| Recommend Extra Intervention | ||
1. Review permanent records. Date________________
(Summarize any pertinent information.)
______________________________________________________________
2. Talk with last year’s teacher(s). Date ________________
(Summarize pertinent information provided.)
_______________________________________________________________
3. Notify parent of problem. Date ________________
(Briefly summarize parent contact.)
_______________________________________________________________
4. List planned teacher/parent interventions (if any).
_____________________________________________________________
_______________________________________________________________
5. When will parent be notified about progress?
Date________________
(Briefly summarize
parent contact.)
________________________________________________________________
6. What
are the results of the interventions?
________________________________________________________________
7. Intervention successful/maintain strategies Date________________
8. Intervention not successful
Move to Level 2-Classroom Intervention Date________________
COLLECT STUDENT WORK SHOWING NEED FOR INTERVENTION. WRITTEN COMMENTS ON
STUDENT WORK WILL HELP IN PLANNING INTERVENTION.
Student____________________ Teacher___________________
Level 2
Intervention beginning on Date_____________________
1. Identify student’s strengths.
________________________________________________________
___________________________________________________________
___________________________________________________________
2. Identify
student’s weaknesses.
______________________________________________________________
3. What
motivates this student to try?
______________________________________________________________
4. Please fill out specific deficit concerns.
Specific Deficit Concern Form
5. Choose
a strategy or strategies that you will try with this student. (To view a list of
possible interventions, click on the appropriate link below.)
| Recommend Extra Intervention | ||
Identify the strategy or strategies you will implement in your classroom.
_______________________________________________________________
6. How quickly will the student increase targeted skills through intervention and
what grade level increase would be acceptable for determining whether or not the
intervention is successful?
________________________________________________________________
7. Parent notified of strategies/desired outcomes. Date
________________
(Briefly summarize parent
contact.)
________________________________________________________________
8. When will parent be notified of progress? Date________________
(Briefly summarize parent contact.)
________________________________________________________________
9. Results of intervention?
________________________________________________________________
10. Intervention successful/maintain strategies Date_______________
11. If intervention was unsuccessful, what will you try next?
(Check all that apply. Click on the links for
more information.)
Modify
Curriculum _____
Choose
Alternate Strategy/Strategies _____
Consult
Other Professionals _____
Parent/Teacher/Student
Conference _____
Recommend
Extra Intervention _____
Vision/Hearing
Screening _____
12. Please describe how you will implement the intervention(s) checked.
_________________________________________________________________
13. Parent notified of new intervention plan/
desired
outcomes
Date________________
(Briefly summarize
parent contact.)
_________________________________________________________________
14. When will parent be notified of progress? Date________________
(Briefly summarize parent contact.)
_________________________________________________________________
15. Results of intervention?
_________________________________________________________________
16. Intervention successful/maintain strategies Date________________
17. Intervention unsuccessful/
Move
to Level 3-Referral Process Date________________
| SIT Pirate Club | Study Island | |
| Small Goup Reading with Lit/Coach | One on One Reading w/Lit Coach | |
| Read Naturally | Title I Tutoring |
1. Are there specific times or situations when the problem occurs most?
__________________________________________________________________
__________________________________________________________________
2. Please identify previous interventions that were helpful and indicate the
extent of progress.
__________________________________________________________________
__________________________________________________________________
3. Please identify previous interventions that were not helpful.
___________________________________________________________________
AFTER COMPLETING THIS FORM, PLEASE SCHEDULE A SIT REFERRAL CONFERENCE WITH
YOUR COUNSELOR. PLEASE BRING THE FOLLOWING DOCUMENTATION TO THAT
CONFERENCE:
A printout of the Level 1, 2, and 3 Intervention forms
Samples of student work
Evidence of previous interventions
Student____________________ Teacher___________________
SIT meeting
held on Date_____________________
Persons
attending: Position___________________
____________________________ _________________________
____________________________ _________________________
____________________________ _________________________
____________________________ _________________________
____________________________ _________________________
____________________________ _________________________
1. Identify parent-suggested intervention.
_____________________________________________________________
_____________________________________________________________
2. Identify student-suggested intervention.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Identify agreed-upon plan of action.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. When will the follow-up meeting be held? Date________________
FOLLOW-UP MEETING
Date_________________
Persons attending:
______________________________________________________________
1. What
progress has the student made?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What parts of the plan don’t seem to be working?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. How will the plan be modified (if necessary)?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. When will parents be notified of progress? Date________________
(Briefly summarize parent contact.)
