THE SCHOOL DISTRICT OF PALM BEACH COUNTY
Single School Culture © Initiatives
March 2013
Multi-Tiered System of Supports (MTSS)
School Based Team/Problem-Solving Team
&
Response to Intervention (RtI)
Procedural Manual
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TABLE OF CONTENTS
CHAPTER I - INTRODUCTION Acknowledgements 4 Purpose 5 Educational Reform 5How All Initiatives Fit Together 5-6
MTSS 6-7
School Based Team 7
RtI Process 7-8
RtI/Tiers of Support 8-10
Visual Representation of MTSS Framework 11
Data and Progress Monitoring 12
CHAPTER 2 - THE PROBLEM SOLVING MODEL
Visual Representation of Problem Solving Model 14
Problem Solving Steps 14-16
CHAPTER 3– SCHOOL BASED TEAM
Goals of the Problem Solving Team 20 Member Responsibilities 18-19
CHAPTER 4 - PROBLEM SOLVING PROCEDURES
Teacher Problem Solving 21
SBT Problem Solving 21-22
CHAPTER 5 - INTERVENTION DEVELOPMENT
What is an Intervention? 24
APPENDICES
Academic Intervention: Case Study 26-27
Behavioral Interventions: Case Study 27-28
Four Stages of Second Language Acquisition 29
Common Terms 30-36
Links to Websites 37-38
School Based Team Forms 39-46
RtI Forms 47-51
RtI Flowchart General Education Students 52-53
RtI Flowchart ESE students 54-55
RtI Flowchart ELL students 56-57
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Chapter 1
Introduction
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ACKNOWLEDGEMENTS
The Palm Beach County School District MTSS Leadership team would like to thank the individuals representing the following departments for their time, effort, and input to the development of this MTSS Procedural
Manual. Without their tireless collaborative effort this Manual would have never come to realization.
Department of Curriculum and Instruction
Department of Exceptional Student Education
Department of Multi-Cultural Education
Department of Research and Evaluation
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PURPOSE
The purpose of this Manual is to facilitate the successful implementation of Multi-Tiered System of Supports (MTSS), School Based Team (SBT), Problem-Solving (PS), and Response to Intervention (RtI) to formalize District wide efforts to promote school wide practices that ensure highest possible student achievement in both academic and behavioral pursuits within the MTSS Framework for ALL students.
Florida students have experienced significant growth in reading as a result of efforts using the key components of RtI through the Reading First Grant, as evidenced by a decrease in special education placement rates of approximately 40 percent (Torgesen, 2007). Florida students have also experienced significant improvements in positive behaviors as a result of Positive Behavior Support (PBS) implementations supported by Florida’s PBS Project. Schools that implemented PBS with fidelity had 40 percent fewer office discipline referrals, in-school suspensions and out-of-in-school suspensions in comparison to in-schools that did not implement PBS with fidelity (Kincaid, 2007).
EDUCATIONAL REFORM
The Elementary and Secondary Education Act (ESEA, 2001) formerly known as “No Child Left Behind
Act”(NCLB) of 2001 and the reauthorized “Individuals with Disabilities Education Act”(IDEA) of 2004 share a common goal for improved student outcomes which measure school accountability.
The Elementary and Secondary Education Act (2001) and Individuals with Disabilities Education Act (2004) require the use of evidence-based practices to ensure that all students receive appropriate instruction as well as a contingency requirement for eligibility for special education programs (Specific Learning Disability,
Language Impairment, and Emotional/Behavioral Disorders). Therefore, it is both necessary and worthwhile to apply the principles of Multi-Tiered System of Supports (MTSS), and problem solving (PS) to all school wide academic and behavioral access and acceleration efforts. This Manual provides schools with the critical components, definitions, and applications of MTSS, SBT, PS, and RtI to support the development of an effective school MTSS Framework.
HOW IT ALL FITS TOGETHER
A Multi-Tiered System of Supports is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to ensure that District resources reach appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency. Multi-Tiered System of Supports is a more accurate term that refers to one seamless system that provides varying levels of academic and behavior supports to students based upon their need. The School
Based Team is the venue where problem solving occurs for individual and groups students. The Response to intervention process is actually the 4th step in the problem solving process.
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The first steps towards meeting these statutory demands and Multi-Tiered System of Supports involves the development of the School Improvement Plan (SIP) that aligns with the District’s MTSS initiatives (SwPBS, SBT, RtI, FCIM), curriculum, and instruction to teach the Common Core State Standards, as well as aligns
assessments to determine which students have met or exceeded those standards. The next steps, involve identifying the students who have not met or are “at risk” of not acquiring the desired skill or state/national identified standards. Determining what skills students need, and providing additional supports or instruction to assist them to be successful, is essential. To meet these requirements the following should be in place:
Research-based/evidenced-based core curriculum(academic & behavioral)
Highly Qualified Teachers
Universal screening of all students
Data analyzed on a regular basis (district, schools, grade levels, classrooms)
Progress monitoring of student interventionsSchools continuously examine their infrastructure (Tiers: core, supplemental, intensive) for responding to students with academic or behavioral difficulties. Research shows that the most effective strategies involve applying intensive services within the general education. Language in the Individuals with Disabilities
Education Act (IDEA 2004), as well as Elementary, Secondary Education Act (ESEA, 2001) is clearly intended to promote this shift. Some regulations require that there is extensive effort to remediate skill deficits prior to consideration for special education services.
MTSS allows for the following:
Early intervention to address the learning and behavioral needs of children, which, if effective, will reduce the need to label these children as being learning disabled, language impaired, oremotional/behavioral disordered.
A response to intervention approach to assist in determining who should be considered for Exceptional Student Education (ESE)
Students should not be considered for ESE if their problems are due to “lack of appropriate instruction in reading, including the essential components of reading instruction, instruction in math, or limited English proficiency.”
Prior to or as part of the referral process, the child was provided appropriate high-quality, research-based instruction, and “data-research-based documentation of repeated assessments of achievement atreasonable intervals, reflecting formal assessment of student progress during instruction, was provided to the child’s parent(s)/guardian(s).”
MULTI-TIERED SYSTEM OF SUPPORTS
The Multi-Tiered System of Supports Framework - basic components are:
Using a problem-solving model at all levels (core, supplemental, and intensive) of problem identification.
