Pyramid
of Interventions
Introduction to the Pyramid of Interventions Quick Guide
A system of academic and behavioral support for ALL learners
Cincinnati Public Schools is pleased to provide you
with our Pyramid of Interventions Quick Guide.
This guide has been created in conjunction with
Superintendent Rosa Blackwell’s academic priorities
as outlined in the district’s new strategic plan,
Building Futures. This plan provides the blueprint
for developing a districtwide model that addresses
the intervention needs of all students.
Pyramid of Interventions is the framework through
which our district provides integrated academic and
behavioral supports to children within a three-tiered
model. Specifically, the Pyramid of Interventions
framework provides three tiers or levels of support
(academic and behavioral) that are designed to
support a wide range of learner needs at the
schoolwide, targeted and individual levels. This
framework is directly aligned with our efforts to
improve teaching and learning on behalf of our
diverse student population.
The Pyramid of Interventions Quick Guide has
been designed to serve as a user-friendly reference
and resource for a wide audience of educators,
parents and community partners in understanding
how to best support the educational needs of all
learners. Our three-tiered model of instruction and
intervention is nationally recognized and is deeply
grounded in research and best practices for meeting
the needs of all students within a school community.
It is our hope that you will find this resource
valuable as you work to improve learning outcomes
throughout our district. Have a wonderful school
year!
Markay L. Winston, Ph.D.
Director of Student Services
A special acknowledgment is offered to Superintendent Rosa Blackwell for her commitment,
support and direction in completing this important work on behalf of Cincinnati’s children.
Additionally, thank you to the following team of professionals
who worked tirelessly to complete this tool:
• Mireika Kobayashi, CPS’ Bilingual Psychologist
• Kathleen Bower, Lead School Psychologist
• Dr. Pat Cleveland, Student Services Manager for Nonpublic
Schools
• Gloria Nelson-Turnbow, Hamilton County Educational
Services Center Consultant
• Dr. Amy Harris, School Psychologist
• Dr. Kami Hill, District School Psychologist
• Dr. Amy Murdoch, SERRC Consultant
The following groups served in the very important role of
reviewing, editing and offering feedback throughout the
development of the Quick Guide:
•
•
•
•
District Instructional Leadership Team
Department of Student Services Administrative Team
Related Service Personnel and Lead Staff
Pyramid of Interventions Steering
and Implementation Committees
• CPS’ Curriculum Councils
• Public Affairs Department
Pyramid of Interventions
Academic Systems
Tier III: Intensive, Individual
Interventions (1%-5%)
Individual students
Assessment-based
High intensity
Tier II: Targeted Group
Interventions (5%-10%)
Some students (at-risk)
High efficiency
Rapid response
Tier I: Schoolwide
Interventions (80%-90%)
Core instruction
All students
Preventative, proactive
Behavioral Systems
Tier III: Intensive, Individual
Interventions (1%-5%)
Individual students
Assessment-based
Intense, durable procedures
Tier II: Targeted Group
Interventions (5%-10%)
Some students (at-risk)
High efficiency
Rapid response
Tier I: Schoolwide
Interventions (80%-90%)
Core instruction
All students
Preventative, proactive
Pyramid of Interventions: Key points
•
All areas of student performance can be addressed through the Pyramid of Interventions.
•
The representative planning teams implementing the Pyramid of Interventions in school
buildings will include, but are not limited to, the following:
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Principal
Teachers
Parents
Teacher leaders
Psychologists
Intervention specialists
Speech/language
pathologists
Physical therapists
Occupational therapists
Nurses
Gifted and talented teachers
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English-as-a-Second Language
personnel
Student Services Managers
Supplemental Service teachers
Audiologists
Community partners
Juvenile Court representatives
Surrogate parents
Instructional assistants
Bus drivers
Custodial staff
Cafeteria staff
All tiers utilize the Collaborative Strategic Planning Process, explained below.
