Tiered Intervention Frameworks

In this chapter, you will learn about protocols, known as tiered intervention frameworks, that schools use for multiple purposes. Three of these are (a) the valid identification of students with disabilities who are eligible to receive special education services, (b) accounting for the overall performance of each student in a school, and (c) matching each student with instructional services that result in their attainment of targeted learning outcomes. A school’s instructional services are also referred to as the school’s system of interventions.

Chapter Primer

The information presented below serves as an introduction to the content presented in this chapter.

• Various processes are used to determine if a student has a disability that makes them eligible for special education services. For this course’s purposes, it is important that you understand how a student’s eligibility for special education services can be determined through a school’s use of a process incorporated in what is referred to as a tiered intervention framework.
• The three most common tiered intervention frameworks are as follows: multi tier system of supports (MTSS), response to intervention (RTI), and positive behavioral interventions and supports (PBIS).
• The primary focus of a tiered intervention framework is matching a school’s resources* to each student’s instructional needs. Thus, there are many aspects to designing and operating a tiered intervention framework, including progress monitoring and intensifying instruction. *These resources are also referred to as a school’s system of interventions.

The content in this module establishes the foundation for the other content in this course that pertains to the presentation of effective instruction to students with disabilities. To fully understand the primary approach to the presentation of this instruction, you must understand its evolution and role within a tiered intervention framework. This primary approach to this instruction is called intensive intervention.

Learning Objectives

The learning objectives pertain to these sections presented below: (a) Tiered Intervention Frameworks: Special Education Eligibility Focus; (b) The Process of Identifying a Student With a Disability; (c) A Basic Explanation of Tiered Intervention Frameworks; and (d) The MTSS, RTI, and PBIS Frameworks. After working through the content presented in these sections, you should be able to

• Explain the meaning of the term “valid identification” of a student with a disability
• State the components that comprise the two-part eligibility standard for receiving special education services
• Identify two reasons why it is important for preservice teachers to know about the special education eligibility determination process that is explained in this chapter
• List the two primary purposes of every tiered intervention framework
• State whether the protocols that have been established for the purpose of ensuring the valid identification of a student with a disability are applicable, in some way, to students who demonstrate a noteworthy academic achievement deficit but have not been determined to be eligible to receive special education services
• List the names for the three most common tiered intervention frameworks
• Explain the purpose of each of the three most common tiered intervention frameworks

Tiered Intervention Frameworks: Special Education Eligibility Focus

In this part of the module, you will learn about processes established to ensure the valid identification of a student with a disability. In particular, you will learn about what is now commonly referred to as a multi tier system of supports (MTSS) framework and its role in the valid identification of many students with disabilities.

“Valid identification” means that the challenges a student is experiencing learning academic or functional content or the performance of appropriate school social behaviors result from a disability rather than ineffective instruction. That is to say, before concluding that a student has a disability, we must exclude, as best we can, the possibility that the student’s learning challenges result from another factor, such as inadequate instruction. Thus, valid evaluations refer to the use of data obtained from the implementation of a tiered intervention framework to determine that a student is eligible to receive special education services as a result of a disability.

A student becomes eligible to receive special education services as (a) a result of having a disability and (b) the disability causes the student to function in a way that necessitates the provision of special education (Center for Parent Information and Resources, 2017). This circumstance is referred to as the two-part eligibility standard for receiving special education services.

There are two reasons you need to learn about the special education eligibility determination process that is a component of a multi tier system of supports (MTSS) framework.

• Most school districts in the United States report that one or more schools in their district follow this process (Sparks, 2015).
• The process allows for the valid identification of a student with a disability and the provision of remedial instruction for students who are demonstrating learning difficulties that do not result in special education services. This means that both special and general education teachers must know about this process so that, when they work through it, they will be equipped with the knowledge and skills to provide effective instruction to nearly all of their students.

