Ohio Integrated Systems Model: Intensive Supports

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Ohio Integrated Systems Model Intensive
Supports
Adapted from an ODE Presentation
A Statewide Model to Close the Achievement Gap
for Students with Disabilities and Other At-Risk
Learners
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Outline

• Characteristic and Examples of Intensive Supports
  and Interventions
• Culturally Responsive Collaborative Problem
  Solving for Individual Students
• Involving students in the intervention
• Applying Elements of Effective Instruction at the
  Intensive Tier
• Introduction of the Response-To-Intervention
  (RTI) Model for Special Education Determination
• Using Reading and Behavioral Data for IEP Goal
  Setting and Progress Monitoring

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Ohio Integrated Systems Model for Academic and
Behavior Supports
1-5 Intensive Individualized Interventions
Decisions about tiers of support are data-based
Adapted from OSEP Effective School-Wide
Interventions
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The Purpose of the Intensive Tier

• To provide continued and sustained support for
  children who do not adequately progress with
  targeted supports or whose initial assessment
  data indicates the need for support at all 3
  levels
• Data indicate that students may need ongoing,
  substantial support to make progress

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Instruction at the Intensive Tier

• Time and Opportunities to Practice
• Reading Daily sessions in small group with
  substantial opportunities to practice
• Behavior Increased opportunity to receive
  explicit instruction, reinforcement, and practice
  in varied settings
• Curriculum
• Research-based, intensive, sustained
  intervention, carefully designed, explicit,
  systematic

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Instruction at the Intensive Tier (cont.)

• Instructor
• Highly skilled, trained interventionist
• Group size
• Small group (13 or 11)
• Progress monitoring
• Once a week on specific skill
• Regularly scheduled team meetings to review
  progress

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Collaborative Problem Solving at the Intensive
Tier

• Occurs at the
• School Level
• Systems planning
• Student Level
• Functional Assessments
• (behavior or academic)

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Tasks for School Planning Team (Intensive Tier)

• The Building Leadership Team must consider the
  extent to which the following already occurs
• Effective core curriculum and school-wide social
  skill instruction
• A continuum of intervention support available
  with increasing intensity
• A timely systematic process in place so
  team-based collaborative problem solving can
  occur for students needing individualized
  supports
• The use of brief, repeatable, formative
  assessments (school-wide data)

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Tasks for School Planning Team (Intensive Tier)

• The Building Leadership Team must consider the
  extent to which the following already occurs
• Integrated, flexible general and special
  education service delivery
• Instructional support decisions based on reliable
  and valid data
• A process to maximize school resources directed
  toward prevention
• If not.. Theres remedial work to be done

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Collaborative Problem Solving(Intensive Tier)
- School Level -

• Selecting Students for Intensive Supports by
• Examining school-wide DIBELS/SWIS data to
  identify students falling within the intensive
  range of need
• Examining performance data of students who do not
  make adequate progress with targeted supports

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Collaborative Problem Solving
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Collaborative Problem Solving(Intensive Tier) -
Student Level -

• The Individual Student Problem Solving Team must
  consider the the following
• Team membership
• Role of team members
• Team members knowledge and use of the
  collaborative problem solving process
• Family involvement

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Forming the Team

• Family members
• Student
• Teachers
• Support Staff
• Specialist(s) as needed
• Counselor
• Nurse
• Mental Health
• Speech Language Pathologist
• Reading
• ESL
• Interpreter
• Administrator(s)
• Peers/Friends
• Community agency support

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The Individual Student Problem Solving Team
must consider

• Culturally Responsive Practice
• Making school norms and hidden rules overt to
  everyone on the team including family members
• Involving someone who is knowledgeable of both
  the school culture and the students home culture
  including the home language to facilitate
  understanding across family members and school
  personnel
• Ensuring that family input is sought and
  decisions are socially valid to school and family
  members

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Collaborative Problem Solving
Problem Definition What is the Problem?
Problem Analysis Why is the problem occurring?
Plan Evaluation Did our plan work?
Intervention Planning Implementation What is
our plan for instruction and supports?
Goal Setting What do we want to see happening and
by when?
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The Collaborative Problem Solving Process is
Functional Assessment

• Functional assessment is a process for collecting
  meaningful, relevant information about student
  behavior in order to answer specific questions
  about student academic or behavior functioning in
  a particular setting.
• This information is used to plan effective
  individualized interventions, to make specific
  educational decisions, and to write appropriate
  goals.
• http//cecp.air.org/fba/default.asp

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Step 1 Problem DefinitionWhat is the problem?