_____________________________________________________________
5. What are the results of the SIT process?
_____________________________________________________________
Date
6. Intervention successful, end SIT process
_____ __________
Intervention
unsuccessful, develop new plan _____ __________
7. If applicable, briefly describe the new SIT plan. _____________________________________________________________
8. When will the plan be implemented? Date___________
9. When will parents be notified of progress? Date___________
(Briefly describe parent contact.)
_____________________________________________________________
10. Plan
successful, remove from SIT process Date________________
11. Plan unsuccessful, begin IEP process Date________________
_____ Make certain student’s hearing has recently been checked.
_____
Seat the student close to the source of sound.
_____ Stand directly in front
of the student when delivering information.
_____ Make certain the student
is attending (e.g., making eye contact,
hands free of
materials, etc.) before delivering directions, instructions,
or
explanations.
_____ Maintain visibility to and from the student at all times
in order to
ensure he/she is attending.
_____ Make certain that competing sounds (e.g.,
talking, movement, noise)
are silenced
when directions are being given.
_____ Stop at various points when
delivering directions in order to ensure
that the
student is attending.
_____ Have the student verbally repeat information
he/she hears.
_____ Seat the student far enough away from peers in order to
ensure his/her
ability to attend to sounds in the immediate environment successfully.
_____
Have a peer provide the student with the information he/she does not
hear.
_____
Reduce visual distractions in the classroom.
_____ Use a study carrel
(provide extra so student is not singled out).
_____ Seat student next to
teacher, distance affects disinterest.
_____ Seat student away from windows
and doorway.
_____ Look directly at a student and place hand on student’s
shoulder when
giving directions.
_____ Provide time suggestions for each task.
_____
Give shorter tests or quizzes, but more frequently.
_____ Provide individualized rules for student as needed.
_____ Provide
peer tutors
_____ Provide for a variety of activities during the class
period.
_____ Reduce visual distractions in classroom.
_____ Provide
computer for written work.
_____ Seat student close to teacher.
_____
Use study carrel (provide extra so student is not singled out).
_____ Keep
extra classroom supplies on hand.
_____ Teach student appropriate hand
signals which are used to tell
students when
and when not to talk.
_____ Make sure student is called on when it is
appropriate.
_____ Reinforce listening.
_____ Provide a reward valued by
student.
_____ Provide quiet alternatives for a short time.
_____
Provide a timer for short periods of work.
_____ Alert students several
minutes before a transition from one activity to
another is
planned; give several reminders.
_____ Provide additional time to complete a
task.
_____ Allow extra time to turn in homework without penalty.
_____
Have a sample organized page laminated for student to keep on desk;
include
heading, date, name, columns, sample paragraph form, etc.; on
back list
criteria: no single letters or numbers touching each other, all
letters and
numbers on the line, etc.
_____ Do not postpone
reinforcement/grades-remember, he/she has a
basically
impulsive nature (he/she finds it difficult to wait until the
end of the
month to get a mark for his/her work).
_____ Write a behavior contract which
is signed by teacher, parent, and
student.
_____ Post 3-5 clearly and positively stated rules.
_____ Teach expected
student behaviors directly.
_____ Reward expected behaviors regularly.
_____ Define problem behaviors clearly.
_____ Define consequences for
problem behaviors clearly.
_____ Involve a behavior support team.
_____
Provide booster training for expected behaviors when necessary.
_____ Modify
room arrangement so student can always be clearly seen by
teacher.
_____ Inform parents of expected behaviors and consequences.
_____
Instruction and curriculum materials are matched to student ability.
_____
Students experience high rates of academic success (75%).
_____ Classroom
routines are clearly taught and followed.
_____ Behavior is monitored and
feedback is provided regularly to student,
parent, and
other relevant staff.
_____ Have the student complete fill-in-the-blank stories and then read them
aloud.
_____ Have the student write a daily log or diary expressing his/her
thoughts
in
complete sentences.
_____ Give the student several sentences and have
him/her combine them to
practice making
compound sentences.
_____ Give the students a list of transition words
(e.g., therefore, although,
etc., and have
him/her make sentences using each word.
_____ Have the student write a
weekly account of the previous week, past
weekend, etc.,
with primary attention given to organization (e.g.,
sequencing
events, developing a paragraph, using time order words).
_____ Provide the
student with a paragraph in which a statement does not
belong.
Have the student find the inappropriate statement.
_____ Have the student
write step-by-step directions to practice sequencing.
_____ Make groups of
cards containing subjects, verbs, adjectives, etc. Have
student combine
the cards in various ways to construct complete
sentences.
_____ Give the student a series of written phrases and have him/her indicate
which express a
complete thought. Have the student add either a
subject or
predicate to make each incomplete thought complete.