References

Center for Parent Information and Resources. (2017). Key definitions in Part B of IDEA: Defining a child with a disability. Retrieved from https://www.parentcenterhub.org/fapebrief-ref-list-child/

Sparks, S. D. (2015). Study: RTI practice falls short of promise. Education Week, 35(12). Retrieved from http://www.edweek.org/ew/articles/2015/11/11/study-rti-practice-falls-short-of-promise.html

The Process of Identifying a Student With a Disability

How a student with a disability is identified as eligible for special education services is variable. Some students are identified shortly after birth because they demonstrate a noteworthy disability, one which noticeably and significantly impairs their ability to function. I have personal experience with a family member who was born with a genetic disorder that resulted in a significant disability, which was apparent at birth due to the physical characteristics my niece displayed.

Some students are identified through an assessment process that occurs sometime after birth and has been developed to determine the type of disability a student is suspected to have. For instance, an assessment instrument called the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) has been developed to identify individuals with autism spectrum disorder. Young children, age 2, who may be suspected of having autism when their pediatrician conducts an autism screening during a routine wellness visit might be administered this assessment for the purpose previously described.

Still, other students with disabilities are not identified until they have had sufficient exposure to formal schooling but demonstrate they are having considerable difficulty mastering targeted learning outcomes. The content presented in this module focuses on this latter group of students.

Presently, many educators advocate using a systematic process for identifying these students. This process is based on the provision of research-based instruction, which is intensified as a student persistently demonstrates he is not mastering targeted learning outcomes due to the instruction he has received to date. Intensive intervention is increasingly individualized instruction to enable a student to demonstrate gains in academic achievement. Thus, most often in this course, the term “intensive instruction” is used instead of intensive intervention since I consider the terms synonymous.

This systematic process, which is described in terms of what is called a tiered intervention framework, is referred to by different names, which include multi tier system of supports (MTSS), response to intervention (RTI), and positive behavioral interventions and supports (PBIS). However, irrespective of the name used to identify the process, every tiered intervention framework has two primary purposes.

One purpose is to track each student’s performance in a school so that they are provided the most effective instruction possible to enable them to acquire the targeted learning outcomes pertaining to academic content and engagement in appropriate school social behaviors. Hence, personalized school programming means that the student performance data obtained from a tiered intervention framework results in instruction designed to meet each student’s particular needs. A second purpose is to identify students with disabilities eligible for special education services. Put another way, the second purpose is to ensure the valid identification of a student with a disability.

References

American Institutes for Research. (n.d.). Essential components of MTSS. Retrieved from mtss4success.org/essential-components

National Center on Intensive Intervention. (n.d.). MTSS and RTI are often used interchangeably. What separates them? Retrieved from https://intensiveintervention.org/resource/mtss-and-rti-are-often-used-interchangeably-what-it-separates-them

The IRIS Center. (2006). RTI (part 1): An overview. Retrieved from https://iris.peabody.vanderbilt.edu/module/rti01-overview/

A Basic Explanation of Tiered Intervention Frameworks

Tiered intervention frameworks refer to the protocols schools use to ensure every student is provided high-quality instruction to enable them to learn the content in the core curriculum. The frameworks also serve as a mechanism for ensuring the valid identification of many students with disabilities, particularly students with specific learning disabilities. Yet, as you will learn from the content below, the frameworks are applicable, in some way, to students who demonstrate a noteworthy academic achievement deficit but have not been determined to be eligible to receive special education services.

They are called tiered frameworks because they are described as a pyramid consisting of three levels – or tiers – that sit one on top of another. The graphic below, from the Center on PBIS (https://www.pbis.org/pbis/what-is-pbis), depicts this arrangement.

The first level, which is at the bottom of the pyramid, is Tier 1. It consists of high-quality, core curriculum instruction presented in the general education classroom. The graphic above depicts this tier in green with the word “ALL.” ALL refers to the fact that almost every student in the school receives Tier 1 instruction. The limited exceptions would be students with significant disabilities who receive most of their instruction in a self-contained classroom.

Students who are not making adequate progress after receiving this Tier 1 instruction are provided with the next level of instruction, Tier 2. Tier 2 can be described as small group, remedial instruction that is provided in addition to the Tier 1 instruction. “In addition to Tier 1 instruction” means that Tier 2 instruction is supplemental instruction.

