Using the Pyramid of Intervention for Special Education

Using the Pyramid of Intervention for Special Education Referrals

The BEST Behavior Model: Integrate Academic and Behavioral Systems for Student Success Academic Systems Behavioral Systems 1 -5% Individual Interventions (Tertiary Prevention) 5 -15% Targeted Group Individual Interventions (Secondary Prevention) 80 -90% Universal Interventions (Primary Prevention)

Pyramid of Intervention Level 4 – Special Education Referral Intensive, Individual Interventions 1 -5% (Tertiary Prevention) Level 3 – CST Team Level 2 – Classroom Intervention Level 1 – Teacher Alert Targeted Group Interventions 5 -15% (Secondary Prevention)

Shifting Our Thinking Move Away From… Move Towards… • An ambiguous system of intervention • A cohesive system of intervention • A high quantity of interventions • Focused and sustained interventions • Proving what doesn’t work • Finding out what works for an • Basing IEPs on test data alone individual student to be successful • Using intervention data to drive individualized plan

Level 1 – Teacher Alert When you have a concern about a student that may require intervention… 1. Contact the parent 2. Begin intervention folder 3. Review permanent record 4. Talk with last year’s teacher (if available) 5. Collect student work showing need for intervention 6. Plan low-level intervention with parent input

Level 2 – Classroom/School-Wide Intervention If student continues to struggle… 1. Continue parent communication 2. Consult with Grade Level Team 3. Identify student’s strengths and weaknesses 4. Identify and analyze the problem(s). 5. Brainstorm possible interventions (including school-wide interventions*) 6. Select an intervention 7. Monitor student progress** 8. Consider other interventions as appropriate * School-Wide interventions include Title 1, Soar, Readwell, Read Naturally and On Our Way to English ** If behavior is a concern, maintain a Student Assistance/ Intervention Record

Level 3 CARE Team Referral If interventions attempted are not effective, or unmanageable… 1. Complete Child Study Team (CST) Referral form * 2. Turn intervention folder in to School Psychologist (Psychologist will schedule within 25 school days) 3. If you would like, invite other adults involved with student (eg. last year’s teacher, or Title 1 assistant) 4. Invite parent at your discretion (suggested if concern might lead to a Special Education referral) 5. The team will use a problem solving approach to come up with strategies to help the child in the classroom. * If behavior is a concern, complete FACTS sheet

Level 4 Special Education Referral The team may refer the student for Special Education assessment if, based on data, the team suspects a disability, and… • the response of the presenting problem to general education interventions indicates the need for intense or sustained resources, • the resources necessary to support the child to participate and progress in the general education curriculum are beyond those available through general education, • there is evidence of a severe discrepancy from peers performance in the area(s) of concern, • or the presence of a disability, and the need for specially designed instruction, is substantiated by convergent data from multiple sources.