Utilizing research/evidence-based interventions proven to be effective for the identified deficiency (school-wide, classroom, group, or individual )7
The School Based Team monitors the intervention progress andgathers data to determine child responsiveness to the provided intervention
Interventions are implemented with fidelityMTSS involves the systematic use of multi-source assessment data to most efficiently allocate resources in order to improve learning for all students, through integrated academic and behavioral supports.
To ensure efficient use of resources, schools begin with the identification of trends and patterns using school-wide and grade-level data (Core, Tier 1, i.e. SwPBS, Language Arts, Social Studies, Science, Math).
Students who need instructional intervention beyond what is provided universally for positive behavior or academic content areas are provided with targeted, supplemental interventions delivered individually or in small groups at increasing levels of intensity (Supplemental, Tier 2, i.e. iii, intensive reading, mentoring, behavior contract and replacement behavior instruction, anger management group, Restorative Justice, grief counseling).
MTSS is characterized by a continuum of integrated academic and behavior supports reflecting the need for students to have fluid access to instruction and supports of varying intensity levels. School Based Team is the venue where individual student problem solving occurs as well as discussion and progress monitoring of the RtI process.
Within PBCSD system – the following would be additional supports offered to students, i.e. (iii, intensive classes, tutoring, Check-In Check-Out, counseling, etc.)
School Based Team
The problem solving team for individual students who are having academic and/or behavioral deficits will be referred to the School Based Team. The School Based Team will facilitate the problem solving process for any student.
Students with IEPs who are in need of explicit interventions requiring services above what “at-risk” students in general education need will to have their problem solving and response to intervention facilitated through the Child Study Team.Response to Intervention Process
Multi-Tiered System of Supports is a more accurate term that refers to one seamless system that provides varying levels of academic and behavior supports to students based upon their need. Response to
intervention is actually the 4th step in the problem solving process. When incorporating the RtI process into the MTSS Framework, the following core beliefs must be held:
1. Highly effective personnel deliver scientific, research-based instruction and evidence-based practices.
2. Evidence-based curriculum and instructional approaches have a high probability of success for most students.
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4. Reliable, valid, and instructionally relevant assessments include the following:
Screening Measures: Assessment tools designed to collect data for the purpose of measuring the effectiveness of core instruction and identifying students needing more intensiveinterventions and support.
Diagnostic Measures: Formal or informal assessment tools that measure skill strengths and weaknesses, identify skills in need of improvement, and assist in determining why a problem is occurring.
Progress Monitoring Measures: Ongoing assessment conducted for the purposes of guiding instruction, monitoring student progress, and evaluating instruction/intervention effectiveness.
Formative Measures: Ongoing assessment embedded within effective teaching to guide instructional decisions.
Summative (Outcome) Measures: Typically administered near the end of the school year to give an overall perspective of the effectiveness of the instructional program.5. Ongoing, systematic planning/problem solving is consistently used by teams including
parent(s)/guardian(s) and educators, from enrollment to graduation for all students, to make decisions across a continuum of student needs.
6. Student response to instruction/intervention (RtI) data is used to guide meaningful decision making.
7. Job embedded, on-going, professional development and follow-up coaching with modeling is provided to ensure effective instruction at all levels.
8. Actively engaged administrative leadership for data-based decision making is inherent to the school culture.
9. All students and their parent(s)/guardian(s) are engaged in one proactive and seamless educational system
Response to Intervention/Tiers of Support
Core - Tier 1 (universal instruction)consists of scientific, research-based CORE instructional and
behavioral/social emotional methodologies, practices, and supports designed for all students in the general education classroom.
Core - Tier 1 includes:
Core curriculum that is effective for 75 -80% of all students on a campus includes high quality of instruction for all students
Universal screening to monitor progress, revise instruction, and identify at-risk students
Differentiated and/or scaffolding of instruction
Decisions regarding curriculum, instruction, and school-wide strategies are made by being responsive to the performance of students and their needs
Early intervention provided
School wide Positive Behavior Support plans, universal guidelines
Core curriculum and services are based on the needs of students in a particular school. Some schools require more time and focus than other schools in particular core curriculum based on student9
demographics (readiness, language) and student performance levels to ensure that all students reach and/or exceed state proficiency levels.
Supplemental - Tier 2 interventions consist of instruction and interventions that are provided in addition to and in alignment with effective CORE instruction and behavioral supports. It is provided to groups of targeted students who have not been successful with core instruction alone. It is what “some” students receive in addition to Core/Tier 1 instruction.
Supplemental - Tier 2 interventions include:
Evidence-based interventions matched to students’ deficiency
Smaller group instruction
More intensive services, (more time, narrow focus of instruction/intervention)than the Core (Tier 1)
More frequent progress monitoring and data collection (bi –weekly or monthly)
Additional instructional time in deficient area of need
Tier 2 services can be provided by a variety of professionals (must possess FLDOE certification)and in many different settings (general education class, separate class)Intensive- Tier 3 academic interventions are designed for students with low academic skills and a substantial lack of adequate progress when provided with supplemental interventions (Tier 2). Intensive instruction (Tier 3) is provided in addition to and in alignment with effective core instruction and supplemental interventions with the goal of increasing an individual student’s rate of progress. Intensive/Tier 3 is what “few” students receive and are the most intensive service level a school can provide a student.
Intensive - Tier 3 behavioral interventions should include a Behavior Management Plan that is completed after a Functional Behavior Assessment (FBA) has been conducted by a trained school staff member. Intensive - Tier 3 interventions include:
Evidence-based interventions matched to students’ deficiency
Smaller group (smaller than Supplemental/Tier 2) instruction
More frequent progress monitoring and data collection (weekly)
Additional instructional time in deficient area of need (in addition to Core/Tier 1 and Supplemental/Tier 2)
Intensive/Tier 3 services require more time and a more narrow focus of instruction/intervention than Tier 2 services.
Intensive/Tier 3 services require effective levels of collaboration and coordination among school staff (general and special) providing services to the student.
