PYRAMID OF INTERVENTION SUPPORTS & SERVICES

Characteristics of Tier I•All students•High quality general education instruction in academic and social competencies provided in various school settings that is explicit, systematic, preventative and proactive •Class-wide interventions•Instructional methods are based on the concepts of universal design for learning.•The core curricula fit the needs of the current student population (contextual fit).

PYRAMID OF INTERVENTION SUPPORTS & SERVICES

Tier I-- School-wide InterventionsPurpose•Maximize learning for all students•Minimize the number of students in need of interventions•Core curriculum addresses the learning needs for most students allowing 80-90% of students to meet performance indicators.

Core Instruction &School-Wide Interventions

Characteristics of Tier II•Standard supplemental programs, scientifically supported as effective for Instruction in flexible small groups of students with relatively homogeneous academic skill or social behavior and identified as “at-risk” •Instruction more explicit and intensive than typical classroom but provided within the context of general education supports.•Student progress is monitored more frequently than benchmark assessment•Small group, explicit instruction for specific content reinforcement•Summer/Extended day programs/Intersession•Consultation by teachers with related-services personnel/specialists•Accommodations/adaptations to Tier I

PYRAMID OF INTERVENTION SUPPORTS & SERVICES

Tier II-- Targeted InterventionsPurpose•Identify students at risk for not reaching academic and/or behavior standards•CAN BE DONE THROUGH YOUR PLC PROFESSIONAL LEARNING COMMUNITES

Core Instruction &

Targeted Interventions

Core Instruction &School-Wide Interventions

3 + sources for interventions

Intervention Book Research based PLC meeting with colleagues Consult EC and /or other staff

members

PYRAMID OF INTERVENTION SUPPORTS & SERVICES

Characteristics of Tier III•Individualized, research-based intensive supports•Consultation/direct service provided by specialists•Collaborative problem solving process •Parental permission/involvement required•Referrals to community-based, transition, mental health and medical services as needed•Adaptation/modifications to Tier I and II.•Intensive student progress monitoring (i.e. at least weekly) and linked to problem- solving process

Tier III-- Intensive Interventions-- SAP

Purpose•Provide continued and sustained support for students who don’t progress with targeted supports OR whose initial assessment data indicates the needs for support at all 3 levels•Data indicate that students may need ongoing, substantial support to make progress

Core Instruction &

Targeted Interventions

Core Instruction &School-Wide Interventions

Core Instruction & Intensive

Individualized Interventions

Core Instruction &

Targeted Interventions

Core Instruction &School-Wide Interventions

When is SAP/Tier 3 support necessary?

** SAP support is needed if a student’s early interventions and progress monitoring results indicate a deficit in a specific area, and PEP - Personal Education Plan interventions are implemented and yield no adequate progress or growth for the student.

** SAP referral students are characterized as not making sufficient progress with Tier 1 and 2 instruction and interventions, and falling behind on benchmark skills.

** A SAP Referral student requires additional interventions to achieve grade-level expectations and show academic and/or behavior progress.

Questions?