Concerning the depiction of a pyramid, Tier 2 services sit atop the Tier 1 services. The graphic above depicts this tier in yellow with the word “SOME.” SOME refers to the fact that only 20%, or fewer, of a school’s students are expected to need Tier 2 services.

If a student does not make adequate progress after receiving Tier 2 services, she is provided Tier 3 services, which, in most instances, involve special education services. Yet, in a limited number of cases, students who are not identified as having a disability but are demonstrating a significant, persistent academic achievement deficit also receive Tier 3 services. In terms of the pyramid, Tier 3 services are depicted as sitting atop Tier 2 services, meaning Tier 3 services are at the very top of the pyramid.

The graphic above depicts this tier in red with the word “FEW.” FEW refers to the fact that only 3%-5% of a school’s students are expected to be provided Tier 3 services.

It is important to note that the three-tier model just described is the model that will serve as the focus of this course. For the sake of simplicity, in this course, Tier 3 of this model will only include students with disabilities who have been determined to be eligible to receive special education services.

However, you must know that some schools use tiered intervention models comprising many more tiers. For instance, a school may use a seven-tier model in which Tier 1 functions the same as Tier 1 in the three-tier model. However, in a seven-tier model, Tiers 2-6 function similarly to Tier 2 in the three-tier model. Tiers 2-6 are designed to provide services intended to remediate a student’s academic achievement deficit so that the student does not need Tier 7 services. Tier 7 services are special education services. These services are depicted as Tier 3 services in a three-tier model.

Presently the three most common tiered intervention frameworks are as follows:

• Multi Tier System of Supports (MTSS)
• Response to Intervention (RTI), and
• Positive Behavioral Interventions and Support (PBIS)

The MTSS, RTI, and PBIS Frameworks

The three most common tiered intervention frameworks have been developed at different points in time for three distinct purposes. As was stated previously in this module, these frameworks include multi tier system of supports (MTSS), response to intervention (RTI), and positive behavioral interventions and supports (PBIS).

The response to intervention framework (RTI) was developed first. It was developed to address the need to present effective instruction that addresses academic content. More specifically, the framework was initially developed to address the need to present effective beginning reading instruction while at the same time ensuring a valid way of identifying students with specific learning disabilities.

The positive behavioral interventions and supports (PBIS) framework was developed shortly after the RTI framework to address the need for effective instruction informing students how to display appropriate school social behaviors.

Subsequently, the multi tier system of supports, or MTSS, framework was developed. It was created to address concerns raised concerning the interaction that often occurs when a student simultaneously demonstrates academic achievement deficits and engages in inappropriate school social behaviors. That is to say, it is not uncommon for a student to engage in an inappropriate school social behavior to avoid having to complete an academic task the student finds to be very difficult.

As explained, the MTSS framework simultaneously addresses a student’s academic performance and engagement in appropriate school social behaviors. This framework feature is among the reasons it encompasses both previous frameworks with increasing frequency (i.e., the name MTSS is used instead of RTI and PBIS).

References

American Institutes for Research. (n.d.). Essential components of MTSS. Retrieved from mtss4success.org/essential-components

American Institutes for Research. (n.d.). Welcome to the MTSS center. Retrieved from mtss4success.org

Center on Positive Behavioral Interventions & Supports. (n.d.). What is PBIS? Retrieved from pbis.org/pbis/what-is-pbis

The IRIS Center. (2006). RTI (part 1): An overview. Retrieved from https://iris.peabody.vanderbilt.edu/module/rti01-overview/

MTSS and RTI are often used interchangeably. What is it that separates them?

Watch the National Center on Intensive Intervention’s video titled, MTSS and RTI are often used interchangeably. What separates them? to hear an explanation of the relationship between MTSS, RTI, and PBIS. (Length: 1 minute, 28 seconds)

In the video, Dr. Rebecca Zumeta Edmonds explains how multi tier system of supports (MTSS) is an umbrella term the encompasses the RTI and PBIS frameworks. However, her explanation also notes how MTSS results in a separate framework that integrates the RTI and PBIS frameworks. Hence, this is the reason why MTSS, RTI, and PBIS have been identified as the three most common tiered intervention frameworks.

