Glendon School

Academic Pyramid of Interventions

2014-2015
The staff at Glendon School believe that all students can learn. This
belief is framed by the understanding that some students will need
certain interventions to ensure their success.
1. Level One Proactive Planning
Engaging and Connecting with Students through a variety of
Instructional Approaches and Initiatives
Communicating with Students and Parents
The staff at Glendon School remain committed to the process of learning to better
address the diverse learning needs of their students. They work together in school
and/or division level Professional Learning Communities (PLCs) to extend and
support one another throughout this process. Improving student achievement is
key. A critical component of this is timely and effective communication with both
students and parents. These are some of our focus areas:
PLCs at the school level will continue to explore effective instructional
strategies and examine assessment, as both are key focus areas.
Currently some staff are working with division specialists in the area of
Music, Fine Arts, and Leadership.
Staff are encouraged to take advantage of opportunities for professional
development that are provided through the Learning Network.
PAT/SLA and PDE results are analyzed and plans are put in place to deal
with any concerns.
Early Literacy and Reading Intervention programs provide support to
Division One and Two students in developing literacy skills.
Progress reports are sent home in between formal reporting periods to keep
parents informed about their childs progress.
Parent-teacher interviews are held in November and March
Staff work together with parents and students to develop Individual
Program Plans (IPPs) for students with special needs.
Where appropriate, Educational Assistants (EAs) offer support and
guidance for students to help them meet with success.

Updated August 29, 2014

2. Level Two - Classroom Teacher Intervention

When a teacher identifies a student who is struggling academically, they may
choose from any of the following interventions to try and support the student:
meet with the student to determine any obstacles that may be affecting
achievement (i.e. assignment/homework completion, performance on tests, attendance,
etc.) and discuss potential solutions
contact the parent/guardian to inform them of any concerns
give tutor time (T2) room where students can complete any outstanding assignments
consider possible course changes at the High School level
utilize alternative approaches to try and accommodate students diverse learning styles
and needs

If concerns persist and a student is not achieving, then a referral should be made
to the student support team.
3. Level Three - Student Support Team Intervention
If a student continues to experience difficulty, then a staff member may submit a
referral to the Student Support Team (SST) outlining their concerns and what
interventions they have already tried. The SST will meet to discuss the referral
and decide what action(s) may need to be taken. Sometimes further action leads
to developing partnerships with outside agencies. Glendon staff recognize the
value in these partnerships, and work collaboratively with specialists to
effectively address a students particular needs.
At this level the following interventions may need to be considered, and in most
cases the parent/guardian would need to be contacted:
Pursue testing to determine the students current level of performance and/or cognitive
abilities to identify or rule out any specific learning needs.
Referral to Student Advocacy Counsellor (SAC) for personal counseling or small group
sessions focused on improving attendance, study and or social skills, etc.
Access outside agencies to provide programming to address specific needs. This may
involve Alberta Health Services for Occupational Therapy and Speech services.
Make recommendations for program changes which may include specific modifications
or accommodations, dropping or changing courses, summer school, etc.

4. Level Four - Administrative Intervention

If the above interventions have not proven to be successful for the student, the
administrative team will review the process, and determine what other measures
could be pursued.

Updated August 29, 2014