The Collaborative Strategic Planning Process
Concern Definition
What is the concern?
Evaluate the Plan
Is our plan working?
Plan Development
& Implementation
What actions will be
done to meet the goal
and resolve the concern?
Analysis of Concern
Why is the concern
occurring?
Goal Setting
What do we want to
see happening and by
when?
Foundation for the Pyramid of Interventions
Administrative
Leadership
Academic & Behavior
Supports Across 3 Tiers
Culturally
Responsive
Practices
Data-Based
Decision Making
Explicit Instruction of
Academic & Social Skills
Collaborative
Strategic Planning
Research and
Standards-based
Practices
Tier Comparisons
Tier 1– Schoolwide
Tier II– Targeted
Tier III – Intensive
Focus
For all students
For students identified with marked
difficulties, and who have not responded
to Tier I efforts
For students identified with severe or
significant difficulties,
culties and who have not
responded to Tier I or Tier II efforts
Program
Research- and standards-based core
instruction
Programs, strategies and procedures that
supplement core instruction
Sustained, intensive research- and standardsbased interventions provided in addition to
Tier I and II supports
Grouping
Multiple grouping formats to meet
student needs
Small-group instruction (1:3, 1:4, or 1:5)
Individualized, small-group instruction (1:1, 1:2,
or 1:3)
Time
90 minutes per day or more of core
instruction
Minimum of 30 minutes per day 2-3 x per
week in small groups in addition to
90 minutes of core instruction
Minimum of 30 minutes per day in small
groups or individually in addition to core
instruction
Assessment
Benchmark assessment occurring
quarterly throughout the school year
Monitoring progress twice a month on
target skill to ensure adequate progress and
learning (preferably weekly)
Monitoring progress twice a week, or at a
minimum weekly, on target skill to ensure
adequate progress and learning
Interventionist
General education teacher
Personnel determined by the school (e.g.,
a classroom teacher, a specialized teacher,
interventionist, etc.)
Personnel determined by the school (e.g.,
a classroom teacher, a specialized teacher,
interventionist, etc.)
Setting
General education classroom
Appropriate setting designated by the
school; may be within or outside the
classroom
Appropriate setting designated by the school;
may be within or outside the classroom
Representative
Planning Team
Composition
Administrators
Teachers
Parents
Intervention Specialists
Community partners
Custodial/ Cafeteria staff
Gifted & talented teachers
Related service personnel
Bus drivers
ESL personnel
Instructional assistants
Cultural liaisons/ interpreters
Targeted and representative members with
appropriate specialists (e.g. speech and
language, nurse, ESL, intervention specialist, etc.) consulted as needed.
Targeted and representative members,
parent/guardian, IAT and appropriate
specialists (e.g. SLP, nurse, ESL, intervention
specialist, etc.) consulted as needed.
Representative
Planning Team
Activities
Analyze schoolwide data and make
building decisions accordingly
following the Collaborative Strategic
Planning Process at a systemic level.
Monitor decision-making rules (up to
Tier III, down to Tier I); monitor consistent
implementation of supplemental
instruction; monitor effectiveness of
supplemental instruction
Monitoring implementation of Tier III
increased intensity supports and individual
student progress
Pyramid Check
80%-90% of students will make
appropriate progress at this level of
support AND achievement gaps among
different subgroups should not exist.
Only 5%-10% of students will need this level
of supplemental instruction to make
appropriate progress.
Only 1%-5% of students need this level of
intense supplemental instruction to make
appropriate progress
If the above percentage does not exist,
examine supports and services available in
Tier I.
If the above percentage does not exist,
examine supports and services available in
Tier I and Tier II.