After watching this video, you should be able to

• Distinguish between the focus of the three most common tiered intervention frameworks: Multi tier system of supports (MTSS), Response to intervention (RTI), and Positive behavioral interventions and supports (PBIS)

RTI (Part 1): An Overview

Work through The IRIS Center’s online module titled RTI (Part 1): An Overview to learn about the evolution of this framework as well as its current use. (Estimated time to complete: 1 hour)

This online module explains how the RTI framework was first developed to address concerns about the way students with a specific learning disability were identified. The module also discusses how a tiered intervention system functions, regardless whether it primarily applies to students’ acquisition of academic content or engagement in appropriate school social behaviors. However, note that, in this course, the focus will be on using a tiered intervention framework as the basis for designing and presenting effective academic instruction to students with disabilities.

After working through this module, you should be able to

• Explain the IQ-Achievement Discrepancy Model
• Discuss concerns associated with the IQ-Achievement Discrepancy Model
• State the underlying purpose of the Response to Intervention Approach
• Differentiate between the following two RTI approaches: Problem Solving Approach to RTI and Standard Protocol Approach to RTI

MTSS/RTI: Mathematics

Work through The IRIS Center’s online module titled MTSS/RTI Mathematics to learn how the MTSS framework applies to mathematics. (Estimated time to complete: 2.5 hours)

This module explains how the MTSS framework applies to mathematics. Among the topics addressed in the module are (a) how MTSS and RTI are related; (b) features of mathematics instruction; and (c) various assessment issues, to include data-based decision making at Tier 1, Tier 2, and Tier 3 of an MTSS framework.

After working through this module, you should be able to

• Discuss the two primary purposes RTI serves
• Discuss the main features of RTI
• Differentiate between adaptations to Tier 2 standard protocols that are (a) quantitative changes and (b) qualitative changes
• Explain the following concepts regarding progress monitoring: rate of growth, performance level, and dual discrepancy
• Define the terms “data-based decision making” and “fidelity of implementation”
• Discuss the three variables that pertain to fidelity checks

Introduction to Intensive Intervention

Work through the National Center on Intensive Intervention’s online module titled Introduction to Intensive Intervention to learn about intensive intervention, particularly its relationship to features of Tier 2 and Tier 3 in an MTSS framework. (Estimated time to complete: 30 minutes)

Special Note: When you click on the link above, you may be taken to the American Institutes for Research (AIR) website where you must establish an account to access the online module. After establishing the account, you can access the module at no cost.

One purpose served by tiered intervention frameworks is matching students to the types of instruction they need in order to demonstrate mastery of targeted learning outcomes. A noteworthy focus of this course are students with disabilities who need to receive intensive intervention which, as you will learn, is a central feature of tiered intervention frameworks.

After working through this module, you should be able to

• Explain how intensive intervention fits within a tiered intervention framework
• Differentiate between what intensive intervention is and what it is not
• Describe the students whom intensive intervention is intended to help
• Describe the five steps that comprise the Data-Based Individualization (DBI) Process (Note that Step 4 is where intensive intervention begins)

No Cost Resources Pertaining to This Topic

Each item below is a no cost resource that presents information about some aspect of this chapter’s focus, which is “Tiered Intervention Frameworks.” To access a resource, use the link provided.

Tiered Intervention Frameworks: Overview

MTSS and RTI are often used interchangeably. What is it that separates them? This is a video from the National Center on Intensive Intervention (Length: 1 minute, 28 seconds). In the video, Dr. Rebecca Zumeta Edmonds explains how multi tier system of supports (MTSS) is an umbrella term that encompasses the RTI and PBIS frameworks. However, her explanation also notes how MTSS results in a separate framework that involves the integration of the RTI and PBIS frameworks. Hence, this is why MTSS, RTI, and PBIS have been identified as the three most common tiered intervention frameworks.