The expected outcome of Intensive/Tier 3 services, combined with Core (Tier 1) and Supplemental (Tier 2) is that the student(s) will achieve Core/Tier 1 proficiency levels (academic and/or behavioral).10
How do we differentiate between Core, Supplemental, and Intensive Instruction(Tiers 1, 2, and 3)? The Tiers are differentiated by the intensity of the services provided. Intensity is defined as the number of minutes and the focus of the instruction/intervention. An increase in the number of minutes of exposure to quality instruction/intervention and/or the narrowing of the focus of instruction would be defined as “more intensive instruction”. Therefore, supplemental and intensive Tiers (Tiers 2 and 3) are defined with the context of the Core (Tier 1). The number of minutes of instruction and the breadth of that instruction that defines Core (Tier 1) in a school will be the basis for the criteria for supplemental and intensive Tiers (Tiers 2 and 3). For instance, if all students receive 90 minutes of reading instruction in the Core (Tier 1) and that instruction includes phonemic awareness, phonics, fluency, vocabulary, and comprehension, then
supplemental (Tier 2) would be defined as additional minutes of quality instruction and/or intervention that focus on one or more of the five areas of reading, but not all. The “focus” would be in the area of greatest need for the student. In general four questions should be considered when defining and differentiating the Tiers:
How much additional time will be need?
What will occur during that time?
Who is the most qualified person to deliver the instruction/intervention?11
The following is a visual representation of the Florida Department of Education Problem Solving Intervention Multi-Tiered System of Supports for both academic and behavior domains. Three tiers describe the level and intensity of the instruction/interventions provided across the continuum.
The three tiers are not used to describe categories of students, timelines, procedures, or specific programs. Intensive/Tier 3
Intensive Individualized Interventions and Supports More focused, targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum and instruction
Supplemental/Tier 2
Targeted Supplemental Interventions and Supports
More focused targeted instruction/intervention and
supplemental support in addition to and aligned with the core academic and behavior curriculum and instruction
Core/Tier 1
Core universal instruction and Supports
General academic and behavior instruction and support designed and differentiated for all students in all settings
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DATA AND PROGRESS MONITORING
Student achievement data is an essential component to a team’s successful problem solving process. The frequency of data and the kind of data will vary according to the type of deficiency, the severity of the
problem, and the nature of the students’ response. There are three major categories of student achievement data:
Baseline data that compares the student’s current level of functioning to performance standards and/or the performance of his/her peers;
Progress monitoring data that tells us a student’s rate of learning; and
Diagnostic information that will provide information about specific skill acquisition. Baseline data is best if it includes information about:
The gap between the student’s current performance and the performance standard; this is information about how far below the standard the student is.
Information that compares the targeted student’s level of skill with others in his/her class.
NOTE: If the majority of the class falls below the standard, then the School Based MTSS Leadership Team and the teacher need to look at fidelity of the core curriculum instruction, not an individual student.Unlike the baseline data, which is a static picture of a child’s performance at a point in time, progress monitoring is:
A measure of rate
A measure of change13
Chapter 2
The Problem Solving Model
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Step 1: Define the Problem - What is the problem?
The team must review the targeted student’s scores in relation to the rest of the class. If everyone else is making progress, then the problem involves factors influencing that individual student. If not, then group interventions must be considered.
Baseline data will include:
The targeted student’s performance level
The class or typical peers’ performance
The rate of progress of both the class and the targeted studentExamples of data include, but are not limited to: Reading Running Records, SRI, FAIR, FCAT, Diagnostics, Grades, Grade Point Average, Computerized reading program data, Amount of Instructional Time lost due to Classroom Removals, Absences, Tardies, In-School Suspensions, Out of School Suspensions, Office Discipline Referrals, information from parent(s)/guardian(s) etc.
Step 1b. Determine what you want the child to do (Replacement Behavior)
Replacement behaviors identify what we want the student to be able TO DO.
Replacement behaviors must be specific, observable, and measurable.
It is often difficult for a group to come to consensus about what the REAL problem is. However, it is much easier for groups to come to consensus about what they want the student to be able to do. i.e., “John will use verbal problem solving skills when provoked.” (Referral was for aggressive behavior).Set an Academic and/or Behavioral Goal:
The goal will often be the level of performance necessary to achieve the standard by the end of the year or specific time frame. They must be REALISTIC.15
Behavioral goals are often determined by the level of performance necessary to be successful; in the example of John presented above, aggression requires the use of replacement behavior – every time.Step 2: Problem Analysis - Why is it occurring?
Develop a Hypothesis
Determine probable reasons for behavior: Problem occurs BECAUSE _______________. (Reason/Hypothesis)
Examine multiple possibilities (e.g., peers, teacher, curriculum, environment, child, and home). For example, “John is not using verbal problem solving skills because…”1. Child: … He does not have the social skill of self-control
2. Peers: His peers reinforce him for aggression and do not model or reinforce non-aggressive behavior.
3. Teacher: His teacher does not recognize the initial behaviors associated with the aggression response.
4. Home: His parents have encouraged him to act aggressively when provoked.
5. Class/School Environment: There is no school-wide emphasis on non-violence. The only time it is addressed is when an event occurs.
6. Curriculum: The current curriculum is above his instructional level and he is trying to achieve status in an inappropriate way.
Step3: Intervention Plan - What are we going to do about it? (PBCSD Form 2284)
Consider both how to teach and what to teach.
Develop interventions that are evidence based. The following interventions illustrate the team’s willingness to influence a variety of different factors that affect the identified problem. In the case of John, the hypothesis statement is: “The peer group is reinforcing John and the parents are encouraging John to ‘fight’ when threatened.”The team recommends:
1. A peer group intervention such as a class discussion regarding the appropriate responses to provocation.
2. Class-wide social skills training; this training would focus on resolving conflict by using words. 3. Reinforcement/incentives for peer support of verbal resolution.
4. Parent conference/training resulting in parental support of non-aggressive responses - at least in the school setting.
Step 4: Evaluate - Response to Intervention - Is it working?(PBCSD Form 2318)
What is Progress Monitoring?
It is an on-going, systematic, and scientifically based process for gathering data to measure academic, social, or behavioral performance of students (McCook, 2006). Progress monitoring can be implemented with individual students, small groups, or an entire class (National Center on Student Progress Monitoring, 2007).
16 Why is it important?
Response-to-Intervention is impossible without a documented progress monitoring process in place. Unless we are monitoring progress on a regular basis, we cannot ensure that students are making appropriate academic and behavioral progress.