_____ Teach the power
writing strategies and provide graphic organizers
using the
strategies.
_____ Model composing sentences and paragraphs using think-aloud
method.
_____ Use a shared-pen experience, either with teacher or peer.
_____
Specifically list the criteria for different types of writing assignments.
_____ Allow students to use correction tape to revise work.
_____ Use a
color strategy to identify words or sentences which support or
do not support
a topic (e.g., color green words or sentences which
support the
main topic, color red words or sentences which are
off-topic.
_____ Provide reinforcement for parts of writing assignments which student
has done well
(e.g., good topic sentence, good use of transitional
words, etc.).
_____ Allow student to talk about his/her writing with a partner.
_____
Teach students to skip lines between sentences. Then students may
cut paper apart
to rearrange sentences for better organization.
_____ Do pre-writing activities (e.g., brainstorming, graphic organizers,
etc.)
to
generate ideas.
_____ Provide a specific time for independent writing daily.
_____ Encourage all students in class to speak in complete sentences when
asking or
responding to a question.
_____ Find authentic purposes for writing (e.g.,
notes home, invitations, etc.)
_____ Allow extra time for writing
assignments.
_____ Allow use of word processor.
_____ Provide a peer tutor.
_____ Give shorter tests or quizzes but more
frequently.
_____ Have tests or quizzes read to the student.
_____ Have
the student answer tests or quizzes orally.
_____ Have tests or quizzes
tape-recorded and allow the student to listen
to questions as
often as necessary.
_____ Allow the student to take tests in a quiet place.
_____ Provide parent with information on test or quiz content.
_____
Reduce visual distractions in the classroom.
_____ Provide additional time
to complete a task.
_____ Have a sample organized page laminated for student
to keep on his/
her desk; include heading, date, name, columns, sample paragraph
form, etc.
_____ Use both oral and printed directions.
_____ Give directions in
small steps, and in as few words as possible. Leave
pauses between
each step so student can carry out process in his/her
mind.
_____
Provide immediate feedback.
_____ Allow for shorter assignments. (Quality
vs. Quantity)
_____ Provide a designated note-taker or Xerox copy of other
student or
teacher notes.
_____ Teach the use of acronyms to help visualize lists.
_____ Have the student repeat directions.
_____ Provide highlighted or
color-coded materials.
_____ Allow the use of a tape recorder, word
processor, calculator,
and computer.
_____ Sequence work with easiest answers first.
_____ Provide a
checklist of work to be completed or steps to follow in
completing an
assignment.
_____ Use graph paper to help space letters and numbers.
_____ Use computer software for reinforcement.
_____ Seat the student
close to the teacher; distance affects interest.
_____ Use a study carrel
(provide extra so student is not singled out).
_____ Alternate spoken tasks
with written and manipulative tasks.
_____ Show a model of the end product.
_____ Provide written backup to oral directions and lectures; use visuals
via chalkboard,
overhead, video, etc.
_____ Give cues to begin work.
_____ Provide all
necessary materials.
_____ Introduce assignments carefully so student knows
what is expected.
_____ Provide time suggestions for each task.
_____
Provide other sources of information: cassette tape, language master,
photocopies of
notes, interactive software, shared note-taking with
peer.
_____
Check on progress often in the first few minutes of work.
_____ Provide
advance organizers including outlines, study guides, preview
questions, and
vocabulary previews.
_____ Use a peer or peer tutor to get student started.
_____ Look directly at student and place hand on student’s shoulder when
giving
directions.
_____ Deliver a predetermined signal (e.g., clapping hands,
turning lights
off, etc.,) before giving verbal instructions.
_____ Make certain verbal
directions are delivered in a supportive rather
than a
threatening manner (e.g., “Will you please…”, or “You
need…”. Rather
than “You better…” or “If you don’t…”).
_____ Make certain that directions
are given at the level at which the student
can be
successful (e.g., two or three-step directions are not given to
students who
can only successfully follow one-step directions).
_____ Call the student by
name prior to delivering oral questions and
directions.
_____ Follow a less desirable task with a highly desirable task, making the
completion of
the first task necessary to perform the second one.
_____ Make certain that
eye contact is being made when delivering oral
questions and
directions.
_____ Establish assignment rules (e.g., listen to directions,
wait until all oral
directions have
been given, ask questions about anything you do not
understand,
begin the assignment only when you are sure of what you
are supposed to
do, make certain you have all the necessary materials).
_____ Draw the
student’s attention to key aspects of visual images (e.g.,
highlight,
outline, draw arrows, etc.)
_____ Provide the student with more than one
exposure to visual information
prior to
requiring him/her to remember it.
