In education, we recognise that everyone learns differently. In this topic we will learn about the basics of personalised interventions and how they make a difference in the learning journey for individuals with Specific Learning Disabilities (SLD). We'll begin by touching on the Multi-Tiered System of Supports (MTSS), a framework that guides us in providing the right support at the right time.
The Multi-Tiered System of Supports (MTSS) shown, is an educational framework designed to provide a personalised and systematic approach to support the diverse needs of students. It involves a tiered structure with different levels of interventions based on individual student requirements. MTSS recognises the importance of a whole-child approach.
Teachers use MTSS to address the diverse needs of students, starting with Tier 1 as the base. For those not meeting goals, Tier 2 offers strategic interventions, and a small number may require the more intensive Tier 3. The key is aligning targeted interventions with each tier to effectively support every learner.
Here is an overview of what is involved at each tier in MTSS:
Tier 1 - Universal Supports
Tier 1 is the foundational level of instruction in the MTSS, offering universal education to all students every day. It focuses on research-backed practices to promote academic achievement, emotional development, and behaviour.
| Involves: | Whole-class instruction and support. |
| Focus: | Providing high-quality, evidence-based core instruction to all students in the general education setting. |
| Strategies: | Scientifically researched teaching methods, differentiated instruction, flexible grouping, and active student engagement. |
| Percentage: | This level is designed for the majority (80-85%) of students. |
| Goal: | Ensure that most students meet or exceed grade-level expectations. |
Tier 2 – Targeted Intervention
Tier 2 involves strategic interventions, offering small-group instruction with evidence-based practices to supplement Tier 1. This additional support is crucial for students who need more time to meet learning goals, and regular progress monitoring ensures effectiveness.
| Involves: | Targeted, small group interventions in addition to Tier 1 instruction. |
| Focus: | Providing additional support for students (10-15%) who need more help beyond the core instruction. |
| Strategies: | Targeted small group interventions, explicit instruction, encouragement, feedback, positive reinforcement, and careful scaffolding. |
| Identification: | Students at-risk academically or behaviourally through universal screening (i.e., evidence-based rather than research-based). |
| Goal: | Help students become proficient by addressing specific skill deficits or challenges. |
Tier 3 - Intensive Supports
Tier 3 provides intensive instruction for students who don't progress sufficiently with Tiers 1 and 2. Individualised and more direct, Tier 3 interventions use longer, more frequent sessions, often occurring five days a week. If necessary, a "replacement core" programme may be implemented, requiring parental consent.
| Involves: | More intensive, individualised support for students who have not made progress with Tier 2 interventions. |
| Focus: | Providing personalised interventions based on data collected through individual problem-solving. |
| Strategies: | Small group work, individual lessons, and potential resource room time, aiming to maximise student outcomes during regular instruction (Tier 1) while also offering extra support for use at home and in the community. |
| Percentage: | About 1-5% of students may require this level of intensive support. |
| Goal: | Meet the unique academic or behavioural needs of students through highly individualised plans. |
Activity
The following image is an example of a Multi-Tiered System of Supports (MTSS) model from an elementary school in the US. Study the image and complete the documentation activity that follows.
| Tier 1 | Tier 2 | Tier 3 | |
|---|---|---|---|
| Focus of Tier Support |
Designed for all students, with ongoing differentiation Focus on alignment of instruction and instructional resources to common core. |
Small group problem solving Targeted interventions for students not meeting expectations, in addition to core instruction. |
Individualised problem solving Intensive and strategic interventions, in addition to core instruction. Focus on specific foundational skills |
| Population supported | All students (100%) | Some students (less than 15%) | Few students (3-5%) |
| Assessments used | Universal screenings and benchmarks: NWEA MAP, EasyCBM, F&P | Progress monitoring occurs bi-weekly or as appropriate to targeted skill area: EasyCBM | Progress monitoring occurs weekly, based on targeted skills: EasyCBM |
| Curriculum and intervention supports | District core curriculum, and schoolwide programs | Research-based curriculum, evidence-based strategies, Tier 2 supports (curated by Branching Minds) | Research-based curriculum, evidence-based strategies, Tier 3 supports (curated by Branching Minds) |
| Amount of time allotted |
ELA:
Math
|
60 minutes/week In addition to instructions at Tier 1 |
120-135 minutes/week (3x20 minute sessions +2x20-minute sessions or 3x45-minute sessions) |
| Group size | Whole class and small group | Small groups: 4-8 students | Direct support: 2-3 students or one-on-one instruction |
| Location | General education classroom | General education classroom, may be outside of classroom | Outside of general education classroom |
| Personnel | Classroom teacher | Classroom teacher or other professionals (literacy teacher, SLP, etc) | Specialised staff (resource teacher, SLP, literacy etc) |
| Implementation | On going | Each cycle is at least 6-8 weeks with at least 6 data points | Each cycle is at least 8-10 weeks, with at least 8 data points |
Ref: Branching Minds
MTSS aims to provide a fair education for all students. The key principles across all three tiers are:
- Data-Driven: Students' progress is regularly assessed to make informed decisions about interventions.
- Collaboration: Teachers, parents, and specialists work as a team to support students.
- Professional Development: Training for teachers and staff is provided to implement effective interventions.
- Family and Community Involvement: Families and the community are included in the learning process.
- Positive School Culture: Creating a positive and welcoming environment to foster student well-being.
Activity
An intervention plan is essentially a blueprint or action plan for helping a student build specific skills or reach a goal. It typically includes a goal, intervention strategy, timeline, and progress monitoring method.
Running an MTSS without an intervention plan is like trying to navigate a ship without a nautical chart - it's unclear where to go or how to reach the destination. Intervention plans serve as the ‘roadmap’, providing clear direction and strategies to support students effectively.