TIER I: Schoolwide Interventions
(Core instruction provided to ALL students)
Focus
For all students
Program
Research- and standards-based core instruction
Grouping
Multiple-grouping formats to meet student needs
Time
90 minutes per day or more of core instruction
Assessment
Benchmark assessment occurring quarterly throughout the school year
Interventionist
General education teacher
Setting
General education classroom
Representative
Planning Team
Composition
Administrators
Intervention Specialists
Community partners
Custodial & Cafeteria staff
Representative
Planning Team
Activities
Analyze schoolwide data and make building decisions accordingly, following the Collaborative
Strategic Planning Process* at a systemic level.
Pyramid Check
80%-90% of students will make appropriate progress at this level of support AND achievement gaps
among different groups should not exist
Teachers
Gifted & talented teachers
Related service personnel
Bus drivers
Parents
ESL personnel
Instructor Assistants
Cultural liaisons/ interpreters
Etc.
*See page 4 for the steps of the Collaborative Strategic Planning Process.
TIER I
Schoolwide Interventions
TIER I
Academic
Components • A research-based core curriculum that is consistently
implemented and monitored
• Research-based supplemental academic/social
competence programs that address weaknesses
in the core or additional needs of students
• Universal screening measure(s) throughout the year;
analyzed by school-level planning team and
classroom teachers
• Regular checks of program implementation and
reliability of data collection
• Culturally Responsive and Inclusive Practices
• Appropriate specialists (e.g., SLP, nurse, ESL, school
psychologist, intervention specialist, etc.) consulted
as needed
Universal
Screening
Data
All students are screened at regular times (i.e. at least
quarterly) throughout the year using efficient assessment measures that give accurate and clear information about a student’s needs. Building team analyzes
data. Particular attention is paid to analyzing any issues
regarding disproportionality.
Example: DIBELS (K-6), Curriculum-Based Measurements (7 and up)
TIER I
Positive School Culture/
Positive Behavior Supports
• Core team to facilitate development and implementation of PBS plan
• Three to five overarching expectations
• Matrix defining expectations in every setting
• Lesson plans for teaching expectations in every setting
• A structure for teaching and reteaching lesson plans
• Develop an acknowledgment system
• System for collecting data (reporting in SASI, who,
when)
• Ensure the use of Culturally Responsive and Inclusive
Practices
• Appropriate specialists (e.g., SLP, nurse, ESL, school
psychologist, intervention specialist, etc.) consulted
as needed
Office referral data is recorded and key reports (i.e.,
the big 5 reports of referrals – per day, per month, by
problem behavior, by location, by time, by student) are
analyzed graphically. Particular attention is paid to
analyzing any issues regarding disproportionality
Example: SASI reports of the big 5
TIER I
Decision
Rules to
move
children
to Tier II
TIER I
Academic
Positive School Culture/
Positive Behavior Supports
• Tier I supports have been correctly implemented and
monitored.
• Clear decision rules are set for reviewing and
confirming universal screening data. Data should
identify which children may need support in which
skills AND screening data is confirmed with follow-up
assessment.
• Review child’s behavioral/language data to consider
need for behavior or other supports.
• Tier I supports (schoolwide PBS) have been
implemented as planned.
• Clear decision rules are set for reviewing and
confirming universal screening data.
• At a minimum, twice as many positive acknowledgments to corrections have been made (part of Tier I).
• Review child’s academic data to consider need for
academic supports.
Example: School is accurately implementing Voyager,
the core curriculum for reading. A student scores significantly below benchmark on DIBELS. The teacher
would assess at least two more times on a DIBELS
assessment to confirm the results.
Example: School is accurately implementing schoolwide PSC, and Ms. Smith is accurately implementing PSC in her classroom. A student starts breaking
the classroom rules. The teacher would increase the
number of times she gives this child a “caught being
good” ticket to increase the expected behaviors.
If the results are confirmed, Tier II supports are
considered.
If referrals continue, after a 2-week period, Tier II
supports are considered.