_____ When a student is required to recall
information, provide him/her with
visual cues to
help him/her remember the information previously
presented
(e.g., using key words printed on the chalkboard, exposing
part or all of
a picture).
_____ When the student is required to recall information,
provide him/her
auditory cues to help him/her remember information previously
presented
(e.g., say key words, give a brief oral description to clue
the student).
_____ When the student is required to recall information, remind him/her of
the situation
in which the material was originally presented (e.g., say,
“Remember
yesterday when we talked about…”, “Remember when
we were outside
and we looked at the…”).
_____ Teach the student to learn sequences and
lists of information in
segments (e.g.,
telephone numbers are learned as 314, then 442, then
7906, etc.).
_____ Allow for shorter assignments (Quality vs. Quantity).
_____ Do not
return handwritten work to be recopied.
_____ Provide a designated note
taker or give Xerox copies of notes.
_____ Do not require a poor note taker
to make arrangements with another
student for
notes.
_____ Omit assignments which require copying.
_____ Allow use of
a computer or typewriter.
_____ Don’t penalize student for mixing cursive
and manuscript (accept any
method of
production).
_____ Accept alternate forms of reports: oral, tape-recorded,
collage, art,
diorama, 3-D materials, mock debate, make a video, etc.
_____ Reinforce the
student for improving the quality of his/her handwriting
based on
his/her ability. Gradually increase the amount of
improvement
expected for reinforcement as the student demonstrates
success.
_____ Provide a sample of what the finished paper should look like.
_____ Provide the student with an appropriate model of handwriting to use
at his/her
desk. Teacher should model appropriate handwriting at all
times.
_____ Have the student trace handwriting models and fade the model as the
student
improves.
_____ Gradually reduce the space between lines as student
handwriting
improves.
_____ Use primary paper to assist the student in sizing upper and
lower-case
letters; use standard line paper when the skill improves.
_____ Use paper
that is also vertically lined to teach the student the
appropriate
spacing skills.
_____ Use adhesive material (e.g., tape, Dycem material,
etc.) to keep paper
positioned
appropriately for handwriting.
_____ Use a pencil grip (e.g., three-sided,
foam rubber, etc.) in order to
provide the
student assistance in appropriate positioning of pencil.
_____ Put colored
tape on parts of the pencil to correspond to finger
positions. Then put colored tape on the student’s fingernails and
have the
students match the colors.
_____ Change the format of the materials from
which the student copies
(e.g., less
material to a page, remove or cover pictures, enlarge print).
_____
Highlight the baseline, top lines, and margins to help the student stay
in the correct
writing spaces.
_____ Use a frame or window to cover all material except
that which the
student is to copy.
_____ Make certain that the student’s formation of
letters is appropriate and
consistently
correct. In manuscript writing, all strokes progressing
from top to
bottom, left to right. Use a forward circle (circling to the
right) for
letters that begin with a line. Use a backward circle (circling
to the left)
for letters in which the circle is written before the line (d).
_____ Teach
all letters that have the same stroke at the same time. Do not
teach b
directly after a because they do not use the same stroke
directionality.
_____ Place letters on transparencies and project them on the chalkboard or
paper.
Have students trace the letters.
_____ Have the students keep a card with
the word “bed” at his/her desk to
help remember
the correct form of b and d in a word he/she knows.
_____ Given the letters
and numbers on separate cards, have the student
match pairs of
letters and numbers.
_____ Make certain the student has a number line and
alphabet strip on his/
her desk to use
as a reference.
_____ Provide older students with functional handwriting
opportunities (e.g.,
job
applications, order forms, check writing, etc.)
_____ Have the student trace
letters and numbers in magazines, etc., which
he/she
typically reverses when writing.
_____ Have students keep a list of the most
commonly used words which
contain letters
he/she reverses. This list can be a reference when the
student is
writing.
_____ Point out subtle differences between letters and numbers
which the
student reverses. Have the student scan five typewritten lines
containing only
the letters and numbers that are confusing (e.g.,
nnnnhnnnnnnh). Have the student circle the “n’s” and “h’s” in
different
colors.
Make
certain the students checks all his/her work for those letters
which he/she
typically reverses. Reinforce the student for correcting
reversed
letters and numbers.
_____ Color code math operation symbols next to math problems so the
student will be
more likely to observe the symbol.
_____ Make certain to use terms when
speaking to the student which convey
abstract
concepts to describe tangible objects in the environment (e.g.,
larger,
smaller, triangle, etc.).
_____ Find opportunities for the student to apply
subtraction facts to real life
situations
(e.g., getting change in the cafeteria, measuring the length
of objects in
industrial arts, etc.).
