Implementing Positive Behavioral Interventions and Supports (PBIS) can transform the school environment, fostering behavioral and academic success. Here’s an example of how one high school achieved this and how you can too!
As a 4th grade teacher, it was challenging to ensure each student received the needed support. Creating effective intervention plans was complicated, time-consuming, and not always data-driven. After much trial and error and research, I adapted my approach to be more effective and less overwhelming. Here’s what I learned about the essentials of crafting effective intervention plans and how Branching Minds can simplify this process, making it easier for teachers to create impactful plans.
Addressing Tier 3 behavior can be challenging, but utilizing a Multi-Tiered System of Support (MTSS) can make successful intervention planning both possible and practical in any size district.
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It’s no surprise to see more states and school districts adopting a Multi-Tiered System of Supports (MTSS) as their framework for supporting students across academics, social-emotional learning, and behavior for all students. MTSS is a collaborative, evidence-based approach to differentiating and personalizing instruction and intervention for all students.
Ah, intervention plans. They are fun, aren’t they? All that data and planning and resources, only to take a look at a student’s progress monitoring scores and realize that those stubborn scores haven’t budged at all. Why? We may scream internally, watching our tediously placed trend lines flat-line. But we worked so hard on this skill! It is a true horror story of education—well, maybe not horror, but the frustration is definitely there.
Edward Munch, “The Scream”
As the bedrock of a Multi-Tiered System of Supports (MTSS), intervention plans are crucial in aiding all students to master grade-level content. While universal screeners and benchmarks can help identify which students require additional support beyond core instruction, intervention plans are the vehicle that delivers that support. Let’s take a moment to review the essential components of an MTSS intervention plan, then jump into the nitty-gritty of what to do if a plan is showing no growth.
A Multi-Tiered System of Supports (MTSS) framework uses a problem-solving cycle to monitor and adjust instruction and intervention at three tiers:
- Tier 1: whole class data-driven differentiated core instruction,
- Tier 2: whole-class differentiated instruction + small group targeted instruction (in addition to core instruction), and
- Tier 3: whole class core differentiated instruction + additional targeted instruction (often small group in addition to core instruction) + intensive support.
An optimal MTSS framework follows the 80-15-5 model, suggesting that our core instruction should meet 80% of our learners' needs. With strong core instruction, 80% of students will not require additional intervention. However, core instruction should be targeted to support all students through the use of differentiation and research-based learning supports. This means Tier 1 targets 100% of students, not just 80% of our students.
However, we can't negate that even with the most effective, evidence-based, validated core instruction, some learners will continue to need targeted and intensive interventions and support plans for some of their needs. When this happens, it's important we identify the student's goal, select an appropriate intervention, develop a support plan, and set frequency and type of monitoring for progress.
One of the most common questions I’ve received over the years has been, "How do I know the intervention I selected will help my student meet the goal?" How do I select the proper intervention once I've set the SMART goal for my student? In other words, you've identified the difference between what was expected of the student (skill) and what is happening, but now what?
The Fuchs Research Group of Peabody College at Vanderbilt University has created hundreds of peer-reviewed articles that help teachers select the best interventions for students. With all that's on your to-do list these days, I wanted to share the top five guidelines from Fuchs' research that will help you align your SMART goals and interventions to optimize student success. A little tip, the more guidelines the intervention meets, the more likely it will maximize student success.
Student goal setting is a topic that is often covered during teacher professional development and in-service days. Educators have naturally been setting goals for students since the beginning of teaching, and goal setting today has become a critical element of an effective MTSS (Multi-Tiered System of Supports) framework. MTSS meets all student’s needs with three levels of support for each school's entire student body. Within MTSS, Tier I (also known as whole class core instruction), the core curriculum should be meeting the needs of at least 80% of all students. Tier II includes whole class core instruction with the addition of targeted instruction for students needing support, often provided in small groups. Tier III is whole class core instruction, additional targeted instruction, and explicit intensive intervention. Support activities provided to students receiving Tier II and Tier III instruction should be robust, research-driven and align to student’s specific needs.
The impact of remote instruction on students has been discussed a great deal during the past ten months, while our nation’s teachers grapple with the complexities of implementing distance learning. As teachers and students engage daily in e-learning, with some schools pivoting back and forth between a hybrid model of remote and in-person schooling, the topic of what it actually means for students to be at “grade level” has been trending. Prior to COVID-19, students were considered to be on “grade level” if they had mastered the skills and concepts at their expected level of difficulty as measured by formal assessments and district/state standards.
Identifying students’ tier level of support is an integral part of any Multi-Tiered System of Support (MTSS) framework. Not only does it help educators know which students require targeted and intensive intervention plans, but it also provides insight into the health of a district or school’s MTSS practice. When leaders have visibility into the proportion of students at each tier level and how students are moving across levels of support, they can identify gaps and develop strategies to strengthen their intervention approaches.