Pyramid of Intervention

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Pyramid of Intervention

• Albany High School

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Purpose

• To assist in improving the achievement of ALL
  students
• Ensure student achievement is successful in the
  least restrictive environment
• Effective differentiation of instruction is being
  implemented
• Effective co-teaching is occurring
• Focus on providing effective instruction for ALL
  students, and for those who need intensive
  instruction, then we can PREVENT some students
  from ever being labeled as having a disability.

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Tier 1

• All students participate in general education
  learning that includes Implementation of the
  Georgia Performance Standards through
  research-based practices, use of flexible groups
  for differentiation of instruction and frequent
  progress monitoring.
• Whole Group Instruction

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Teacher Watch/TIER 1

• Notice the students who are having difficulty in
  behavior, academics, attention, social/emotional,
  etc.
• Complete the form labeled Pyramid of
  Interventions. Start an individual folder of
  documentation to be kept throughout the various
  tiers
• If the concern is behavior, talk with the
  counselor before moving to Tier 2 (the counselor
  will come in periodically to observe the child or
  children and assist in developing a behavior plan
  if needed

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TIER 2/Classroom Interventions

• Formalized, systematic processes of intervention
• Interventions are in addition to classroom
  learning
• Implement the interventions and have a specific
  end time (a minimum of 20 days)
• At the end of the intervention period evaluate
  for effectiveness
• Small group instruction in addition to tier 1

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Tier 2 continued

• Refer to Classroom Intervention documentation
  that must be kept
• Identify strategies suggested (refer to resource
  guide)
• Refer to websites provided
• Collaborate with other team members
• Collaborate across grades
• Complete Tier 2 intervention
• If unsuccessful, move to Tier 3 (SST)

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Tier 3

• Submit all documentation to the assistant
  principal requesting an SST meeting be scheduled.
• During this tier, targeted students participate
  in learning that is in addition to tier 1 and
  tier 2
• This tier will include individualized assessments
  (which might include but is not limited to
  Functional Behavior Assessment, Informal testing,
  etc.)
• Individual in addition to tier 1 and 2

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Tier 3 continued

• Interventions tailored to individual needs
  (strategies that will address the root cause)
  academics, behavior, organization, etc.
• Referral for specifically designed instruction if
  needed.
• Are the interventions provided with sufficient
  intensity and duration to make a difference.
• Refer for psychological evaluation

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Tier 4

• Targeted students participate in learning that
  includes Specialized programs, adapted content,
  ESP services, etc.