_____ Develop a math facts reference sheet for math
concepts for the student
to use at
his/her desk when solving problems (e.g., + means add,
-means
subtract, etc.).
_____ Reduce the number of problems assigned to the student
at one time.
_____ Work the first problem or two of an assignment with the
student to
make
sure he/she understands directions and the operations necessary
to solve the
problems.
_____ Using the tracking technique to help the student learn math
facts,
present
a few facts at a time. Gradually increase the number of facts
the student
must remember as he/she demonstrates success.
_____ Make the math operation
symbols extra large so the student will be
more likely to
observe the symbol.
_____ Provide the student with shorter math tasks, but
more of them
throughout the day (e.g., four assignments of five problems each
rather than one
assignment of twenty problems).
_____ Have the student check all math
work. Reinforce the student for
each error
he/she corrects.
_____ Have the student solve half his/her math
problems each day and
use the
calculator as reinforcement to complete the other half of
the
assignment.
_____ Have the student earn hypothetical income and engage in
money
related
math problems. Match the degree of difficulty to the
student’s
ability level.
_____ Have the student use a newspaper or catalog to make a
list of things
advertised which he/she would like to purchase. Have the student
determine the
total cost of the items selected.
_____ Make certain the student understands
all concepts involved in telling
time (e.g.,
counting by 15’s, 10’s, 5’s, the big hand, the little hand).
_____ Display a
large posterboard sign or use the chalkboard to create a
message that
indicates reading begins to the left and math problems
to the right
(e.g., READING BEGINS ON THE LEFT. MATH
BEGINS ON THE
RIGHT.).
_____ Discuss and provide the student with a list of words/phrases
which
usually
indicate an addition operation (e.g., together, altogether, sum,
in all, both,
gained, received, total, won, saved, etc.); subtraction
operation
(e.g., difference between, from, left, how many more or less,
how much
taller, farther, heavier, withdrawal, spend, lost, remain,
more, etc.);
multiplication operation (e.g., area, each, times, product,
double, triple,
twice, etc.); and division operation (e.g., into, share,
each, average,
monthly, daily, weekly, yearly, quotient, half as many,
etc.).
_____ Have the student practice regrouping a number in different positions
and determining
its value (e.g., 372, 627, 721, etc.).
_____ Use large colored arrows to
indicate where the student begins to work
math problems
(e.g., right to left).
_____ Ask the student why he/she is unprepared for assigned activities.
The
student may
have the most accurate perception.
_____ Provide the student with a list of
necessary materials for each activity
of the day.
_____ Provide the student with verbal reminders of materials required for
each activity.
_____ Provide the student with a written list of assignments to be performed
each day and
have him/her check each assignment as it is completed.
_____ Provide time at
the beginning of each day for the student to organize
his/her
materials (e.g., before school, recess, lunch, end of the day).
_____
Specify exactly what is to be done for the completion of assignments
(e.g., make
definite starting and stopping points, determine a
minimum
requirement, etc.).
_____ Provide the student with structure for all
academic activities (e.g.,
specific
directions, routine format for tasks, time units, etc.).
_____ Have the
student establish a routine to follow before coming to class
(e.g., check
which activity is next, determine what materials are
necessary,
collect materials, etc.).
_____ Have the student leave necessary materials
at specified activity areas.
_____ Minimize materials needed.
_____
Provide the student with adequate time at school to prepare for
assigned
activities (e. g., supervised study time).
_____ Give direct instruction in sound/symbol relationships.
_____ Expose
students to motivating, interesting, reading materials.
_____ Give frequent
and sustained opportunities for student to read
both aloud and
to themselves.
_____ Practice recognizing and producing sounds.
_____
Practice emphasizing the sound structure of words.
_____ Use supplementary
reading materials for students who fall behind
expected
levels.
_____ Use materials that student can read to himself/herself easily,
along
with more
difficult material to be read with teacher.
_____ Assess students reading
ability (both fluency and word recognition).
_____ Model reading and
comprehension strategies.
_____ Give opportunities for student to build
fluency through frequent
practice
reading different types of text such as newspapers,
stories,
reports, letters, and magazines.
_____ Set a purpose for reading.
_____
Work with student to recall background knowledge and apply it to
new text.
_____ Teach student how to scan material before reading (e.g., SQ3R
method).
_____ Use techniques to help student summarize frequently (e.g., Think,
pair, share,
one-sentence summaries, etc.)
_____ Teach students to make text-to-text,
text-to-self, and text-to-world
connections.
_____ Identify key terms before reading.
_____ Give a list of questions
for student to answer mentally before reading
a new section
of text.
