This document outlines a multi-tiered system of academic and behavioral interventions for students. It describes three levels of intervention: level 1 involves classroom interventions by teachers; level 2 adds interventions by support staff and counseling; and level 3 involves alternative placement or special services. The interventions include strategies related to instruction, assessment, parental involvement, dedicated staff support, learner behavior monitoring, and counseling. The goal is to help students improve their academic performance and behavior through increasingly intensive intervention levels until they can exit the system by meeting predetermined performance goals.

1. Entry:
If not making appropriate
progress from
level 2 interventions
Entry:
1)Failure to improve at level 1
2) If a grade stays below 70% for 3 weeks
3) Failing 2 or more classes
Entry:
As soon as grade drops below 70%
Or at teacher discretion when a
need is identified
School Structures
 Department team time
 Academic eligibility system
 Student handbook: clear expectations and
procedures
 School day structured to support interventions
Curriculum/Instruction/Assessment
 Aligned curriculum
 Meets or exceeds state standards
 Utilization of frequent common assessments
for power standards
 Grading aligned by grade level content area
 Common Syllabi
Parental Involvement
 PIV
 8th Grade Orientation
 Parent teacher conferences
 Electronic communication
 Open house
 Huskie Tracks
 PNP
 Site Based
Dedicated Staff
 Commitment to researched best practices
 Counselor support
 Grade level and departmental collaboration
 Professional Development
 Special Education Interventions
 PIV access for homeroom advocacy
 Preferential seating
 Teacher prompts and/or proximity
 Repeat directions one on one
 Before or after school help
 Parent call
 Extra time to complete assignments
 Pair students to assist with time on task
 Weekly organizational check
 Preview form of test
 Provide student with weekly calendar of assignments
 Copies of classroom notes
 Provide a word bank for assessments
 Allow for oral responses on student work
 Behavioral check sheet
Instructional
 Directed Learning Room
 ASSIST Room
 Peer Tutoring
 Core seminar assignment
 Test Outs
 Extra set of books at home
 Modified Daily Schedule
Learner Behavior
 Earn Back time for attendance
 Complete all assignments
 Attend/Utilize Resources
 Check and Sign Planner
 Loss of l off campus lunch
Counseling
 Graduation Audits
 Grade Checks every 3 weeks
 Student Opportunity for Success
Classroom learning centered.
Parent / Guardian notified.
Team consisting of Parents, Counselor, teachers, and
Asst. Principal meet to assess support and develop
plan.
After performing a fidelity
check on previous
interventions, referral for
alternative placement or
special services will be made.
Exit:
May exit or return to level 1 if
making progress toward the
predetermined goals set by the
team
Passing grades
Exit:
After three weeks if
grades are above 70%
or is making progress
towards team goal.
Exit:
May return to level 2 if a team meeting
determines that special services are
effective and are no longer needed OR
alternative placement successfully
supports a student return.
Note:
The listed interventions are samples, and are not exhaustive.
Our commitment to the PNHS Foundations provides the framework for all students to find success.