• Questions Tasks
• Identify concerns related to the problem
  situation
• Logically group concerns and prioritize top
  concern
• Gather baseline information using direct
  assessment tools
• Define priority concern in terms of the
  difference between expected and actual
  performance, in observable, measurable terms

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Pitfalls to avoid when defining the problem

• Admiring the problem
• Talking in vague or general terms
• Using jargon or labels
• Jumping to solutions
• Not collecting baseline data

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Characteristics of Direct Assessment Tools

• Linked to the curriculum and instruction
• Direct measures of observable behavior
• Repeatable
• Brief
• Focused on the individual in context
• Used in the natural environment
• Reduces error associate with high inference
  assessment tools
• Includes physical setting, instruction, peers,
  etc.

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Step 1 Problem DefinitionTools

• Direct observation
• Interviews
• Checklists
• Curriculum standards
• DIBELS/CBM
• Discipline Referrals

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Graphing Student Data is an Essential Part of
Collaborative Problem Solving

• Graphs allow teams to
• Visually inspect data trends across time
• Draw conclusions about student performance
• Make timely decisions about instruction

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Setting Up A Graph to Display Baseline Data

• Horizontal axis time
• Vertical axis behavior
• Plot the baseline data
• Separate baseline from intervention
• Plot the goal
• Draw the goal line
• Plot the data during intervention

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Example Problem Definition Statement for
Intensive

• Sean is reading 20 words correct per minute in
  third grade material. It is expected that third
  graders read 70-110 words correct per minute in
  third grade material.

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Step 2 Problem Analysis Why is the problem
occurring?

• Questions Tasks
• What factors are contributing to the mismatch
  between actual and desired performance?
• Consider issues related to the student,
  instructional strategies, curriculum, and factors
  in the physical or social environment.
• Focus on variables directly relevant to the
  problem situation and intervention planning.
• Discuss the factors that can be changed

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Step 2 Problem Analysis Why is the problem
occurring?

• Questions Tasks (contd)
• To what extent is there a skill deficit and/or a
  performance deficit?
• What happens before (antecedent) after
  (consequences)?
• What seems to trigger the problem?
• Examine situations when the problem occurs and
  situations when the problem doesnt occur or gets
  better.
• Is this a problem for multiple students?

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Step 2 Problem Analysis Why is the problem
occurring?

• Questions Tasks (contd)
• What function does the problem behavior serve or
  what is sustaining the behavior?
• Does performing the behavior require prerequisite
  skills that the student may not have?
• Based on information gathered to address these
  questions, generate hypotheses about why the
  problem is occurring or what would it take to
  diminish the problem.
• Your hypothesis is based on the function of the
  behavior.
• The hypothesis directs you towards the
  intervention.

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A hypothesis is

• A data-based guess about why the problem is
  occurring.
• An informed prediction about the actions or
  strategies that will likely resolve the problem
  situation.

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THE HYPOTHESIS LINKS DIRECTLY TO INTERVENTION
FUNCTIONS OF SOCIAL BEHAVIOR
INTERVENTION Escape or Avoidance Teach
coping skills Social Attention..
Attention for appropriate behavior/Teach
skills Control.. Structure
environment and provide
choice Tangible Reinforcement Reinforce
other behaviors Sensory/Neurological
. Teach replacement behaviors
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Problem Behaviors are Typically Sustained by

• Performance deficit or lack of motivation
• AND/OR
• Skill deficit including lacking necessary
  prerequisite skills

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THE HYPOTHESIS LINKS DIRECTLY TO INTERVENTION
FUNCTIONS ACADEMIC INTERVENTION Has the
skill but doesnt use it. To motivate Accurate
in skill but not fluent. Increase opportunity
to practice structured
task Moderately accurate Guided practice
with feedback Can only perform
the skills in limited situations.. Guided
practice self-
monitoring Doesnt know the skill. Explicit
instruction frequent practice at level
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Developing Reading Intervention Plans Involves
Assessing Where to Begin Instruction

• Determine lowest skill deficit.
• Start instruction at lowest skill.
• Begin instruction on next sequential skill as
  soon as skill is mastered.