_____ Teach students to monitor their own understanding
periodically.
_____ Make visual representations to help them understand text
(e.g., charts,
webs, and graphs).
_____ Provide individual or small-group instruction.
_____ Provide student with opportunities for repeated reading of passages to
increase
fluency.
_____ Give explicit instruction in skills not previously mastered.
_____ Use books that contain predictable vocabulary and sentence structure.
_____ Display metacognitive strategies in classroom.
_____ Allow student
time to reflect on what was read.
_____ Ask student to make and test
predictions.
_____ Help student to practice using contextual analysis for
unfamiliar
terms.
_____ Teach student how to identify organization and structure of
text (e.g.,
cause/effect, sequential, order of importance, etc.).
_____ Help student to
set a goal for reading (e.g., be able to explain author’s
point of view,
find the author’s purpose, differentiate fact/opinion,
etc.).
_____ Use a before, during, and after reading graphic organizer to chart
student
comprehension.
_____ Ask student to make predictions about possible
sentences using
background knowledge.
_____ Help the student to rank main ideas in order of
importance.
_____ Provide a peer who will read with the student.
_____ Have the student indicate when he/she has learned one of the spelling
words. As
the student demonstrates he/she can spell the word, it is
removed from
the current spelling list.
_____ Have a list of the student’s current words
taped to his/her desk with
the requirement
that they be practiced whenever the student has time.
Reinforce the
student for practicing the writing of the spelling words.
_____ Have the
student highlight or underline his/her spelling words in
passages from
reading assignments, newspapers, magazines, etc.
_____ Develop crossword
puzzles which contain only the student’s spelling
words and have
him/her complete them.
_____ Make a list of the words the student most
commonly misspells. Keep
a copy of the
list of correctly spelled words at his/her desk to use as a
reference when
writing.
_____ Use wall charts showing word endings (e.g., -ed, -ing, -er,
etc.) and
sample words for the students to use as a reference when writing.
_____ Have
the student practice any one spelling rule consistently until that
rule is
mastered (e.g., I before e except after c, etc.). When one rule is
mastered,
introduce a new one.
_____ Make certain the student knows what sounds
letters make.
_____ Have the student practice making letter sounds as he/she
sees the
letters on flash cards.
_____ Teach words by spelling patterns (e.g., cake,
bake, take, etc.) in one
lesson.
_____ Have the students make flashcards and highlight the difficult parts of
the word.
_____ Avoid penalizing for spelling errors. Instead, students earn
points for
each
part of the word they spell correctly. (e.g., sh/a/r/e=4 points).
_____ Use
spell checking software.
_____ Hang words from the ceiling during study time
or post on the wall for
constant visual
clues.
_____ Provide a tactile, kinesthetic aid for spelling, (e.g.,
sandpaper letter to
trace or a box
filled with salt or cereal to write in).
_____ Avoid traditional spelling
lists; instead determine lists from social
needs and
school area needs.
_____ Dictate work, then ask student to repeat it (saying
it in sequence may
eliminate
errors of omitted syllables).
_____ Allow student to take tests orally.
The purpose of the standard is to
have a clear goal in mind. What does the student need to do to show that
interventions were successful or unsuccessful? How many times? With what degree
of frequency? Once that is clearly stated in observable and measurable terms,
teachers have a standard by which to judge student progress in terms that
everyone (parents, students, administrators, and other teachers) can understand.
Teachers should identify
what behaviors can be observed if interventions are being successful, and be
able to measure those behaviors to show improvement or progress. For
example, students’ time on task could be observed and measured at the beginning
of the intervention process (4 out of 20 minutes on task) and compared to
student performance after intervention (12 out of 20 minutes on task).
Teachers could quantify several types of behaviors: number of times student is
out of seat, number of detentions, number of missing assignments, number of
errors on typical assignment, number of acting-out incidents, number of
assignments completed independently, grades on assignments before and after
curricular modifications, etc.
At-risk children and youth are individuals birth through twenty-one
years of age who are unlikely to complete elementary and secondary school
successfully and to acquire skills necessary for higher education and/or
employment. Contributing factors include the following:
*
Alcohol/drug abuse
* Cyclical poverty
* Delinquency/truancy
* Family
abuse/neglect
* Family structure
* Handicapping condition
* Health
condition
* Inadequate readiness/developmental delay
* Inappropriate
instruction
* Inappropriate school curriculum
* Inappropriate school
placement
* Limited English/non-English speaking
* Low self-esteem
*
Pregnancy
1. Alcohol/drug abuse includes students who regularly use alcohol or drugs, or whose parents abuse these substances.
2. Cyclical poverty includes students who are raised in an environment where poverty is the recognized standard of living.