When progress monitoring is implemented correctly, the benefits are great for all involved. Some benefits include:
accelerated learning because students are receiving more appropriate instruction;
more informed instructional decisions;
documentation of student progress for accountability purposes;
more efficient communication with families and other professionals about students’ progress;
higher expectations for students by teachers; and
fewer referrals to Alternative Education and Special EducationOverall, the use of progress monitoring results in more efficient and appropriately targeted instructional [and behavioral] techniques and goals, which together, move all students to faster attainment of important state standards of achievement (National Center on Student Progress Monitoring, 2007).
How does it work?
To implement progress monitoring, the student’s current levels of academic or behavioral performance are determined and goals are identified for progress that will take place during intervention implementation. The student’s academic or behavioral performance is measured on a regular basis (e.g., daily or weekly). Examples of progress monitoring methods include:
curriculum-based measurement
accuracy and completeness of student assignments
frequencyIn the John example used previously, progress monitoring might use the frequency of referrals written for aggressive behavior (the goal in this case would be to reduce the number to zero) or the teacher might observe John using verbal resolution, and chart that for progress monitoring data.
Progress toward meeting the student’s goal is measured by comparing expected and actual rates of progress. Based on these measurements, interventions are adjusted as needed.
Review the data
This is a decision making step. The team needs to decide: 1. Is the rate of progress acceptable?
2. Does the student require interventions that are more intensive? 3. Can the student return to the Core (Tier 1) or supplemental (Tier 2)?
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Chapter 3
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The School Based Team (SBT)
The SBT is a multi-disciplinary, school-level team utilized to provide teachers with support when students are not successful in the classroom setting. A team shall exist in each school and serve as the primary problem solving team for all academic, behavioral, social and emotional concerns.
GOALS
Prevention1. The school based team is accessible to all school personnel and to parent(s)/guardian(s) in their preferred language to prevent problems or resolve them in the early stages.
Problem Solving1. The school based team will apply a problem solving approach by clearly defining the problem and identifying the needs of students who are struggling academically or behaviorally
Intervention1. The school based team will develop and coordinate implementation, based on the defined problem, appropriate evidence-based interventions and will monitor progress to evaluate the results.
Collaboration/Consultation1. The school based team employs a collaborative consultation model. Effective collaboration ensures that all team members are equal and that intervention techniques are developed through mutual effort.
Professional Development1. The school based team will facilitate training for school personnel and parent(s)/guardian(s) (in their preferred language) regarding the problem solving model.
MEMBER RESPONSIBILITIES
In addition to every member assisting with the problem solving-process, the following descriptions provide examples of the types of data and expertise that each participant may typically bring to the team’s
collaboration.
Actual responsibilities and participants may vary depending upon the school Parent(s)/Guardian(s):
Provides relevant home/community information in their preferred language.
Provides relevant medical/social information in their preferred language.
Accesses appropriate community resources.
Collaborates with school personnel in implementing interventions.
Ask questions and inquire about status of intervention data
Attends meetings as available.19
Offers interventions to student identified as deficient in a benchmark.
Completes documentation (PBCSD Form 2106) prior to SBT meeting.
Consults with department and/or grade level team.
Reviews checklists, interventions, background, baseline and monitoring data at SBT meeting (or before with the SBT Leader).
Implements with fidelity interventions indicated in Student Intervention Plan (PBCSD Form 2284) and monitors student progress (PBCSD Form 2318).Administrator:
Attends all SBT meetings
Conducts data chats with all instructional staff – determines professional development needs (teacher, subject area, grade level, school).
Provides adequate location and technology tools within the school facility and allocates appropriate time during the school day for the SBT meeting.
Collaborates/Consults with teachers on proposed interventions.
Identifies strategies, materials, and resources for interventions.
Provides opportunities for staff to attend professional development as needed. School Based Team Leader:
Creates an agenda for SBT meetings and utilizes all PBCSD approved forms.
Facilitates the SBT team meetings.
Facilitates the Problem Solving Process during SBT meetings.
Serves as a resource person regarding referrals to appropriate community and mental health agencies.
Serves as a liaison between school, family, student, and community.
Provides communication to parent(s)/guardian(s) in their preferred language (verbally & written)
Provides guidance in implementing family and social interventions, and providing this information in the parent(s/guardian(s) preferred language.
Provides support for interventions to the student’s classroom teacher.
Provides input in developing interventions and progress monitoring tools.
Submits monthly tracking forms (via Liquid Office/eForms) to the District MTSS staff.
Submits year end data form (via Liquid Office/eforms) on activities of the SBT to the District MTSS staff.
Ensures parent/guardian notification in their preferred language before a referral is initiated.
Will keep and maintain in a separate folder all PS/SBT referrals, RtI plans, and notes on any student discussed at any PS/SBT meeting with the student’s name clearly displayed
Will check off the box on the Cum folder indicating there is a PS/SBT folder for all students with a folder
Will place the PS/SBT folder the student’s Cum folder when the case is closed or referred to the Child Study Team, this will also be done with any student who is withdrawn
Will send the PS/SBT folder to the receiving PS/SBT Leader with the Student RecordsTransmittal/Receipt Form (PBSD1933) for receipt acknowledgement for any student transferring from one Palm Beach County School to another Palm Beach County school in the middle of the year. The receiving PS/SBT Leader should send a signed copy of the receipt back to the sending PS/SBT Leader for his/her records.
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When SBT folders and RtI plans are articulating from elementary school to middle school and middle school to high school at the end of the school year, the PS/SBT Leader from the sending school will hand deliver to receiving SBT leader and confirm all files are received using an articulation log. At the end of each school year, all PS/SBT folders and RtI plans of those students who will be returning to that school must be placed in the students’ Cum folders.
ESE Teacher/Reading Coach/Speech Language Pathologist:
Contributes information regarding instructional methodologies, strategies, and curriculum.
Assists in developing interventions from area of expertise.
Provides support for interventions to the student’s classroom teacher.
May assist in progress monitoring. School Psychologist:
Attends all SBT meetings.
Provides input in developing interventions and progress monitoring tools.
Assists in evaluating intervention and progress monitoring fidelity (i.e., implemented as designed) and effectiveness (i.e., whether student made progress).