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Determining Reading Skill Deficit(s)

• Determine lowest skill deficit by examining
  current and past DIBELS benchmark data or
  assessing backwards to identify the lowest areas
  of skill deficit.
• When necessary gather any additional information
  about the students reading performance to
  develop a hypothesis about where to begin
  instruction and progress monitoring.
• Verify the skill deficit (s) by re-assessing the
  specific skill area(s) identified as low with
  DIBELS

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DIBELS Steppingstones to Reading
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Core Components for the instruction of Reading
Across 3 Tiers

• 1. Phonemic Awareness The ability to hear and
  manipulate sound in words.
• 2. Alphabetic Principle (Phonics) The ability
  to associate sounds with letters and use these
  sounds to read words.
• 3. Fluency The effortless, automatic ability
  to read words in isolation (orthographic reading)
  and connected text.
• 4. Vocabulary Development The ability to
  understand (receptive) and use (expressive) words
  to acquire and convey meaning.
• 5. Reading Comprehension The complex
  cognitive process involving the intentional
  interaction between reader and text to extract
  meaning.

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Step 2 Problem AnalysisPitfalls

• Viewing the problem as internal to the child
• Failing to examine situations in which the
  problem does not occur
• Making hypotheses about variables that can not be
  changed
• Jumping to solutions

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Step 2 Problem AnalysisTools

• Gathering information from the team
• Direct observation (ABC)
• Teacher report or teacher collected data
• Examination of work samples
• DIBELS/CBM
• Behavioral rating scales
• Structured Interviews

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Example Hypothesis Statement

• Sean is reading 20 words correct per minute in
  third grade material because he is not fluent
  associating sounds with letters and using these
  sounds to read words. He read 30 letter sounds
  per minute on the Nonsense Word Fluency measure.
• If Sean received increased explicit instruction
  in the alphabetic principle along with frequent
  monitoring and practice opportunities then he
  will increase his reading fluency.

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Step 3 Goal SettingWhat do we want to see
happen and by when?

• Questions Tasks
• Consider what you want to see instead of what is
  happening now. How much of a change is desired?
• Make sure goals are measurable linked to
  baseline data.
• Consider typical peer performance or a
  performance standard.
• State the goals for the behavior in terms of what
  you want to see, not exclusively what you want
  eliminated.

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Step 3 Goal SettingPitfalls

• Goal not linked to target behavior
• Stating the goals only in eliminating terms
  rather than what is desired
• Stating a goal that is overly ambitious or not
  ambitious enough
• Not using an appropriate performance standard

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Step 3 Goal SettingTools

• Academic content standards
• Building or class-wide rules
• CBM instructional guidelines
• DIBELS benchmarks
• Typical peer performance
• Student past performance
• Parent or teacher expectations

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Step 4 InterventionWhat instruction and
supports will we provide to help the student?

• Questions and Tasks
• What can we do to help this learner meet the
  goal(s)?
• Generate a list of strategies that address the
  hypothesis,
• Select strategies to evaluate for possible use,
• Determine if the selected strategies are
  research validated and acceptable to team
  members.
• Write down the specifics steps for implementing
  strategies selected by the team (e.g. who, what,
  when, how).

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Step 4 InterventionWhat instruction and
supports will we provide to help the student?

• Questions and Tasks
• How will we monitor progress toward the goal?
• How will we make sure the intervention plan is
  implemented as designed?
• What supports do we need to provide implementers?

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Step 4 InterventionTools

• Behavior and Reading Intervention Plans
• Implementation integrity or verification
  checklists/scripts
• Progress Monitoring
• Monitor progress using the same assessment tools
  used to identify baseline levels of performance.
• DIBELS/CBM
• ORD, Sociograms, etc.

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Planning for Progress Monitoring in Reading

• Weekly monitoring of lowest skill deficit
  identified.
• Periodic checks of progress towards grade-level
  benchmarks
• Once goal is met, begin instruction and
  monitoring on next sequential skill

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• Remember intervention plans should be based on
  sound and valid research

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All Intervention Plans Should Include the
Elements of Strong Instruction

• Teach Academic or
• Social Skill(s)
• Model correct performance
• Increase practice
• Reinforce correct performance
• Correct errors immediately
• Share clear goals and progress monitoring
  information with student

• Motivation/Performance
• Share clear goals and progress monitoring
  information with student
• Set up successes
• Provide positive consequences for performance
• Provide natural or logical consequences for not
  performing

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Behavior Intervention Plans (BIP)

• Elements of strong BIP
• Antecedent and setting event strategies
• Alternative/Replacement Skills Instruction
• Consequence Strategies
• Reinforcement
• Reduction
• Long-term Prevention Strategies
• Support for team members
• Kincaid, D., University of South Florida

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Antecedent and Setting Event Strategies

• Remove the antecedent
• Modify the antecedent
• Intersperse other events
• Neutralize negative events
• Add events that promote desired behaviors

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Alternative/Replacement Skills Instruction

