples. 3-Tier Behavioral Supports 3-Tier Behavioral Supports OSEP Center on Positive Behavioral Interventions & Supports: www.pbis.org/main.htm OSEP Center on Positive Behavioral Interventions & Supports: www.pbis.org/main.htm www.pbis.org/main.htm Provides access to resources related to implementing School-Wide Positive Behaviorial Support within a 3-Tier model.