TIER II: Targeted Group Interventions (Supplemental)
Focus
For students identified with marked difficulties, and who have not responded to Tier I efforts
Program
Programs, strategies and procedures that supplement core instruction
Grouping
Small-group instruction (1:3, 1:4, or 1:5)
Time
Minimum of 30 minutes per day 2-3 x per week in small groups in addition to 90 minutes of core
instruction
Assessment
Monitoring progress twice a month on target skill to ensure adequate progress and learning
(preferably weekly)
Interventionist
Personnel determined by the school (e.g., a classroom teacher, a specialized teacher,
an interventionist)
Setting
Appropriate setting designated by the school; may be within or outside the classroom
Representative
Planning Team
Composition
Targeted and representative members with appropriate specialists (e.g. speech and language,
nurse, ESL, intervention specialist, etc.) consulted as needed
Targeted Team
Activities
Monitor decision-making rules (up to Tier III, down to Tier I); monitor consistent implementation
of supplemental instruction; monitor effectiveness of supplemental instruction
Pyramid Check
Only 5%-10% of students will need this level of supplemental instruction to make appropriate
progress.
If the above percentage does not exist, examine supports and services available in Tier I.
TIER II
Targeted Interventions
TIER II
Academic
Components • Formal, research-based reading interventions in place
at all grade levels that address children’s specific area
of skill deficits (e.g., A 3rd-grader who is struggling
with reading fluency is provided with an intervention,
such as repeated readings, to improve her fluency.)
• Intervention services consistently given to students
who need them
• Students provided with intervention support during a
time when they will not miss key instructional content
as much as possible
• Trained instructors provide the intervention services
• Regular checks of program implementation and
reliability of data collection
• Appropriate specialists (e.g., SLP, nurse, ESL, school
psychologist, intervention specialist, etc.) consulted
as needed
Progress
Monitoring
Data
TIER II
Positive School Culture/
Positive Behavior Supports
• Tier II interventions implemented. These are developed by the school based on referral data. (e.g., Social
skills groups, after-school activities, age-appropriate
behavior plan to parent)
• Student’s skill needs matched with the intervention
service (e.g., 9th-grader who has eight referrals in two
months for fighting is taught anger-management skills)
• Complete appropriate paperwork (as developed by
your school) to access Tier II interventions
• Appropriate specialists (e.g., SLP, nurse, ESL, school
psychologist, intervention specialist, etc.) consulted
All students receiving Tier II supports are monitored
regularly (e.g., biweekly) to determine if their academic
or identified skills are improving as a result of the
intervention supports. Results are graphed.
All students receiving Tier II supports are monitored
regularly (e.g., biweekly) to determine if their behavioral
skills are improving as a result of the intervention
supports. Results are graphed.
Example: A 10th-grade student regularly (i.e., on a
weekly basis) self-monitors his/her progress on specific
skills assessed on the Ohio Graduation Test.
Example: A 6th-grade student with a high referral rate
for fighting would graph the number of fights per week
(may also graph the pro-social behavior that is replacing
the fighting).
TIER II
Decision
Rules to
move to
Tier III or
back to
ONLY Tier I
supports.
TIER II
Academic
Positive School Culture/
Positive Behavior Supports
• Tier I and Tier II supports implemented as planned
and monitored
• Clear decision rules for reviewing and confirming the
progress-monitoring data (see example)
• Data appropriately graphed to aid in analysis (e.g.,
goal line, baseline data, enough intervention data for
decision making, aim line, peer comparisons, etc.)
• All resources at Tier I and Tier II considered and used,
if appropriate, without adequate response before
moving on to Tier III
• Consider increasing the frequency of the intervention
before moving on to Tier III
• Tier I and Tier II supports implemented as planned
• Tier II interventions implemented as planned for at
least 4-6 weeks
• Student continued to receive office referrals since
starting Tier II intervention
• Background information collected
• Exception: Student demonstrates behavior that is
dangerous to herself/himself or others = automatic
move to Tier III. Clear decision rules are set for reviewing and confirming the progress-monitoring data
• Data appropriately graphed to aid in analysis (e.g.,
goal line, baseline data, enough intervention data for
decision making, aim line, peer comparisons, etc.)