Provides support for interventions to the student’s classroom teacher.21
Chapter 4
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I. Teacher Problem Solving
When the teacher, parent/guardian, or other staff member recognizes a student problem or need, problem solving steps are initiated.
Review the student’s cumulative record, academic and behavioral data, and other pertinent background information.
Define the problem in behavioral, observable, and measurable terms.
Identify the student’s strengths and reinforces.
Begin collecting frequent progress monitoring data to determine whether or not the student is responding to the curriculum and/or behavioral expectations of the classroom.If the data confirms that the student is performing below classroom expectations and that his/her rate of progress is not sufficiently closing the gap, a parent conference must be scheduled.
The teacher must confer with parent(s)/guardian(s) (in the parent/guardian’s preferred language) regarding the nature of the concern, sharing the data collected, the student’s strengths, the plan for intervention, and how results will be measured and communicated to the parent(s)/guardian(s). This communication can be accomplished face-to-face, by letter, or phone, in the parent(s)/guardian(s) preferred language. This step must be documented.
Interventions targeted to the identified behavior(s)/skills gap(s) are implemented with integrity, and frequent progress monitoring continues to assess the impact of the intervention(s).
Should the intervention(s) fail to improve student behavior(s)/ skill(s) at a rate of progress that will catch up to classroom expectations, the teacher will complete an SBT referral (PBCSD 2106).
Briefly provide the background, the defined problem(s), interventions implemented, and data measuring current performance and rate of progress on the SBT referral (PBCSD 2106).
II. SBT Problem Solving
A. A meeting will be scheduled to discuss the referral and all pertinent data.
B. The School Based Team meets regularly with a core group of members. It is highly recommended that the student's teacher be in attendance and the SBT Student Information Checklist (PBCSD form 1548) be completed by staff members with knowledge of the student.
C. The SBT Leader should set the team agenda and notify participants in advance of the meeting. Parent(s)/Guardian(s) should be notified of the meeting, in their preferred language.
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D. If the School Based Team determines after problem solving that the student needs a supplemental or intensive(Tier 2 or Tier 3) intervention, then PBCSD Form 2284 should be completed and include the following:
1. Definition of the problem (condition under which it exists, i.e. what?, when?) 2. Measurement of the behavior
3. Gap between current and expected behavior 4. Suspected reason why the student is not successful
5. Intervention or strategy designed to address the specific problem 6. Person(s) responsible for intervention and follow up
7. Evaluation method to determine whether intervention was successful /set criteria for success 8. Follow-up date
At the follow-up meeting all data should be reviewed. The team will determine if adequate progress is being achieved. If so the team will determine whether to continue with the intervention or return student to previous tier.
If determined by the data that the student is not making progress, the team will determine whether to
modify, change or intensify the intervention.
E. If determination that a referral for an evaluation is to be made, the SBT Leader will gather the documentation of RtI process and submit all paperwork to ESE contact. This will include all four pages of PBCSD Form 2284 and the Progress Monitoring data for each tier of support PBCSD
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Chapter 5
Intervention Development
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What is an intervention?
An intervention is a specific academic/behavioral research/evidence-based strategy or program that differs from activities occurring in the student’s general education classroom. It is designed to provide an at-risk student with the necessary skills to accelerate academic learning or improve behavior so as to achieve grade-level expectations.
A valid intervention includes the following:
1. A statement of the problem-identified through the problem solving process.
2. Baseline data - the level of skill in the identified problem area that student has before an intervention is implemented.
3. A research/evidence-based intervention targeted to the student’s identified problem. 4. An intervention plan that includes the following:
A goal statement that indicates the specific, observable, measurable, realistic, and targeted outcome for student improvement.
A detailed summary of the steps involved in the intervention and the resources required to implement the plan.
The date the plan is initiated and the length of time the intervention is implemented.
A statement indicating how student progress will be regularly monitored and data will be collected (graphic depiction is preferable).
The name(s) and position(s) of the person(s) initiating the intervention and collecting the progress monitoring data for decision-making.5. Regular examination of the progress monitoring data in order to ensure that the student is progressing at an acceptable rate.
An intervention is not: 1. Filling out a form.
2. An assessment, such as a Functional Behavior Assessment (FBA), KBIT-II, Kaplan, a classroom observation or a psycho-educational evaluation.
3. A change of seating or preferential seating. 4. Parent/Guardian contact.
5. Small group or any other instruction, including going over the same material again, if not specific to the student’s identified problem and does not include frequent and ongoing progress monitoring.
6. Homework or peer buddies. 7. Retention.
8. Suspensions (In or out of School). 9. Detentions.
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Academic Interventions: Case study
Academic interventions address the specific academic problems that a student is having in relation to his/her grade level peers. The following case study includes the components of a valid intervention.
Core (Tier 1)
Universal Screening using FAIR data indicated to Ms. Williams, Jason’s teacher that Jason was functioning in the High Risk range in Oral Reading Fluency. Ms. Williams identified specific areas to target during the 90-minute reading block.
The universal interventions that the teacher implemented included:
using the core reading curriculum with intervention and supplemental materials
placing Jason in her most intensive reading groupProgress monitoring using fluency probes done by Ms. Williams over several weeks indicated that Jason was not responding to the oral reading fluency intervention and needed more intensive interventions.
Supplemental (Tier 2)
During the problem-solving process, it was determined that Jason’s sight-word vocabulary was poor and was the suspected cause of his difficulties in reading. Assessment of Jason’s sight-word vocabulary indicated that his baseline was 10 sight words out of 40 grade level sight-words.
A research-based intervention plan was developed to improve his sight-word vocabulary. This included:
The Folding-In Strategy, which is a structured flash card strategy that utilizes, repeated practice. In this case, the repeated practice was with three unknown words mixed with seven known words in order to help Jason learn sight words. See the Intervention tab in the Appendices for a script of this strategy. The intervention plan indicated who, what, where, and how frequently the intervention was delivered. Ms. Williams decided to complete the Folding-In Intervention one-on-one with Jason three times a week for ten minutes in his general education classroom.A goal for the intervention was developed. Ms. Williams determined that Jason would increase his sight-word vocabulary from 10 sight words to 30 sight words after 10 weeks of intervention.