3. Delinquency/truancy includes students who have violated the law and/or those who have not been attending school on a regular basis.
4. Family abuse/neglect includes students who are physically, emotionally, or mentally abused; or those who are neglected by not receiving adequate food, clothing, shelter, or nurturing.
5. Family structure includes students who are raised in an unstable environment and do not receive sufficient nurturing and positive modeling.
6. Handicapping conditions includes students who have physical, mental, or emotional impairments.
7. Health conditions include students who suffer from any chronic illness.
8. Inadequate readiness skills/developmental delay includes students who are not developmentally ready to proceed to a higher level of instruction.
9. Inappropriate instruction includes students who are enrolled in classes where the teaching methods and techniques are not appropriate to foster their optimum learning.
10. Inappropriate school curriculum includes students who are enrolled in classes where the course content is not appropriate to promote their optimum learning.
11. Inappropriate school placement includes who are not placed in appropriate classes/programs to promote their learning.
12. Limited English/non-English speaking includes students who have limited English proficiency or none at all.
13. Low self-esteem includes students who have not developed a positive
self-image.
Pregnancy includes students who are pregnant and/or are
parenting.
_____ Identify student’s reading level. If student is reading below
level of
texts
being used in the classroom, provide a reading partner or tape
record text.
Teacher may
also provide an organizer before assigning reading.
Notify parents
of upcoming reading assignments so they may work
with students
ahead of time.
_____ Provide an alternate source of information (e.g.,
video, teacher-
prepared notes, books on topic at lower reading level, etc.).
_____ Do a
skills checklist for each problem subject. Identify critical
objectives and
focus on those objectives which student has not
yet mastered.
_____ Use differentiated instruction so all students may work at the
appropriate
level.
_____ Allow student to complete parts of assignments orally.
_____ Assign fewer questions which test only critical objectives.
_____
Allow the use of technology (e.g., computer, calculator, spell-
checker, etc.)
_____ Provide additional time to complete assignments/tests.
_____ Use
alternative forms of assessments (projects, demonstrations, etc.).
_____
Provide models of completed assignments.
_____ Set a grade/point goal with
student. Monitor progress toward goal
with student.
_____ Allow student to re-take/re-do tests or assignments.
_____ Assign
homework on which student can be successful.
_____ Read tests to student.
_____ Arrange a meeting with special educators to discuss possible
interventions
not yet tried.
_____ Meet as a grade-level team to discuss/plan
intervention.
_____ Meet with reading specialists to discuss/identify
strategies.
_____ Ask teachers of special classes to use agreed upon
strategies.
_____
Have an informal conference with teachers to discuss student
intervention
plan.
_____ Meet with principal informally to discuss/plan strategies.
_____ Arrange to observe student in class where he/she is successful.
_____ Arrange for other teachers/ principal to observe student in class
and make
suggestions for interventions.
_____ Meet with pod member about differentiated
instruction, tiered
lessons.
_____ Ask school counselor to observe student in class/provide feedback.
_____ Meet with principal to discuss possible mentoring program.
_____ Ask student to help prepare by selecting samples of excellent,
typical, and
below standard work.
_____ Ask permission from parent to video tape student
before conference.
_____ Ask parent to attend class before conference.
_____ Ask student to write a letter of invitation to parents.
_____ Set
goals for conference and communicate them to parent/student
(e,g., 1.
Agree on homework routine, 2. Agree on grade/point goal,
etc.).
_____ Keep a written record of conference notes.
_____ Ask students to
be ready with suggestions that he/she thinks will
improve
performance.
_____ Ask parents to be ready with suggestions that he/she
thinks will
improve performance.
_____ Provide parents with a list of critical
objectives.
_____ Provide copies of learning games and instructions for
practice on
critical objectives.
_____ Provide a list of software available for student
use.
_____ Provide a list of websites appropriate for remediation, practice.
_____ Be prepared to give specific ways parents can help.
_____ Provide, suggest before/after school tutoring.
_____ Check with
principal, central office for available tutors, funds.
_____ Provide,
suggest classroom volunteer to work with student.
_____ Modify student
schedule to allow for in-school intervention.
_____ Provide a schedule of
summer tutoring sessions.
_____ Check with principal for availability of
mentoring program.
_____ Check permanent records for date of last screenings.
_____ Check
permanent records for additional health information.
_____ Meet with nurse to discuss possible problem.
_____ Comprehensive vision screening
must be done through IEP process
with parent
permission to review student records.
Students who have problems following school or classroom rules may
require a set of positively stated rules that apply specifically to them.
