Pyramid of Intervention: Purpose, Tiers, and Development
This paper examines the Pyramid of Intervention (POI), a tiered educational framework designed to support struggling learners through structured, evidence-based interventions. The paper explains the purpose of the POI, including its roots in social justice and inclusive education, as described in research from Fox et al. and the Canadian Journal of Education. It details the three tiers of the pyramid—from universal classroom support in Tier 1 to intensive individualized instruction in Tier 3—and discusses how the model is developed within school districts. The paper also explores the relationship between the POI, curriculum design, and instructional strategies, drawing on examples from the Kaiser Elementary School system and the Alberta school district.
- Introduction to the Pyramid of Intervention: Purpose, origins, and rationale of the POI
- Structure and Development of the POI: Overview of pyramid structure and district adoption
- Tier 1: Universal Support for All Students: Base-level interventions for all learners
- Tier 2: Focused Social and Emotional Instruction: Targeted instruction in social skills and emotions
- Tier 3: Intensive Individualized Intervention: Individualized behavioral support for highest-need students
- POI, Curriculum, and Instructional Strategies: How POI shapes curriculum and classroom practice
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What makes this paper effective
- The paper clearly defines the POI and builds understanding progressively, moving from purpose to structure to classroom application.
- Multiple sources are integrated throughout, including peer-reviewed journal articles and school-level documentation, lending the analysis credibility across different levels of practice.
- Each tier is explained with specific, concrete components—such as the seven focus areas of Tier 2—which demonstrates careful engagement with the source material.
Key academic technique demonstrated
The paper effectively synthesizes multiple sources around a central concept. Rather than summarizing each source in isolation, the writer weaves together Fox et al., Miller, Howery, and Kaiser Elementary to build a layered understanding of the same model from different scholarly and practical perspectives. This is a foundational skill in academic writing.
Structure breakdown
The paper is organized around three guiding questions that serve as implicit section headers: the purpose of the POI, how it is developed in schools, and its relationship to curriculum and instruction. Each section draws on relevant sources and builds logically on the previous one. The conclusion is embedded in the final section's discussion of classroom-level implementation, grounding the abstract model in practical application.
Introduction to the Pyramid of Intervention
For students who are struggling in their quest to learn, a number of interventions are available through various educational channels. One of those interventions is the Pyramid of Intervention (POI), a model designed for children who need additional support to ensure their continuing development as learners. "A tiered intervention model is an excellent fit with the presumption" — in the very important period of early childhood — "that young children…" should be given learning opportunities that take place in the natural environment and in "inclusive settings" in order to meet their needs (Fox, et al., 2009).
Moreover, there has been a recognized need for a particular intervention that addresses the social and behavioral issues young learners experience. Fox explains that there is a "substantial body of research that illustrates the detrimental effects" of "social emotional delay and challenging behaviors." To avoid delaying interventions that can help struggling young people develop their ability to learn and grow, the tiered framework of the pyramid model has been adopted by numerous educational systems. The POI is now fully recognized as a workable, effective model that provides what Fox calls "guidance for the design and delivery of evidence-based interventions," offering the child hope for future successes in school.
In the Canadian Journal of Education, Kathy Howery and colleagues explain that the POI administered in the Alberta school district is based on "a belief in social justice" and the conviction that every child has value (Howery, 2013, 271). The POI in Alberta is set in motion because the school district is committed to inclusive education and understands the "power of teams" (Howery, 271). Howery identifies three areas of support that the pyramid provides: (a) positive behavior; (b) "differentiation of learning"; and (c) student access to relevant technologies and digital media (Howery, 271). The classroom teacher is "empowered" when he or she has the skills, knowledge, and support system needed to "identify the authentic needs of students" and to offer instruction specifically tailored to those needs (Howery, 273).
Structure and Development of the POI
An understanding of the pyramid's structure is necessary to understand how the POI is actually developed and implemented. The model consists of three tiers, each representing a progressively more intensive level of support. Tier 1 forms the base and applies to all students; Tier 2 provides more focused instruction for students who need additional support; and Tier 3 delivers intensive, individualized intervention for the highest-need learners. Together, these tiers form a comprehensive framework for supporting student success.
Tier 1: Universal Support for All Students
Tier 1 is an intervention for all students in the school. It is the base of the pyramid, and in this tier the teacher is given responsibility for: (a) "nurturing and responsible caregiving" of students; and (b) developing partnerships with students' families and fostering "collaborative relationships" among participating team members (Fox, 3). Nicholas J. Miller describes Tier 1 as "standards and evidence based," and notes that it can include whole group instruction, small group instruction, or "flexible" group instruction (Miller, 2008, p. 18).
Works Cited
Fox, L., Carta, J., Strain, P., Dunlap, G., and Hemmeter, M.L. (2009). Response to Intervention and the Pyramid Model. Technical Assistance Center on Social Emotional Intervention. Retrieved September 18, 2013, from
Howery, K., McClellan, T., and Pederson-Bayus, K. (2013). "Reaching Every Student" with a Pyramid of Intervention Approach: One District's Journey. Canadian Journal of Education, 36(1), 271–304.
Kaiser Elementary Schools. (2011). The Pyramid of Intervention. Retrieved September 18, 2013, from http://www.kaiserelementary.org.
Miller, N.J. (2008). Pyramid of Interventions: Results of a School Counselor's Action Research Study at One Suburban Middle School. Georgia School Counselors Association, 1(1), 16–26.
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