• All resources at Tier I and Tier II considered and used,
if appropriate, before moving on to Tier III
• Consider increasing the frequency of the intervention
before moving on to Tier III
TIER III: Intensive, Individualized Interventions
Focus
For students identified with marked difficulties, and who have not responded to Tier I or Tier II
efforts
Program
Sustained, intensive research- and standards-based interventions provided in addition to Tier I
and II supports.
Grouping
Small-group instruction (1:1, 1:2, or 1:3)
Time
Minimum of 30 minutes per day in small groups or individually in addition to core instruction
Assessment
Monitoring progress twice a week or at a minimum weekly on target skill to ensure adequate
progress and learning
Interventionist
Personnel determined by the school (e.g., a classroom teacher, a specialized teacher, an external
interventionist)
Setting
Appropriate setting designated by the school; may be within or outside the classroom
Representative
Planning Team
Composition
Targeted and representative members, parent/guardian, IAT, and appropriate specialists (e.g. SLP,
nurse, ESL, intervention specialist, etc.) consulted as needed
Representative
Planning Team
Activities
Monitoring implementation of Tier III increased intensity supports and individual student progress
Pyramid Check
Only 1%-5% of students need this level of intense supplemental instruction to make appropriate
progress.
If the above percentage does not exist, examine supports and services available in Tier I and Tier II.
TIER III
Individual Intervention
TIER III
Academic
Positive School Culture/
Positive Behavior Supports
Components • Parent involvement and permission obtained
• Collaborative Strategic Planning Process for
individual learners used
• Intervention plan aligned to the scope and sequence
of Tier I and II academic programs
• Students’ academic intervention plans include daily
practice with key content skills, work with a highly
skilled instructor, work in small groups (1:1-1:3)
• Research- and standards-based programs or
instructional strategies used.
• Frequent monitoring of progress continues
• Appropriate specialists (e.g. SLP, nurse, ESL, school
psychologist, intervention specialist, etc.) consulted
• Parent involvement and permission obtained
• Collaborative Strategic Planning Process for
individual learners used
• FBA completed at the meeting by the team
• Additional academic data collected
• Individual behavior support plan developed,
including essential elements such as replacement
behavior, rewards and consequences
• Frequent monitoring of progress continues
• Follow-up meetings scheduled to review progress
(typically 3-6 weeks) and to make changes to
interventions as needed
• Appropriate specialists (e.g. SLP, nurse, ESL, school
psychologist, intervention specialist, etc.) consulted
Progress
Monitoring
Data
All students receiving Tier III supports are monitored
regularly to determine if their academic skills are
improving as a result of the intervention supports. Results are graphed.
All students receiving Tier III supports are monitored
regularly to determine if their behavioral skills are
improving as a result of the intervention supports.
Results are graphed.
Example: An 8th-grade, ELL student with limited
previous education in her native language requires
intensive academic support in all content areas. In
collaboration with ESL, general education teachers
and the school psychologist, Curriculum Based
Measurement (CBM) probes for math, reading and
writing are given weekly throughout the year to monitor
her progress with the goal of catching her up to her
peers. Progress is graphed.
Example: A 4th-grade, nonverbal student is having
difficulties following directions in the cafeteria. The
general education teacher and the intervention specialists ask other students to model the use of a checklist
with appropriate cafeteria procedures. The adults
provide the target student with multiple opportunities
to practice and give positive corrective feedback. The
number of steps followed is monitored and graphed.
TIER III
TIER III
Decision
Rules to
revisit
Tier III plan
or back to
Tier II
TIER III
Academic
Positive School Culture/
Positive Behavior Supports
• Tier III supports implemented as planned
• Clear decision rules set for reviewing and confirming
the progress-monitoring data
• Data appropriately graphed to aid in analysis (e.g.
goal line, baseline data, enough intervention data for
decision making, aim line, peer comparisons, etc.)