Intervention plans focus on academic interventions, behavioural strategies, and integral components of Individualised Education Programmes (IEP) for students with disabilities, aiming to enhance learning and support unique requirements.
Components of an Intervention Plan
An intervention plan aims to bring positive change or improvement to a specific situation by incorporating clear objectives and measurable goals. It provides a structured approach to guide individuals in academic, behavioural, or other relevant aspects, requiring regular monitoring and evaluation for effectiveness.
Key components of a Personalised Intervention Plan for Specific Learning Disabilities include:
- Assessment and Diagnosis: Conduct a comprehensive assessment to identify specific learning difficulties and determine individual strengths and weaknesses. Examine the student's progress across multiple dimensions - academics, social-emotional learning, behaviour, and attendance.
- Goal Setting: Establish clear and achievable SMART goals for the student by the end of the intervention, addressing academic skills, cognitive processes, and associated emotional or behavioural concerns.
Important Elements
- Measurable Objectives: Establish specific and measurable objectives to track progress and determine intervention effectiveness.
- Timeframe: Set a specific timeframe for intervention implementation, including assessment points for progress evaluation.
- Data-Informed Strategies: Implement strategies based on relevant data to address specific needs identified during the assessment.
- Individualised Instruction: Customise instructional strategies based on the individual's learning style, strengths, and weaknesses, employing differentiated teaching methods as needed.
- Resources and Support: Identify necessary resources and support, including specialised materials or personnel, for successful plan implementation.
- Accommodations and Modifications: Implement specialised accommodations and modifications, such as extended test time, assistive technology, and preferential seating, to provide necessary support.
- Progress Monitoring: Regularly monitor and evaluate progress, adjusting the intervention plan as needed to ensure realistic and achievable goals.
- Communication Plan: Develop a plan for communicating progress and updates to relevant stakeholders, including parents, teachers, and support staff.
- Responsibilities: Define roles and responsibilities for everyone involved in implementing the intervention, ensuring accountability and collaboration.
- Decision Points: Clearly define decision points to assess the intervention's effectiveness and make informed decisions about the next steps in the plan.
Activity
Review this Intervention Plan Template and complete the documentation activity that follows.
Ref: Panorama Education - Intervention Plan Template
Reading
Individual Plans (IPs) and Individual Education Plans (IEPs)
Pre-Read Question
Reflect on your own learning experience. Were there times when you felt you needed personalised support in your education? How do you think having an individualised plan could have helped you in those situations?
Reading
Individual Plans (IPs) and Individual Education Plans (IEPs)
Post-Read Task
In your opinion, why is it important for a child to be present during IP or IEP meetings?
The website offers More Information. Be sure to click on the links provided.
- IEPOnline is designed for individuals engaged in creating or implementing Individual Education Plans (IEPs) to support students with special education needs. It serves as a reference for current New Zealand research, policy, and effective practices in this field, providing benefits to anyone involved in the IEP development or implementation process.
- Familiarise yourself with Collaboration for Success: INDIVIDUAL EDUCATION PLANS as this also contains valuable information. The resource is intended for anyone involved in developing or implementing IEPs to support students with special education needs, including students, parents, caregivers, community members, school staff, and specialists. While Māori-medium schools may follow different pathways based on their kaupapa, the resource emphasises collaboration principles applicable across settings.
Activity - Creating an Intervention Plan Template
For Assessment 02A2, your task is to create three personalised Intervention and Support Plans for individuals dealing with SLD.
In this activity, you will design and build a simple template to use later when designing your plans. Use a word processor of your choice to build the template.
Make sure to include cultural aspects and take a holistic approach, considering the person's overall well-being as you provide support.
Use the checklist below to ensure you have included all the important categories.
Identify the Student(s):
- Record the student's name at the top of the plan.
- Include additional information like year level, gender, or relevant demographics.
Choose an Intervention Type and Tier:
- Identify the focus area for intervention.
- Determine the intervention tier (Tier 1, Tier 2, or Tier 3).
- Define key areas to focus on / skills to target.
Create a Goal for the Student's Intervention Programme:
- Frame goals positively using the SMART goal framework.
- Clearly specify skills to be developed (e.g., “Kahi will confidently demonstrate improved problem-solving skills...")
Select an Intervention Strategy:
- Align a strategy or activity with the intervention goal (e.g. “Developing awareness of rhyme through listening games, graphic organisers, etc.")
Assign an Adult Champion:
- Clearly define who will execute the intervention plan.
- Ensure clear ownership for delivering, logging notes, and monitoring student progress.
Set a Timeline:
- Specify start date and expected duration (recommended 5-6 weeks minimum).
- Allow sufficient time for the intervention to take effect.
Establish a Method for Progress Monitoring:
- Define a data collection strategy for qualitative and/or quantitative data.
- Specify monitoring frequency (weekly, bi-weekly, monthly) and method.
- What baseline assessments will be carried out, and when and how will assessments be repeated?
Plan Implementation:
- Address practicalities, resource allocation, and balance with regular instruction.
- Clearly communicate the plan to everyone involved.
- Provide training for intervention deliverers if necessary.
Monitor and Evaluate Impact
- Regularly collect and record data to assess progress.
- Use assessment scores to evaluate effectiveness.
- Adjust the intervention plan based on evaluation results.
- Provide feedback to parents and other staff about the progress of the intervention.
Remember, don’t try to implement too many new interventions at once – quality not quantity is key!
Case Study
Click to access the document Learning Difficulties Information Guide – Literacy.
Read Case Study - Year 8 Student Example on pages 22-23, then answer the questions that follow.