Tiered Intervention Frameworks: Academic Focus

RTI (Part 1): An Overview The IRIS Center, which developed this online module, states that it outlines the differences between the IQ-achievement discrepancy model and the response-to-intervention (RTI) approach. It also offers a brief overview of each tier in the RTI model and explains its benefits (Estimated completion time: 1 hour).

The following content is my description of the module: This module explains how the RTI framework was first developed to address concerns about the way students with a specific learning disability were being identified. The module also discusses how a tiered intervention framework functions, regardless whether it primarily applies to students’ acquisition of academic content or engagement in appropriate school social behaviors. However, note that, in this course, the focus will be on the use of a tiered intervention framework as the basis for designing and presenting effective academic instruction to students with disabilities.

MTSS/RTI Mathematics The IRIS Center, which developed this online module, states that it describes the MTSS, or RTI, framework as applied to mathematics. The module includes discussions of how MTSS and RTI are related, as well as a description of instruction, assessment, and data-based decision making at each level of intensity: Tier 1, Tier 2, and Tier 3 (Estimated completion time: 2.5 hours).

Tiered Intervention Frameworks: Intensive Instruction

Introduction to Intensive Intervention This is an interactive self-paced module from the PROGRESS Center, via the National Center on Intensive Intervention. The module (a) defines intensive intervention; (b) describes how intensive intervention fits within a tiered intervention framework such as MTSS, RTI, or PBIS; and (c) demonstrates how intensive intervention can provide a systematic process to deliver specialized instruction for students with disabilities.

Long Story Short: Why is Intensive Intervention Critical for Students With Disabilities? In this short video, Dr. Rebecca Zumeta Edmonds discusses how intensive intervention needs to be provided to enable some students to demonstrate the amount of progress they are capable of demonstrating. In other words, these students may never master grade level academic standards, and certainly will not show progress by only receiving general education classroom instruction that is intended to enable students to master these standards.

So What do I do now? Strategies for Intensifying Intervention When Standard Approaches Don’t Work This webinar is made available by the National Center on Intensive Intervention. The webinar’s presenters, Dr. Sharon Vaughn of the University of Texas Austin and Dr. Rebecca Zumeta Edmonds, discuss approaches to intensifying academic interventions for students with significant and persistent needs. The presenters address four categories of practice for intensification, with an emphasis on combining cognitive processing strategies with academic learning.

Leveraging Data-Based Individualization (DBI) to Design and Deliver Specially Designed Instruction In this webinar, (a) personnel from the PROGRESS Center and National Center on Intensive Intervention (NCII) explain how practitioners can use data-based individualization (DBI) to develop and implement specially designed instruction (SDI) for students with disabilities and (b) a panel of special educators share how using DBI improved the efficiency and effectiveness of their service delivery, communication with families, and collaboration with other educators.

Strategies for Scheduling: How to Find Time to Intensify and Individualize Intervention This guide from the National Center on Intensive Intervention includes strategies that educators can consider when trying to find time to intensify instruction within the constraints of busy school schedules. Supplemental resources, planning questions, and example schedules are provided.

Taxonomy of Intervention Intensity Overview This webinar is from the National Center on Intensive Intervention. In this overview, Meagan Walsh, M.Ed. introduces the Taxonomy of Intervention Intensity as a method for systematically selecting an intensive intervention and guides teachers through modifying an intervention based on student need. The Taxonomy of Intervention Intensity includes seven dimensions (strength, dosage, alignment, attention to transfer, comprehensiveness, behavioral or academic support, and individualization). Noteworthy is how the taxonomy is explained in terms of (a) selecting a standard protocol and (b) adapting instruction so that it becomes more intensive.

Tiered Intervention Frameworks: School Social Behavior

SOS: Helping Students Become Independent Learners (https://iris.peabody.vanderbilt.edu/module/sr/) According to The IRIS Center, this online module describes how teachers can help students stay on task by learning to regulate their behavior. The four strategies discussed are self-monitoring, self-instruction, goal-setting, and self-reinforcement (Estimated completion time: 1.5 hours).