• Tier III supports implemented as planned
• Tier III interventions implemented as planned for at
least 2-3 weeks
• Student continued to receive office referrals since
starting Tier III intervention
• Data appropriately graphed to aid in analysis (e.g.
goal line, baseline data, enough intervention data for
decision making, aim line, peer comparisons, etc.)
Glossary
Accommodations
Assessment
Child Find
Changes made in the way materials are presented or in the way
students respond to the materials, as well as changes in setting, timing
and scheduling, with the expectation that the student will reach the
standard set for all students. (Ohio’s Assessment System: Alternate
Assessment for Students with Disabilities, Administration Manual).
Evaluations (formal/informal) used to determine a student’s needs.
The legal process for providing mandated intervention services in
conjunction with efforts to identify children with suspected disabilities.
Collaborative Strategic
Planning Process
Planning and developing procedures to determine who needs help and
what type of researched-based support to use (strategies, interventions
and assessments).
Culturally Responsive
Practices
Specific educational practices, instructional strategies, curricula
content, and teaming processes that have been established by research
to increase the achievement of historically underachieving culturally
diverse students.
Cross-Cultural
Competence
The ability to think, feel and act in ways that acknowledge, respect
and build upon ethnic, social, cultural and linguistic diversity.
Differentiated
Instruction
An approach to planning so that one lesson is taught to the entire
class while meeting the needs of each child. The teacher weaves the
individual goals into the classroom content and strategies. The content
and the instructional strategies are the vehicles by which the teacher
meets the needs of all the students.
Functional Behavior
Assessment
A question-driven problem-solving process that identifies factors
impacting student behavior. The focus is on finding out what needs the
behaviors are meeting for the student and what environmental events
are influencing the behaviors.
Glossary
Glossary (cont.)
Inclusive Practices
Practice of educating children with diverse learning needs in general
education classrooms with appropriate supports.
Intensive Intervention
Supports (Tier III)
Identified students who need continued and sustained academic and
behavioral support to make progress (1%-5% of students).
Intervention Supports
Supports providing sufficient instruction that is given to students who
are at risk for academic or social failure catch up.
Instructional Method
Positive Behavior Supports
(PBS)/Positive School
Culture (PSC)
Schoolwide (Universal)
Intervention/Supports (Tier I)
Targeted Intervention
Supports (Tier II)
3-Tiered Model
Transition
Universal Design
For Learning
Any and all ways that instruction is presented to students.
PBS/PSC is a broad range of systemic and individualized strategies for
achieving important social and learning outcomes while preventing
problem behaviors.
General education and social competencies for all students. All
students receive high quality instruction and behavioral support
schoolwide.
Identified students who are at risk for not reaching academic and/or
behavior standards, (5%-10% of students).
A descriptive framework for providing interventions at increasing levels
of intensity based on response to interventions.
Movement of a student from one setting to another (e. g., preschool
to school age, elementary to high school, high school to the work place
or to higher education).
Universal Design for Learning is the framework through which
instructional lessons are planned and designed with embedded
learning supports (i.e., scaffolds) that plan for the unique learning
needs of diverse students to enable access to curricular content
through multiple formats.
Commonly Used Acronyms
BIP
CRP
CWT
DIBELS
Culturally Responsive Practices
Classroom Walk-Through (An effective strategy to guide classroom
visits and follow-up reflection)
.
Dynamic Indicators of Basic Early Literacy Skills
ELL
English Language Learners (Students whose native language or home
language is other than English)
ESL
English as a Second Language (English language instructional support
provided to students whose native language or home language is other
than English)
FAPE
Free Appropriate Public Education (Special education and related
services provided in agreement with an IEP, without charge and meeting
state education standards)
FBA
IAT
IDEA
IDEIA
Acronyms
Behavior Intervention Plan
Functional Behavior Assessment
Intervention Assistance Team (Assembled to design a support plan to
help teachers, parents and students who are attempting to solve student
learning or behavioral concerns and other related issues)
Individuals with Disabilities Education Act
(P.L. 105-17 IDEA – Ensures all children with disabilities and their families
access to a free and appropriate public education)
Individuals with Disabilities Education Improvement Act
(Parts A, B and C, effective 7/1/05)
Commonly Used Acronyms (cont.)
LEP
Limited English Proficiency (Refers to students whose native or home
language is not English, which inhibits participation in a school’s
educational program)
NCLB
No Child Left Behind (Federal Operating Standards for Schools)
OISM
Ohio Integrated Systems Model
OSEP
Office of Special Education Programs, U.S. Department of Education
PBI
PBM
Positive Behavior Intervention
Positive Behavior Management
PBS
Positive Behavior Support (A broad range of systemic and
individualized strategies for achieving important social and learning
outcomes in school communities while preventing problem behavior)
PSC
Positive School Culture
SEAL
SIP
Standards/Examine Data/Assessment/Learning Experiences
(A framework for developing units and lessons around the
identification of desired results for high levels of proficiency and
mastery)
Standards in Practice (A professional development strategy to align
classroom lessons to standards in order to increase the rigor of
teachers’ instruction.
Questions and Answers on CPS’ Pyramid of Interventions
What is the Pyramid of
Interventions?
Pyramid of Interventions is the Cincinnati Public
Schools’ theoretical, three-tiered integrated model
for addressing the academic and behavioral needs
of students within an individual school or district.
The CPS Pyramid of Interventions framework is
adapted from the nationally recognized threetiered model of intervention, (Ohio’s model is
OISM) initially introduced within the Positive
Behavior Support literature. The three tiers
(universal, targeted and intensive) are designed
to provide prevention and intervention supports
for all children based on scientifically validated
strategies of support. This model is predicated
on the theoretical underpinnings of Collaborative
Strategic Planning, culturally responsive practices,
data-based decision making, inclusive planning
teams, empirical basis for practice and treatment
integrity.
Questions and Answers
What are we trying to accomplish?
Superintendent Blackwell directed all schools to
develop and implement a three-tiered model of
intervention (Pyramid of Interventions) that will
be utilized to support a differentiated model of
instructional supports for children with diverse and
unique learning needs. Each school is expected to
adhere to this model as it designs a comprehensive
and integrated system of support with the explicit
outcome of improving students’ performance.
Every principal and school employee should
be able to articulate their school’s Pyramid of
Interventions for supporting all children.
What would it look like in CPS?
All schools in CPS would follow the districtadopted three-tiered pyramid model. Each
building would be required to have a written plan
for how it addresses the diverse academic and
behavioral needs of all learners within its school
environment. These plans are intended to be
flexible and based on student needs, as evidenced
by academic and behavioral data. Their Pyramid
of Interventions plans would be embedded within
their school’s OnePlan. Although the overall
structure and format of the school’s Pyramid of
Interventions will be similar, variations between
and among schools will be expected based on
the needs of the students.
Questions and Answers (cont.)
Why is it necessary, and how will it
add value to what we already are
doing?
A Pyramid of Interventions model is necessary
in districts that are attempting to be inclusive in
addressing the needs of 100% of their student
population. As well, as we strive to meet the
requirements of NCLB, IDEIA and other legislation,
this model will serve the district well because of its
strong research-based foundation for improving
educational outcomes by removing achievement
gaps.
The value of this type of model is that it requires
districts and schools to pay attention to ALL
groups of children in the development and
implementation of instructional strategies through
the creation of strong curriculum and support
systems for responding to children who are not
responsive to various levels of intervention. In
addition, the Pyramid of Interventions strengthens
what we already are doing by providing a
framework within which all district-sanctioned
initiatives should be grounded.
How does it fit with other
initiatives in CPS?
