Using the Pyramid of Intervention for Special Education Referrals

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Using the Pyramid of Intervention for Special
Education Referrals
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The BEST Behavior ModelIntegrate Academic and
Behavioral Systems for Student Success
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Pyramid of Intervention
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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 doesnt work Basing IEPs on test data alone Finding out what works for an individual student to be successful
Using intervention data to drive individualized plan
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Level 1 Teacher Alert

• When you have a concern about a student that may
  require intervention
• Contact the parent
• Begin intervention folder
• Review permanent record
• Talk with last years teacher (if available)
• Collect student work showing need for
  intervention
• Plan low-level intervention with parent input

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Level 2 Classroom/School-Wide Intervention

• If student continues to struggle
• Continue parent communication
• Consult with Grade Level Team
• Identify students strengths and weaknesses
• Identify and analyze the problem(s).
• Brainstorm possible interventions (including
  school-wide interventions)
• Select an intervention
• Monitor student progress
• 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

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Level 3 CARE Team Referral

• If interventions attempted are not effective, or
  unmanageable
• Complete Child Study Team (CST) Referral form
• Turn intervention folder in to School
  Psychologist (Psychologist will schedule within
  25 school days)
• If you would like, invite other adults involved
  with student (eg. last years teacher, or Title 1
  assistant)
• Invite parent at your discretion (suggested if
  concern might lead to a Special Education
  referral)
• 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

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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.