In order to develop an individualized set of rules, teachers must carefully
observe and record instances when students do and do not follow established
rules. Teacher should look for circumstances when following the rules
seems more problematic for students. Perhaps the student has difficulty in
the halls between classes. Teacher and student may development specific
guidelines for how the student moves between classes. If the student acts
out in special classes, rules which state expected behaviors in that class
should be developed. As with all students, expected behaviors should be
explicitly taught and practiced. Rules should be stated positively and
clear consequences spelled out. Both parent and student should sign the
individualized rules.
Teachers should work with students to identify rewards that are meaningful to the student and manageable for the teacher. According to Responsive Classroom guidelines, rewards like candy or stickers are avoided if possible in order to help students develop their own intrinsic responsibility. For students who are in need of intervention for behavior problems, it may be necessary to consider some extrinsic rewards in order to help the student make progress. The following is a list of possible rewards. Of course, it is not an all-inclusive list.
____ Computer time
____ Select a game
____ Lunch with teacher or
principal
____ Positive call home to parents by student
____ Positive
note home
____ Homework reduction or pass
____ Sit with a friend
____ Special classroom job
____ Active or outside game
____ Class
celebration
____ Healthy snack
____ Special project on topic of interest
____ Classroom/school recognition
____ Educational video
____
Headphones (appropriate music only) during seat work
____ Work with younger
students
____ Office/teacher aide
____ Custodial aide
____ Field
trip priviledges
Teacher should prepare a list of quiet alternatives when students are unable to handle regular classroom activities. The following are examples that may prove helpful.
_____ Listening to music through headphones
_____ Appropriate computer
game
_____ Quiet reading corner
_____ Trip to alternate setting which is
quiet (library, empty supervised
classroom).
_____ Use a microscope
_____ Play a self-checking game
_____ Write
in a journal
_____ Read quietly into a tape recorder
_____ Art project
_____ Puzzle
_____ Word puzzles
_____ Math manipulatives (geoboard,
tangrams, pentominoes, etc.)
_____ Teacher task (sorting, preparing bulletin
board letters, stapling papers,
etc.)
_____
Care for classroom plants, pets
Behavior contracts are
negotiated agreements between the student and teacher which specifically define
expected student behaviors and the reward associated with performing those
behaviors for a stated period of time.
Teachers should work with
students to find a reward that is meaningful to the student and then establish
guidelines for earning that reward. Some students, especially those who
are very young or impulsive, may need a short-term contract to begin with.
Later, the teacher can increase the requirements for earning the reward.
Behavior contracts should be written and signed by student, teacher, and parent.
Consequences should be
clearly and positively stated. They should be consistently applied.
Teachers should only develop consequences with which they are comfortable and
willing to enforce. If there are circumstances that involve skipping a
level or levels of consequences, students should have a clear understanding of
what behaviors would justify moving to a more severe consequence. Teachers
should clearly explain what will happen if a student refuses to submit to a
consequence.
Ideally, the
entire school and all teachers with whom the student interacts will follow the
same rules and consequences. Avoid consequences that are inconsequential
to the student. The point of consequences is to change problem
behavior. If consequences that are consistently applied are not working,
it is necessary to develop and try new consequences.
Each building has a behavior support team which is available to help plan interventions for students with problem behavior. Behavior support team members can provide assistance through observation, instruction, recommendations, and coaching. Behavior support teams for each building are listed below.
DATE SUBJECT NAME
Teacher should specify exact requirements for student papers. A
laminated copy could be created for student to keep at desk.
Time words (Words to use instead of then)-first, secondly, later, soon after, finally, this morning, that afternoon, before lunch, early evening, etc.
Conclusion words (Words that sum up)-in conclusion, finally, therefore, as a result, consequently, in summary, etc.
Shift words (Words that signal a different idea)-however, but, yet, rather than, conversely, alternately, in contrast, compared with, different from, etc.
Attention words (Words that signal an important idea)-a key point, a highlight, an important feature, utmost, significant, crucial, basic, essential, priority, etc.
GRADE 6
1. Content
Focus on the topic with adequate supporting ideas
or examples
2. Organization
Exhibit a logical organizational pattern
that demonstrates a sense of flow and conveys a sense of completeness and
wholeness
3. Use of language
Exhibit word choice appropriate to the
subject, the purpose, and the intended audience
Communicate clarity of
thought
Includes sentences of varied length and structure
4. Writing
conventions
Use complete sentences except where purposeful phrases or
clauses are desirable
Write legibly using cursive or manuscript
Demonstrate correct usage, correct spelling of frequently spelled words, and
correct punctuation and capitalization
Scientifically Based Reasearch Interventions