1. COST/SST Referral Process The Pyramid of Interventions

2. The “Pyramid of Intervention” is a term applied to the system of supports that a school provides for its struggling students. This slide presentation begins with the teachers presenting curriculum in the regular education classroom and describes the possible events in the path of our efforts to best serve the needs of all students.

3. The teacher presents the curriculum. The curriculum is based on the state standards, using approved texts, and adapted to the needs of the class. Teachers monitor the progress of the students 'learning through observation, review of student work, and various assessments including formal and informal quizzes and tests.

4. Students learn the curriculum differently, according to their readiness, participation, home support, intelligences, and learning differences. Teachers see the various results as they monitor student progress. Some students learn quickly and learn well, and the teachers provide them with challenge or open-ended work. Other students may have difficulty with learning at the same pace, and the teachers provide them with extra support or intervention.

5. Classroom intervention is by far the largest part of the Pyramid and is its foundation. This intervention may take several forms: Students may be asked to review or redo an assignment. Students may be asked to work with a partner. The teacher may ask the parent to review the work with the child. The teacher may give the student individual attention during IWT (Independent Work Time) or Workshop Time. Both terms refer to a time in every teacher’s schedule where intervention support is offered to struggling students. Students may work with a tutor as individuals or in a small group.

6. The teacher monitors and documents the interventions, which can have various results: The student’s performance improves and they continue on with little or no additional intervention. The student’s performance improves, but they continue to need additional support in the classroom. The student’s performance does not improve, or the improvement is still below grade level.

7. If the student’s performance improves, but they continue to need additional support in the classroom: The teacher and the parents will work together to continue supporting the student to improve performance. Close teacher monitoring and documentation is needed. Close communication and cooperation between parent and teacher is also necessary.

8. If the student’s performance does not improve, or the improvement is still below grade level: The teacher will confer with parents on how to help the student. The teacher may change the amount or type of intervention support. The teacher may submit a COST Student Support Form, in order to get input from other professionals.

9. What is COST? What: Coordination of Student Services Team When: Meets every other week Why: To provide appropriate interventions for students who have been identified with specific behavior, academic, and attendance concerns

10. COST Members Alfredo Torres Gabriel Moreno Counselors Ortencia Sell Amanda Boggs Lizbeth Padilla Tajara Ross

11. How Do I Make a Referral?

12. Finding the Form Online Programs VHS Website Outreach Consultant Programs Forms Outreach Consultant

13. Steps to Complete the Form Information Gathering Gather all Necessary Information Complete Necessary Fields Complete all sections of the form Clearly state the specific concern Specify what interventions have already been put into place for the student. Turn Form In Return completed form to Alfredo Torres

14. What Next? COST will meet and discuss the student and gather history The cum file will be reviewed and necessary additional information will be reviewed. The team will make a determination on the next course of action for the student based on all available information. In some cases students are referred for a Parent Conference or an SST meeting Other students are accommodated with other interventions

15. What is SST? What: Student Success Team When: Held in the mornings or afternoons Why: Most Common Outcomes of an SST: Counseling referrals Medical referrals CICO mentoring Attendance/Academic/Behavior contracts Referral to Turning Point or other drug/Alcohol counseling Outside agency referral Change in student academic program Referral for Special Education testing

16. Parent Conference/SST Members StudentParentTeachersCounselor Outreach Consultant Community Liaison Administrator

17. The purpose of the SST is for all to share strategies to help the student. The SST reviews the medical and educational history of the child. The SST considers strategies used and their degree of success. The SST listens to concerns of the teacher and parent. The SST develops a plan of action to support the child. The teacher and the parents meet for a follow-up after 6 weeks to evaluate and, if needed, adjust the plan.

18. What the Referral Process is NOT. A magic solution A one size fits all process Meant for everyone

19. 80% able academic & emotional learners The Prevention/Intervention Triangle Primary Prevention(School-wide): Promote academic & mental/emotional wellness for all students through: family involvement, positive school climate, social skills, teacher training, individualized instruction, team consultation, collaborative problem solving Early Intervention: Provide proven structured and targeted remedial academic & mental/emotional support to students placed at-risk Intensive Intervention: Evidence-based interventions that are comprehensive, coordinated, interagency supported, culturally competent, family focused, of high quality, and sustain help 15% 5% Adapted from: Dwyer, K. & Osher, D. (2000) Safeguarding Our Children: An Action Guide. Washington DC: U.S. Departments of Education and Justice, American Institutes for Research. (page 3) Evaluate Effects

20. TIER 1 STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING All students participate in instruction that is: -In the general education classroom -Standards-based -Differentiated - Evidenced-based Guided by progress monitoring & balanced assessment -Planned to address all developmental domains (academic, communication/language, social etc.) TIER 2: NEEDS BASED INSTRUCTION/LEARNING: STANDARD INTERVENTION PROTOCOLS Targeted students participate in instruction that: -Is different from Tier 1 -Uses established intervention protocols -Provides enhanced opportunities for extended learning -Uses flexible, small groups -Includes more frequent progress monitoring -Addresses needs in all developmental domains (academic, communication/language, social etc.) TIER 3: SST DRIVEN INSTRUCTION/LEARNING Targeted students participate in: -Individual assessment -Tailored interventions to respond to their needs -Frequent formative assessments -Consideration for specially designed instruction only when data indicates a need (e.g. gifted or special education services) TIER 4 SPECIALLY DESIGNED INSTRUCTION/LEARNING Targeted students participate in: -Specialized programs -Adapted content, methodology, or instructional delivery -GPS access/extension STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS