Pyramids of Prevention and Intervention

1
Pyramids of Prevention and Intervention

• Vehicles for Student Success

2
Facing the Facts
3
Characteristics of Highly Successful Schools
(Rick DuFour Professional Learning Community)

• Common Mission, Vision, Value and Goals
• High Expectations and a Strategic Process of
  Prevention and Intervention
• Collaborative Teams
• Use of Data and Continuous Improvement
• Active Participation from Family and Community
• Leadership Capacity at all Levels

4
High Achieving Schools

• Go beyond asserting their purpose of helping all
  children learn
• Commit themselves to building into their planning
  programs, procedures and strategies needed to
  assure that the schools purpose is carried out
• Believe that student failure is not inevitable
• Believe that by working together they can make
  students succeed

5
High Achieving Schools

• Work to change student attitudes and beliefs
• Work to increase students self-confidence
• Work to help staff members move away from the
  giving up syndrome
• Help teachers become daily problem solvers,
  continuously developing new ways to overcome the
  barriers that impede their students academic and
  behavioral growth

6
High Achieving Schools

• Regularly recognize teachers for their successes
• Spot struggling students early and intervene
  promptly
• Are characterized by a variety of programs and
  strategies, applied both school wide and in the
  classroom
• Regularly monitor their progress (individual
  students, classrooms, grade level, school wide)

7
What is a Pyramid of Prevention and
Intervention?

• A graduated series of increasingly intensive
  support for struggling students.
• Provides academic supports for all students
  needing support.

8
What is a Pyramid of Prevention and
Intervention?

• Provides behavioral supports for all students
  needing support.
• A systematic way of providing supports for all
  students in need.

9
Why have a system of preventions and
interventions?

• We know that segments of our school populations
  will struggle with academics and/or behavior.
• We know that the home situations of our students
  vary from student to student. They come to
  school with different levels of preparation for
  success in the school environment.

10
Why have a system of preventions and
interventions?

• We know that our students have different learning
  styles and learning needs.
• We know that our students come to us with
  different expectations for appropriate behavior
  from their home environments.
• We know that our ability to deliver the goods
  varies from school to school and from classroom
  to classroom.

11
What is so important about the word system?

• Assistance for students cannot be based on the
  willingness of a few super dedicated educators.
  
• Everyone in the school must participate in the
  process of helping students get better with both
  academics and behavior.
• A system of efforts keeps everyone involved and
  prevents the burnout of a few.

12
Prevention/Intervention Efforts Help Teachers

• Build relationships with students
• Closely observe students at work
• Identify students strengths and build on them
• Regularly meet with students
• Make themselves visible and available
• Involve students in decisions that affect them

13
Academic Preventions

• Clear Expectations for Student Performance
  (School wide and in Classrooms)
• Homework and Assignments Clearly
• Defined and Assessed
• Effective Use of Instructional Time
• Effective Use of Instructional Staff
• Involving Families in the Instructional Program
• The Effective Use of the I
• Effective Grading Practices
• The Use of Rubrics

14
Behavioral Preventions

• Effective School wide Discipline
• Clear Expectations for Student Behavior
• Character Education Program
• Classroom Guidance Program
• After-School Clubs and Activities

15
Systems of Prevention and Intervention
Information Needed to Do What We Do
How We Do What We Do
What We Do
16
Academics and Discipline Matter

• Outcomes - Academic and Behavioral Targets
• Practices - Interventions and Strategies
  (Evidence Based)
• Data - Information Used to identify Status,
  Need for Change and Effectiveness of
  Interventions
• Systems - Supports Needed to Enable Accurate and
  Durable Implementation of Academic and Behavioral
  Practices

Systems
Data
Outcomes
Practices
17
Planning a Pyramid
Intervention Level 3
Intervention Level 2
Intervention Level 1
Prevention Efforts
18
Continuum of School-Wide Instructional and
Positive Behavior Support

• Primary Prevention - School/Classroom-Wide
  Systems for All Students, Staff and Settings
  (100)
• Secondary Prevention - Specialized Group Systems
  for Students with At-Risk Behavior (20)
• Tertiary Prevention - Specialized Individualized
  Systems for Students with High-Risk Behavior (5)

5
15
80 of Students
19
Academic Systems Behavioral Systems

• Intensive, Individual
• Interventions
• Individual students
• Assessment-based
• Intense, durable

• Intensive, Individual
• Interventions
• Individual students
• Assessment-based
• High intensity

1-5
1-5

• Targeted Group
• Interventions
• Some students (at-risk)
• High efficiency
• Rapid response

• Targeted Group
• Interventions
• Some students (at-risk)
• High efficiency
• Rapid response

5-10
5-10

• Universal
• Interventions
• All students, all settings
• Preventive proactive

• Universal
• Interventions
• All students
• Preventive, proactive

80-90
80-90
20
Academics and Discipline Matter

• Often a patchwork of individual academic
  interventions and behavior management systems
  (teachers administrators)
• Limited consistency about expectations and
  consequences

21
Academics and Discipline Matter

• Want a continuum of positive academic and
  behavior support for all students
• Includes classroom and non-classroom settings

22
Passage Middle School (Newport News Public
Schools) Level 1 Prevention

• Check Agenda Book Daily
• Missing Assignments Notebooks
• Use of Info-Line
• DIVA Club for Girls
• Young Men of Distinction for Boys
• Passage Points
• Level System
• Passage Pals

23
Passage Middle School (Newport News Public
Schools) Level 2 Intervention

• Re-Testing Plan
• After-School Tutoring
• Lunch Study Time
• After-School Guided Study Hall
• Late Homework Plan
• Student Academic Contracts
• Student Behavior Contracts

24
Passage Middle School (Newport News Public
Schools) Level 3 Intervention

• Counseling Groups
• Saturday Academic Detention
• Reading and Math Support Classes (Kidbiz, SOL
  Preparation)
• Functional Behavior Assessment

25
Passage Middle School (Newport News Public
Schools) Level 4 Intervention

• Child Study
• Special Education Referral

26
Passage Middle School A Model Pyramid in Action
Home of the Pathfinders!
27
Planning a Pyramid

• List all of the programs or activities that are
  available for students at your school.
• Divide the list into academic focus or behavioral
  focus by placing an A or a B beside each
  entry on your list.
• A Academic Focus
• B Behavioral Focus

28
Planning a Pyramid

• Place the items listed in rank order from the
  least intensive 1 to the most intensive.
• You can have separate lists for academic entries
  and behavioral entries.
• The entries that target the general population
  represent your prevention efforts. All students
  should benefit from participation in these
  activities or programs.

29
Planning a Pyramid

• The entries that target special segments of your
  school population represent your intervention
  efforts. They should be ranked based on their
  intensity and the numbers of students they are
  designed to impact.

30
Systems of Prevention and Intervention
Help Give Every Student a Chance at Success!