An Introduction to Intensive Intervention

1. An Introduction to Intensive Intervention Lou Danielson, Ph.D. Center Director October 2012

2. In this session, we will discuss… • Why intensive intervention? • Who are the students that require intensive intervention? • Where and when should intensive intervention take place? • What is NCII’s approach to intensive intervention? • How is intensive intervention different from secondary level supports or special education?

3. Why Intensive Intervention?

4. Why Intensive Intervention? • 1 out of 3 students with disabilities have a discipline problem (NLTS-2). • 4 out of 5 are either unemployed or work in low-paying jobs as young adults (NLTS-2). • Although the dropout rate has declined significantly over the past 10 years, students with learning disabilities continue to drop out of school at a much higher rate than their non-disabled peers (Cortiella, 2011). • Many tiered intervention initiatives have not sufficiently addressed students with the most intensive needs. Source: Cortiella, 2011

5. NAEP: 4th Grade Reading, Students with Disabilities (2011: 68% below basic)

6. NAEP 4th Grade Math, Students with Disabilities (2011: 45% below basic)

7. Who Requires and Delivers Intensive Intervention?

8. Who Requires Intensive Intervention? • Students with disabilities are not making adequate progress in their current instructional program • Students with disabilities who present with very low academic achievement, and/or intense behavior problems • Students in a tiered intervention program who have not responded to secondary intervention programs delivered with fidelity

9. Who Requires Intensive Intervention? • Based on analysis of student responsiveness data from multi-level studies (e.g., Al Otaiba & Fuchs, 2006; L. Fuchs et al., 2008; McMaster, Fuchs, Fuchs & Compton, 2005; Wanzek & Vaughn, 2009, Conduct Prevention Problems Research Group, 2002), we estimate that approximately: • 2.5 million students (5% of the general school population) require intensive academic interventions • 1.5 million students (3% of the general school population) require intensive behavioral interventions

10. Who delivers intensive intervention? • Skilled teachers who have expertise delivering interventions to struggling students (e.g., special education teacher, reading, math, or behavior specialist) • Students with the most significant needs should work with the most qualified available staff

11. Where and when should intensive intervention take place?

12. Where and when should intensive intervention take place? • Accessing the general education curriculum is about what we want students to know, not where instruction takes place. • Student need should drive placement decisions • Instructional time should be increased, and should supplement core instruction when possible • In some cases, supplanted instruction may be necessary. This decision should be team-based, data-driven, and evaluated regularly

13. What is NCII’s approach to intensive intervention ?

14. Data-Based Individualization (DBI) • What is DBI? • DBI is a systematic method for using data to determine when and how to intensify and intervention. • DBI occurs after high quality secondary interventions have been delivered with fidelity and a student has not made sufficient progress • In rare cases, students who present with extremely low achievement or high intensity behavior problems where secondary level supports are unlikely to be sufficient may also be referred for DBI.

15. Data-Based Individualization (DBI) • Pre-conditions for DBI: • Core instruction and secondary intervention platforms • Progress monitoring systems • Systems and procedures for reviewing data • Center’s Approach: • NCII provides technical assistance to districts and schools to train and support interventionists to implement DBI.

16. Secondary Intervention and DBI Process

17. How is intensive intervention different from secondary interventions? Intensive Intervention Secondary Intervention Evidence-based Intervention Platform Small group Explicit Instruction

18. How is intensive intervention different from secondary intervention? • When delivered in isolation, differences between secondary and intensive intervention may not always be apparent as both involve small group, explicit instruction. • Thus, it is important to consider: • Qualitative and quantitative intensifications that have been made to the original intervention platform (e.g. time, duration vs. type of instruction delivered) • The systematic process and data analysis that was used to make these adaptations • Departure from the standard platform that may occur at the intensive level

19. References Al Otaiba, S., & Fuchs, D. (2006). Who Are the Young Children for Whom Best Practices in Reading Are Ineffective? An Experimental and Longitudinal Study. Journal Of Learning Disabilities, 39(5), 414-431. Cortiella, C. (2011). The State of Learning Disabilities. New York, NY: National Center for Learning Disabilities. Deno, S. L., Mirkin, P. K., & Leadership Training Inst. for Special Education, M. n. (1977). Data-Based Program Modification: A Manual. Evaluation of the first 3 years of the fast track prevention trial with children at high risk for adolescent conduct problems. (2002). Journal of Abnormal Child Psychology, 30(1), 19-35. Fuchs, L. S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice. Learning Disability Quarterly, 31(2), 79-92. McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods. Exceptional Children, 71(4), 445-463. National Center for Education Statistics, (2011). The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452. National Center For Education Statistics. National Center for Education Statistics, (2011). The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455. National Center For Education Statistics.

20. References Wanzek, J., & Vaughn, S. (2009). Students demonstrating persistent low response to reading intervention: Three case studies. Learning Disabilities Research & Practice, 24(3), 151-163. doi:10.1111/j.1540-5826.2009.00289.x Wagner, M., Newman, L., Cameto, R., Levine, P., & SRI International, M. A. (2005). Changes over Time in the Early Postschool Outcomes of Youth with Disabilities. A Report of Findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). Online Submission.

21. Lou Danielson, Ph.D. E-Mail: NCII@air.org 1050 Thomas Jefferson Street, NW Washington, DC 20007- 3835 General Information: 866-577-5787 Website: www.intensiveintervention.org

22. While permission to redistribute this webinar is not necessary, the citation should be: National Center on Intensive Intervention. (2012). An Introduction to Intensive Intervention. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention.

23. National Center on Intensive Intervention This webinar was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this presentation is intended or should be inferred.

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