Rescue & Recovery Kent County Principals February 27,2008

Personalizing Expectations Standards/expectations remain the same Can be varied/personalized

Stopping the Log Jam Literacy/Math Support Plans Advisory/Seminar 9th Grade Academies Tutoring Homework Hotlines Instructional Delivery Differentiated Instruction

What is a Pyramid of Intervention? Strategies to help students who need additional support Systematic response to students who need additional support

Intervention Support Universal Support-- All Students Additional Support-- Struggling Students Intensive Support

The Pyramid Addresses: Student achievement Options/alternatives Personalization Relationships Empowerment Collaboration Time

Intervention Examples Change of schedule (study halls) Late start Transitions—feeders/ id at-risk Summer activities/assignments New student orientation/buddy system Use people differently Social worker Parent involvement Technology ( , web-sites) Common assessments Volunteers

The Process 1. Identify interventions already in place 2. Sort and classify the interventions from least intensive to most intensive 4. Brainstorm suggestions for additional interventions and potential resources 3. Identify sections of strength and weaknesses among existing interventions Principal Magazine, The Turnaround Principal: September/October, vol.84 no. 1, page(s) 36-41

Process Continued 5. Create a system for tracking the success of students and interventions 6. Show a preliminary pyramid to staff for additional input 7. Understand that additions and deletions may be needed, based on student needs and staff expertise Principal Magazine, The Turnaround Principal: September/October, vol.84 no. 1, page(s) 36-41

Summer Transition Program Interdisciplinary Teaching Teams Tutored Study Hall 15 Day Identification Tutor Pullout After School Study Hall Credit Recovery Success Team Life Program PYRAMID OF INTERVENTION Parents On-Line Courses Staff Development

Middle School Example

What supports do we have for our students? How are we monitoring them for effectiveness? Are the majority of our supports instructional or structural? Are they building wide or are they targeted? If targeted, how do we know we are reaching the target group? Ed Trust Questions

Early Warning Systems Examples for Data: Attendance patterns Course taking patterns Grades/assessments Mobility patterns Transitions

Brainstorming Exercise We’ve received reports that up to 20 percent of the current 9th graders are failing Algebra I, thus already endangering graduation in the new Michigan Merit Curriculum. Using the powerpoint and the resources from the web, design a pyramid of interventions to address this problem. Post your comments on the web by adding comments to the Resources post.