A plan for monitoring Jason’s response to the intervention was developed. Ms. Williams assessed Jason’s progress every Friday for 10 weeks by having him read aloud from the sight-word list. Ms. Williams graphed progress monitoring data in order to determine Jason’s progress toward his goal. The collected data was examined after a few weeks to make sure Jason was progressing at an acceptable rate. If not, the intervention should be adapted or changed before the 10 weeks are completed.
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Intensive (Tier 3)
Progress monitoring data indicated that at the end of 6 weeks, Jason knew 13 sight-words from the list of 40. Due to the lack of progress toward the goal, the Team decided to provide a more intensive intervention. This included:
Placing Jason in the Triumphs intervention program for 60 minutes daily in addition to the 90-minute block with the intensive reading group. A para-professional listened to Jason read and he charted his own progress.The Folding-In intervention was discontinued due to Jason’s lack of response to that intervention.
Progress monitoring of Jason’s sight-word recognition was charted daily. Jason’s goal was adjusted such that Jason would increase his sight words from 13 to 29 by the end of the 8 week period. The intervention data would continue to be graphed and evaluated; and the intervention revised if necessary.
**Remember, if the SBT determines Jason is not showing expected progress at the end of the intervention period, a referral for a psycho-educational evaluation may be necessary to determine possible need for ESE services.
Behavioral Interventions: Case Study
Behavioral interventions address the specific behavioral problems that a student is having in relation to his/her grade level peers. The following case study includes the components of a valid intervention.
Core (Tier 1)
School-wide discipline data indicated to Mr. Smith, Brandy’s teacher, that Brandy was having problems with disruptive behaviors, including talking out and leaving her assigned area without permission. Mr. Smith identified specific times and locations these behaviors were occurring, such as in the morning and in the classroom. The universal interventions that Mr. Smith used included:
providing more frequent positive attention to decrease the disruptive behaviors and
ignoring the disruptive behaviors while reinforcing a peer who was displaying non-disruptive behaviors. Progress monitoring done by Mr. Smith indicated that Brandy was not responding to the universalinterventions and needed more intensive ones.
Supplemental (Tier 2)
Brandy was still having disruptive behavior problems and during the problem-solving process it was determined that her disruptive behaviors occurred more often during independent tasks. Assessment of Brandy’s behaviors indicated that on average she exhibited three incidents of disruptive behaviors during 15 minutes of independent seatwork.
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A research-based intervention plan was developed to improve her behaviors. A Reinforcer Survey was completed to determine Brandy’s preferred reinforcers. Examples of research-based interventions for improving disruptive behaviors during independent tasks include:
reminding the student to ask appropriately for assistance before giving her independent tasks
shortening independent tasks and
providing the opportunity to complete tasks in a small group.The intervention plan indicated who, what, where, and how frequently the intervention would be delivered as well as how reinforcers would be earned. Mr. Smith decided to provide Brandy with more opportunities to complete tasks in a small group one time daily and to shorten independent tasks in the general education classroom.
A goal for the intervention was developed. Mr. Smith determined that Brandy would decrease the number of incidents of talk outs and out-of-seat behaviors from three times per 15 minutes to zero times per 15 minutes after 10 weeks.
A plan for progress monitoring the intervention was developed. Mr. Smith tallied Brandy’s non-disruptive behaviors in intervals of five minutes during independent seatwork and small group activities daily for 10 weeks. Mr. Smith graphed the progress monitoring data in order to determine Brandy’s progress toward her goal. Mr. Smith examined the data after a few weeks to make sure Brandy was progressing at an acceptable rate. If not, the intervention should be adapted or changed before the 10 weeks are completed.
**Remember, the goal is to help Brandy have fewer incidents of disruptive behavior. If Brandy does not appear to be responding to the intervention after the first few weeks, it is best to change the intervention rather than to wait the full 10 weeks. This is valuable time Brandy and her teacher cannot get back!
Intensive (Tier 3)
Progress Monitoring data indicated that at the end of 6 weeks, Brandy still was having two incidents of talking out and out-of-seat behaviors during 15-minute periods of independent seatwork. Due to the lack of progress toward the goal, the team decided to provide a more intensive intervention. Therefore, a Functional Behavior Assessment (FBA) was conducted and a positive Behavioral Intervention Plan (BIP) was developed and
implemented based on the FBA data collected. The primary function of Brandy’s disruptive behaviors was to gain attention from her teacher. Therefore,
the BIP determined that Brandy had to earn time with Mr. Smith by exhibiting non-disruptive behaviors during the 15-minute periods of independent seatwork and
Mr. Smith will provide positive attention to Brandy every five minutes during those 15-minute periods of independent seatwork.Progress monitoring of Brandy’s non-disruptive behaviors continued daily. Brandy’s goal was adjusted: such that Brandy would decrease the number of disruptive behavior incidents from two times per 15 minutes to zero times per 15 minutes after 8 weeks of intervention. The intervention data would continue to be graphed, evaluated, and the intervention revised if necessary.
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**Remember, if the school based team determines Brandy is not showing expected progress at the end of SBT determined intervention period, a referral for a psycho-educational evaluation may be necessary to determine possible need for ESE services.
Four Stages of Second Language Acquisition
by Judie HaynesAll new learners of English progress through the same stages to acquire language. However, the length of time each student spends at a particular stage may vary greatly.
Pre-production
Students do not usually produce their own language.
Students understand language that has been made comprehensible.For students in the pre-production stage of language learning, the teacher should provide activities geared to tap their knowledge, but do not force production (speaking). Pointing, labeling, and drawing activities work well. Listening is difficult for newcomers at this stage and activities need to provide some clues to meaning.
Early production
Students have a small, active vocabulary.
They feel ready to speak in one- or two-word phrases.At this stage of language learning students can demonstrate their comprehension of material by giving short responses to easy yes/no questions and either/or questions. They can also respond to simple who, what, when, where questions.
Speech emergence
There is a noticeable increase in listening comprehension.
Students will try to speak in short phrases.
They will begin to use the social language necessary in the classroom.Ask students at this stage how and why questions that elicit short responses. They will be able to participate in many of the mainstream academic subjects.
Nearly fluent
Students understand what is said in the classroom.