• Direct Instruction in functional skills that meet
  the same need as the behavior of concern
• Social skills instruction
• Organizational skills
• Conflict Resolution

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Consequence Strategies-- Reinforcement --

• Reinforcement of appropriate behavior
• Verbal Praise
• Proximity
• Self-monitoring
• Prompt use of another skill
• Humor
• Verbal recognition
• Provide choices
• Label behavior, not the student

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Consequence Strategies-- Reduction --

• Age-appropriate loss of privileges or restitution
• Corrective feedback
• Redirect to another activity
• Planned ignoring
• Time-out
• Crisis Planning

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Long-Term Prevention Strategies

• Quality of Life
• Friendship making skills
• Recreational skills
• Opportunities to make choices
• After school community activities
• Teach problem solving skills

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Supports for Implementation

• Materials
• Instruction for implementers
• Encouragement
• Equitable division of labor

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Involving Students in Intervention Planning and
Implementation

• Students participate in the intervention planning
  process as appropriate
• Get student perspective on what specifically is
  the problem situation
• Gather student input about why the problem is
  occurring
• Gather student input about what would help

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Involving Students in Intervention Planning and
Implementation

• Students participate in setting goals
• Through student-teacher conference, students
  learn to understand the relationship between
  their own goal and grade-level expectations
• Students document their own progress on graphs

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Verifying Intervention Implementation

• Plan a way to determine if the intervention was
  implemented as designed
• Consider
• Permanent Products
• Artifacts
• Checklists
• Rubrics
• Self-Ratings and Observer Ratings

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Step 4 InterventionPitfalls

• Evaluating ideas as they are generated
• Limiting suggestions to what is currently in
  place
• Seeing a person or a place as an intervention
• Selecting interventions unrelated to the
  hypothesis
• Jumping to an intrusive strategy/restrictive
  setting
• Giving implementers no support for implementing
  interventions
• Failure to thoroughly describe the intervention
• Failure to incorporate a monitoring plan

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Step 5 Evaluate the InterventionDid the plan
work?

• Questions Tasks
• How is the intervention working?
• Examine progress monitoring data
• How much progress has been made toward the goal?
• Is there a need to
• Continue the intervention?
• Modify the intervention
• Improve accuracy of implementation?
• Redefine the problem or hypothesis?

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Examining Progress Monitoring Data

• Graphed data is ready to be interpreted when
  sufficient data-points have been added to detect
  a trend (min 7 data points).
• Meaning can be determined by observing how the
  data-points are distributed on the graph.
• (Source Curriculum-Based Measurement A Manual
  for Teachers by Jim Wright, Syracuse (NY) City
  Schools)

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When Examining Progress Monitoring Data Look for

• Change in level of data points
• Variability of data points
• Overlap of data points

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Change in Level of Data-Points

• The average level at which data-points are
  clustered on a graph are reviewed both before and
  after the intervention has been implemented.
• Typically, increases in level are sought,
  however, there are situations in which a decrease
  in level may be desired.
• (Source Curriculum-Based Measurement A Manual
  for Teachers by Jim Wright, Syracuse (NY) City
  Schools)

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Degree of Change in Level of Data-Points

• Comparing level of points before and after
  intervention

Substantial jump in level
Minimal jump in level
(Source Curriculum-Based Measurement A Manual
for Teachers by Jim Wright, Syracuse (NY) City
Schools)
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Variability of Data-Points

• Intervention that brings stable, steady
  improvement in a students academic behaviors is
  preferred.
• A pattern of consistent progress is evident when
  data-points on the graph are relatively close
  together without extreme peaks and valleys.
• Data with extreme peaks and valleys would
  demonstrate inconsistency, a sign that the
  students performance could not be easily
  predicted on any given day.
• (Source Curriculum-Based Measurement A Manual
  for Teachers by Jim Wright, Syracuse (NY) City
  Schools)

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Variability of Data-Points

• Comparing variability of points

Extreme variability
Limited variability
(Source Curriculum-Based Measurement A Manual
for Teachers by Jim Wright, Syracuse (NY) City
Schools)
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Overlap of Data-Points

• If the intervention is working and the students
  academic behavior is improving, there should be
  minimal overlap between data-points collected
  before and those obtained after the intervention
  has gone into effect.
• Particularly in the early stages of the
  intervention, some overlap is expected.
• Overlap should decrease or disappear as the
  student develops increased fluency in the skill.
• (Source Curriculum-Based Measurement A Manual
  for Teachers by Jim Wright, Syracuse (NY) City
  Schools)