The Superintendent’s five-year strategic plan,
Building Futures, has prioritized our district’s
focus on improving student performance, and
the Pyramid of Interventions approach is aligned
closely with this plan. As well, this model fits very
well with current district initiatives in that the
core components of standards-based instruction,
examining data, assessment and examining the
learning environment (SEAL) all are relevant
features embedded within a tiered model. In
addition, appropriate application of this model is
supportive of teachers collaborating and reflecting
on their instructional practices (SIP) while also
supporting principals in their efforts to monitor
classroom instructional priorities (CWT) while
ensuring that high quality and relevant content is
delivered (Rigor and Relevance).
For example, in many respects, SIP, SEAL,
CWT, and Rigor and Relevance strategies and
components should all be observed within Tier I
of the pyramid in schools and classrooms where
implementation is in alignment with the desired
protocol. In addition, these initiatives also should
have visible evidence throughout the other two
tiers as well, depending on how children respond
to teacher and school efforts to ensure that all
children are provided quality instruction.
References
Key Cincinnati Public Schools Initiatives
For more information regarding CPS’ key initiatives, please refer to the manuals for the following:
CWT (Classroom Walk Throughs)
Positive School Culture (PSC)
Professional Learning Communities (PLC)
Rigor and Relevance (in Academic Content)
SEAL (Standards, Examine Data,
Assessment, Learning Experiences)
SIP (Standards in Practice)
Article
Sugai, G., Kame’enui, E., Horner, R. H., & Simmons, D.
(2000).
Effective instructional and behavioral support systems:
A schoolwide approach to discipline and early literacy.
University of Oregon, Eugene: Center on Positive
Behavioral Interventions and Supports and Institute for
the Development of Educational Achievement.
Legislation
ESEA PL 107-110 – No Child Left Behind
For information to help you understand NCLB, go to:
http://www.ed.gov/nclb/overview/intro/guide/index.
html
For information regarding NCLB in Ohio, go to: http://
www.ode.state.oh.us/esea/
IDEIA – Individuals with Disabilities Education
Improvement Act of 2004
For news and information on IDEIA, go to:
http://www.ed.gov/policy/speced/guid/idea/idea2004.
html
Senate Bill 1
For information, go to: http://www.ode.state.oh.us/
legislation/PDF/Provisionsof SB1_8.20.01.pdf
References
Academic Intervention Services: Legislative Office of
Education Oversight
For information, go to:
http://www.loeo.state.oh.us/reports/PreEleSecPDF/
Intervention_Web.pdf
Resources
Academic Content Standards
For more information, go to: http://www.ode.state.oh.us/
Academic_Content_Standards/
Operating Standards for Ohio’s Schools
For more information, go to: http://www.ode.state.
oh.us/school_improvement/laws_standards/Operating_
Standards/default.asp
Operating Standards for Ohio’s Schools Serving
Children with Disabilities
For more information, go to: http://www.ode.state.
oh.us/exceptional_children/children_with_disabilities/
Operating_Standards/default.asp
For more information regarding the Pyramid
of Interventions Quickguide or resources:
Contact Cincinnati Public Schools’ Department
of Student Services at (513) 363-0278.
Cincinnati Public Schools
Department of Student Services
Markay L. Winston, Ph.D., Director
P.O. Box 5381
Cincinnati, OH 45201-5381
Location: 2651 Burnet Avenue, (45219)
(513) 363-0278
www.cps-k12.org
The Cincinnati Public School District provides equal educational,
vocational and employment opportunities for all people without
regard to race, gender, ethnicity, color, age, disability, religion,
national origin, creed, sexual orientation, or affiliation with a union
or professional organization. The district is in compliance with
Title VI, Title IX and Section 504 of the Vocational Rehabilitation
Act. For additional information, contact the Title IX Coordinator
or Section 504 Student Coordinator at 363-0000. TDD#363-0124.
August 2006