They can express their ideas comprehensibly in both oral and written communication.31
Ask open-ended questions that allow students to create more complicated responses and use complex sentences. Second language learners in the early grades who have reached this stage will probably not need additional help.
MTSS Common Terms and Language
Academically Engaged
: Students are academically engaged when they are participating in activities/instruction in a meaningful way and understanding the tasks in which they are involvedAccommodation
: Accommodations are changes in instruction that enable children to demonstrate their abilities in the classroom or assessment/testing setting. Accommodations are designed to provide equity, not advantage, for children with disabilities. Accommodations might include assistive technology as well as alterations to presentation, response, scheduling, or settings. When used appropriately, they reduce or even eliminate the effects of a child’s disability, but do not reduce or lower the standards or expectations for content. Accommodations that are appropriate for assessments do not invalidate assessment results.Aim line
: The aim line on a graph connects the intersection of the student’s initial performance level and date of that initial performance level to the intersection of the student’s year-end goal and the date of that year-end goal. It represents the expected rate of student progress over time.AYP- Adequate Yearly Progress
: AYP is a statewide accountability system mandated by the No Child Left Behind Act of 2001. It requires each state to ensure that all schools and districts make Adequate Yearly Progress as defined by states and as approved by the US Department of Education.Students at Risk for Poor Learning Outcomes
: At-risk students are students whose initial performance level or characteristics predict poor learning outcomes unless intervention occurs to accelerate knowledge, skill, or ability development.Consensus:
Stakeholders involved in the change effort develop a commonlanguage of terms, a commonknowledge of core concepts, and a commonunderstanding of the rationale for the initiative. All stakeholders
agree to operate in alignment with the established implementation plan, regardless of personal opinion.
Core Curriculum
: The core curriculum is the course of study deemed critical and usually made mandatory for all students of a school or school system. Core curricula are often instituted at the elementary andsecondary levels by local school boards, Departments of Education, or other administrative agencies charged with overseeing education.
Criterion-Referenced Assessment:
Criterion-referenced assessment measures what a student32
identify a student's specific strengths and weaknesses in relation to an age or grade level standard. It does not compare students to other students.
Curriculum-Based Assessment (CBA)
: CBA is a broader term than Curriculum-Based Measurement (CBM), as defined by Tucker (1987). CBM meets the three CBA requirements: (1) measurement materials are aligned with the school’s curriculum; (2) measurement occurs frequently; and (3) assessment information is used to formulate instructional decisions. Tucker, J. (1987). Curriculum-based assessment is not a fad. The Collaborative Educator, 1, 4, 10.Curriculum-Based Measurement (CBM):
CBM is an approach to measurement that is used to screen students or to monitor student progress in mathematics, reading, writing, and spelling. With CBM, teachers and schools can assess individual responsiveness to instruction. When a student proves unresponsive to the instructional program, CBM signals the teacher/school to revise that program. CBM is a distinctive form of CBA because of two additional properties: (1) Each CBM test is an alternate form of equivalent difficulty; and (2) CBM is standardized, with its reliability and validity well documented.Data Point
: A data point is one score on a graph or chart, which represents a student’s performance at one point in time.
Diagnostic Measures:
Formal or informal assessment tools that measure skillstrengths and weaknesses, identify skills in need of improvement, and assist in determining why the problem is occurring.Differentiated Instruction
: Differentiated instruction refers to educators tailoring the curriculum, teaching environments, and practices to create appropriately different learning experiences for students in order to meet each student’s needs. To differentiate instruction is to recognize students’ varying interests, readiness levels, and levels of responsiveness to the standard core curriculum and to plan responsively to address these individual differences. There are four elements of the curriculum that can be differentiated: content, process, products, and learning environment.Disproportionality
: Disproportionality is the over- or under-representation of racially, culturally, ethnically or linguistically diverse groups of students in special education, restrictive learning environments, or school disciplinary actions (e.g., suspensions and expulsions) in comparison to other students.
District Based Leadership Team:
A district-level team responsible for providing leadership, advisement, and training at the district level and assisting schools in their implementation efforts.Early Intervening Services
: Early intervening services are the preventative components of No Child Left Behind and the Individuals with Disabilities Education Act of 2004. Early intervening services are implemented to benefit students who manifest risk for poor learning outcomes but have not been identified as needing special education or related services.Educational Needs
: Specific curricular, instructional, and environmental adjustments that result in positive student performance.Elementary and Secondary Education Act (ESEA):
A federal law funding and regulating public education. Current statutes established reforms based on four principles: stronger accountability for results,33
increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been proven to work.
Evidence-based Instruction/Interventions:
Instruction /Interventions for which evidence of effectiveness in increasing student learning exists.Evidence-Based Practice
: Evidence-based practices are educational practices and instructional strategies that are supported by scientific research studies.
Fidelity of Implementation
: Fidelity refers to the accurate and consistent provision or delivery of instruction in the manner in which it was designed or prescribed according to research findings and/or developers’ specifications. Five common aspects of fidelity include: adherence, exposure, program differentiation, student responsiveness, and quality of delivery.Formative Assessment
: Formative assessment is a form of evaluation used to plan instruction in arecursive way. With formative assessment, student progress is systematically assessed to provide continuous feedback to both the student and the teacher concerning learning successes and failures. With formative assessment, teachers diagnose skill, ability, and knowledge gaps, measure progress, and evaluate instruction. Formative assessments are not necessarily used for grading purposes. Examples include (but are not limited to): CBM, CBA, pre/post tests, portfolios, benchmark assessments, quizzes, teacher observations, and teacher/student conferencing.