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Overlap of Data-Points

• Overlap of points before and after intervention

Substantial Overlap
Minimal Overlap
(Source Curriculum-Based Measurement A Manual
for Teachers by Jim Wright, Syracuse (NY) City
Schools)
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Evaluating Data Using Decision Rules

• Decision rules are firm guidelines for
  interpreting the pattern of data-points on a
  graph (e.g., Three Data-Point Decision Rule and
  the Tukey Method).
• Research has shown that teachers who
  systematically use decision rules to interpret
  graphed CBM data and use the information to guide
  them in instructional decision-making achieve
  marked improvements in student learning rates.
• (Source Curriculum-Based Measurement A Manual
  for Teachers by Jim Wright, Syracuse (NY) City
  Schools)

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3 data point rule

• If the last 3 data points below the aimline are
• close to the aimline and
• have direction toward the aimline THEN
• collect more data and
• reapplythe 3 data point decision rule

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Apply the rule
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Apply the rule again
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Tukeys method

• Step 1 Divide the data points into three equal
  sections by drawing two vertical lines. (If the
  points divide unevenly, group them
  approximately).
• Step 2 In the first and third sections, find the
  median data-point and median instructional week.
  Locate the place on the graph where the two
  values intersect and mark with an X.
• Step 3 Draw a line through the two Xs,
  extending to the margins of the graph. This
  represents the trend-line or line of improvement.
  
• (Hutton, Dubes, Muir, 1992)

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Tukey Method
The trend
X
X
X
The goal
See also Split Middle Trend Estimation
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Decision Rules

• Ascending Goal Lines
• If three consecutive data points fall above the
  goal line, raise the goal
• If three consecutive data points fall below the
  goal line, change the intervention
• If there is no consistent pattern of performance,
  continue the intervention

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Decision Rules (contd)

• Descending Goal Lines
• If three consecutive data points fall below the
  goal line, lower the goal (expect the behavior to
  decrease at a faster rate)
• If three consecutive data points fall above the
  goal line, change the intervention
• If there is no consistent pattern of performance,
  continue the intervention

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Step 5 Evaluate the InterventionPitfalls

• Evaluating the intervention based on verbal
  report
• Providing no evidence that the intervention was
  implemented as planned
• Failing to include the intervention implementer
  in any plans for modifying the intervention
• Assuming the problem solving process is over if
  the first intervention was successful

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Response-to-Intervention
Determining Eligibility for Special Education in
a Multi-Tiered Model
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Requirements for Intervention

• No Child Left Behind
• IDEIA
• Ohios Operating Standards (general education)
• Ohio Senate Bill 1
• Ohios Operating Standards for Schools Serving
  Students with Disabilities (special education)

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The Purposes of Considering Special Education
for Students Suspected of Having a Disability
are

• To provide access to entitlement for individuals
  who need ongoing intensive levels of support in
  order to progress in the general education
  curriculum.
• To insure unbiased accuracy in identification of
  students who need intensive supports.

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Characteristics of Interventions Necessary for
Eligibility Decisions

• Individualized, intensive, explicit instruction
• Small groups or individually
• Matched to students individual need (hypothesis)
• Implementers with high levels of expertise

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Collaborative Problem Solving for Eligibility
Determination

• Team becomes the MFE team which includes
• _____________________________________
• Continue use of Collaborative Problem Solving to
  develop/intensify interventions
• Use formative direct assessment data to determine
  eligibility for special education

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Selecting Students for Eligibility

• Data from Tier 3 interventions indicate an
  effective intervention has been found
• What it takes to get progress is unique,
  individualized, expected to be needed over time,
  and is too intensive to be supported with general
  education resources

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Do You Suspect a Disability?

• Progress Monitoring Graph
• Goal line, aim line, peer comparison, phase
  change lines showing Tier 1, 2, and 3
  interventions
• Additional Assessments
• Record Review
• Vision/hearing, attendance, group testing, etc.
• Intervention Description or Scripts for Tier 1,
  2, and 3
• Treatment Integrity data on Tier 1, 2, and 3
  interventions
• Parent Consent for Evaluation

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Determining Eligibility

• Definitions in IDEIA
• Specialized instruction is necessary
• Childs needs are not due to lack of instruction
  in reading or math or lack of English Language
  proficiency

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Writing the IEP

• Present Levels of Performance from direct
  assessment data
• Interventions become services
• Goals and Progress Monitoring stay the same

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Adapted Material

• This material has been adapted and expanded from
  its original ODE content to meet the needs of
  the KSU OISM project.