Gap Analysis: P
roblem is defined as a data-based discrepancy (GAP Analysis) between what is expected and what is occurring (includes peer and benchmark data).IDEA
: IDEA stands for Individuals with Disabilities Education Improvement Act of 2004, also referred to as IDEA 2004. It was originally passed in 1975 with the latest reauthorization in 2004. It is a federal statute related to providing a free, appropriate, public education and early intervening services to students with disabilities ages birth through 21.Inclusion
: Inclusion is a service delivery model where students with identified disabilities are educated with general education age/grade-level peers.Independent Reading Level
: The level at which a reader can read text with 95% accuracy (i.e., no more than one error per 20 words read). Independent reading level is relatively easy text for the reader.Independent-Instructional Reading Level Range
: The reading range that spans instructional and independent reading levels or level of text that a student can read with 90% to 95% or above accuracy.Infrastructure
: The physical, procedural, organizational structures, and resources necessary to establish, support, and sustain implementation of problem solving and response to instruction/intervention.Instructional Decisions
: Choices made regarding what to teach and how to teach it typically informed through engagement in the problem-solving process and focused on student improvement.Instructional Reading Level:
The level at which a reader can read text with 90% accuracy (i.e., no more than one error per 10 words read). Instructional reading level engages the student in challenging, but manageable text.34
Intensive Intervention/instruction
: Intensive academic and/or behavioral interventions arecharacterized by their increased focus for students who fail to respond to less intensive forms of instruction. Intensity can be increased through many dimensions including length, frequency, and duration of
implementation. Within RTI, intensive is sometimes referred to as tertiary intervention.
Intensity of Instruction/Intervention
: Intensity consists of three variables: time, focus, and group size. An increase in intensity would be reflected by an increase in the amount of time a student(s) would be exposed to instruction/intervention and/or a narrowing of the focus of instruction/intervention and/or a reduction in group size.Interventions
: Curricular, instructional, and/or other adjustments made to address core instructional issues. Interventions may also be provided to students in small groups or individually, in addition to and aligned with core instruction in order to target a specific skill or concept.Learning Environment
: The environmental variables that either promote or inhibit learning, including the physical classroom arrangement, rules, management plans, routines, expectations, peer/family influence, task demands, etc.Least Restrictive Environment (LRE)
: An IDEA principle that students with disabilities have access to the general education curriculum in the general education setting to the maximum extent possible. Reducingaccess to the 97general education setting should be done only when necessary to provide appropriate
instruction.
Level of Performance
: A single measurement at a point in time revealing the student’s performance relevant to a standard expectation. Examples: 72 words correct per minute, 75 percent compliance to directions, percentile score of 5, and standard score of 95.Modifications
: Modifications are alterations that change, lower, or reduce learning expectations.Modifications can increase the gap between the achievement of students with disabilities and expectations for proficiency at a particular grade level.
Multi-Tiered System of Supports:
Multi‐Tiered System of Supports involves the systematic use of assessment data to most efficiently allocate resources in order to improve learning for all students. To ensure efficient use of resources, schools begin with the identification of trends and patterns using school‐wide and grade‐level data. Students who need instructional intervention beyond what is provided universally forpositive behavior or academic content areas are provided with targeted, supplemental interventions delivered individually or in small groups at increasing levels of intensity. Within a MTSS framework, all school‐based efforts such as lesson study, universal design for learning, and continuous school improvement, are unified and accelerated by collaborative teaming to result in increased student achievement.
Norm-Referenced Assessment:
Norm-referenced assessment compares a student's performance to that of an appropriate peer group.
Poor Response to Instruction/Intervention
: Student rate of progress data reveals that the gap continues to widen with no change in rate after the instruction/intervention is implemented.35
Positive Response to Instruction/Intervention
: Student rate of progress data reveals that the gap between expected performance and observed performance is closing. Ideally, the point at which the target student will “come in range” of grade-level expectations—even if it is this long range—can be extrapolated.Primary Level of Intervention
: Primary intervention is the universal core program that all students receive.
Problem-Solving Team
: Any team that systematically engages in the process of accurately identifying problems, analyzing relevant data to understand why the problem is occurring, designing and implementing probable solutions, and measuring the effectiveness of the solutions that were implemented.Problem-Solving Approach within RTI
: Within RTI, a problem-solving approach is used to individually tailor an intervention. It typically has four stages: problem identification, problem analysis, planimplementation, and plan evaluation.
Progress Monitoring
: Progress monitoring is used to assess students’ academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.Progress-Monitoring Plan (PMP):
A written plan for individual students, or groups of students thatreflects the interventions provided and the students’response to those interventions with student-centered
data resulting in ongoingprogress-monitoring measures at a frequency appropriate to the level of
intervention.
Questionable Response to Instruction/Intervention:
Student rate of progress data reveals that the rate at which the gap is widening is decreasing considerably, but is still widening, or when a gap stops widening but closure does not occur.Rate of Progress:
This is typically the amount of growth (e.g., words correctper minute, level of compliance) over a specified time period (week, month) demonstrated by a student or group of students.Response to Instruction/Intervention (RtI) Framework:
The multi-tiered practice of providing high-quality instruction and intervention matched to student needs using learning rate over time and level of performance to make important instructional decisions.RtI Logic:
A way of thinking and working grounded in student-centered data based decision making that reflects the routine application of the four steps of the problem-solving process.Scaling-up:
Increasing the capacity and quality implementation of the RtI logic.School Based Team:
The problem solving team for individual students who are having academic and/or behavioral deficits will be referred to the School Based Team. The School Based Team will facilitate the problem solving process for any student36
School Based MTSS Leadership Team:
A school-level team responsible for developing a schoolimplementation plan. The school-based team becomes “trainers” and “coaches” for the school staff and will be responsible for school wide implementation.
Scaffolding
: Scaffolding is an instructional technique in which the teacher breaks a complex task into smaller tasks, models the desired learning strategy or task, provides support as students learn the task, and then gradually shifts responsibility to the students. In this manner, a teacher enables students to accomplish as much of a task as possible without assistance.
Scientific, Research-Based Instruction/Interventions:
Those that involve the application of rigoroussystematic and objective procedures to obtain reliable andvalid knowledge relevant to educational activities
and programs; those thatinvolve research that employs systematic methods that draw on observation or
experiment and rigorous data analyses that are adequate to test the statedhypotheses and justify the general
conclusions drawn.
Secondary Level of Intervention
: Secondary intervention supplements primary intervention (i.e., the universal core program) such that students receive additional research-based preventative treatment. Secondary level interventions are often short-term, implemented in small group settings, and may be individualized.Specific Learning Disability/Learning Disability
: The IDEA 2004 definition of a LearningDisability/Specific Learning Disability is: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards. (i) Oral expression
(ii) Listening comprehension (iii) Written expression (iv) Basic reading skill (v) Reading fluency skills (vi) Reading comprehension (vii) Mathematics calculation
(viii) Mathematics problem solving.