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78 E. Main Street PO Box 509 McConnelsville, Ohio 43756 Phone: (740) 962-2377 Fax: (740) 962-4931 www.mlsd.k12.oh.us Pyramid of Intervention © 2002.
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| Recommend Extra Intervention | ||
Pyramid of Intervention Form: Level 1 – Teacher Watch Top of Page
Click here for an editable Pyramid of Intervention Form using MS Word.
Begin Pyramid of Intervention process on Date_______________
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.
LEVEL 2 Top of Page
CLASSROOM INTERVENTION
Click here for an editable Level 2 - Classroom Intervention Form using MS Word.
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. 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.)
| Attention | Behavior | Content Writing |
| Cross-Curricular | Handwriting | Math |
| Organization | Reading | Spelling |
Identify the strategy or strategies you will implement in your classroom.
_______________________________________________________________
5. What will the student do (observable
and measurable behaviors) which will indicate that intervention was
successful?
________________________________________________________________
6. Parent notified of strategies/desired outcomes. Date ________________
(Briefly summarize parent contact.)
________________________________________________________________
7. When will parent be notified of progress? Date________________
(Briefly summarize parent contact.)
________________________________________________________________
8. Results of intervention?
________________________________________________________________
9. Intervention successful/maintain strategies Date_______________
10. 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 _____
10. Please describe how you will implement the intervention(s) checked.
_________________________________________________________________
11. Parent notified of new intervention plan/
desired outcomes
Date________________
(Briefly summarize parent contact.)
_________________________________________________________________
12. When will parent be notified of progress? Date________________
(Briefly summarize parent contact.)
_________________________________________________________________
13. Results of intervention?
_________________________________________________________________
14. Intervention successful/maintain strategies Date________________
15. Intervention unsuccessful/
Move to Level 3-Referral
Process Date________________
LEVEL 3 Top of Page
REFERRAL PROCESS
Click here for an editable Level 3 - Referral Process Form using MS Word.
Student____________________ Teacher________________________
Level 3 Intervention beginning on Date___________________________
1. Please check behavior(s) which led to this referral.
Please rate the frequency and severity of the behaviors on a scale of 1
to 3. A score of 1 would indicate a higher level of severity and
a higher frequency of occurrence. (Please bring evidence which supports
your rating.)
| BEHAVIORS | FREQUENCY | SEVERITY | |
| Lack of academic progress | _________ | _________ | _________ |
| No homework | _________ | _________ | _________ |
| Failure on tests | _________ | _________ | _________ |
| Off-task | _________ | _________ | _________ |
| Poor organizational skills | _________ | _________ | _________ |
| Social/Emotional problems | _________ | _________ | _________ |
| Aggressive behavior | _________ | _________ | _________ |
| Bullying | _________ | _________ | _________ |
| Acting out | _________ | _________ | _________ |
| Hyperactivity | _________ | _________ | _________ |
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 AN IAT REFERRAL CONFERENCE
WITH YOUR PRINCIPAL. 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
LEVEL 4 Top of Page
IAT PLAN
Click here for an editable Level 4 - IAT Plan Form using MS Word.
Student____________________ Teacher___________________
IAT 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 IAT process?
_____________________________________________________________
Date
6. Intervention successful, end IAT process _____
__________
Intervention unsuccessful, develop new
plan _____ __________
7. If applicable, briefly describe the new IAT 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 IAT process Date________________
11. Plan unsuccessful, begin MFE process Date________________
ATTENTION INTERVENTIONS Top of Page
Click here for an editable Attention Interventions Form using MS Word.
_____ 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.
BEHAVIOR INTERVENTIONS Top of Page
Click here for an editable Behavior Interventions Form using MS Word.
_____ 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.
WRITING FOR CONTENT Top of Page
Click here for an editable Writing For Content Form using MS Word.
_____ 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.
CROSS-CURRICULAR INTERVENTIONS Top of Page
Click here for an editable Cross-Curricular Interventions Form using MS Word.
_____ 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.).
HANDWRITING INTERVENTIONS Top of Page
Click here for an editable Handwriting Interventions Form using MS Word.
_____ 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.
MATH INTERVENTIONS Top of Page
Click here for an editable Math Interventions Form using MS Word.
_____ 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).
ORGANIZATION INTERVENTIONS Top of Page
Click here for an editable Organization Interventions Form using MS Word.
_____ 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).
READING INTERVENTIONS Top of Page
Click here for an ediatable Reading Interventions using MS Word.
_____ 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.
SPELLING INTERVENTIONS Top of Page
Click here for an editable Spelling Interventions Form using MS Word.
_____ 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.
OBSERVABLE AND MEASURABLE BEHAVIORS Top of Page
Click here for an editable Observable And Measurable Behaviors Form using MS Word.
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.
SOCIAL/EMOTIONAL PROBLEMS Top of Page
Click here for an ediatble Social/Emotional Problems Form using MS Word.
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
DEFINITION OF CONTRIBUTING FACTORS Top of Page
Click here for an editable Definition of Contributing Factors Form using MS Word.
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.
MODIFY CURRICULUM Top of Page
Click here for an editable Modify Curriculum Form using MS Word.
_____ 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 (Key Club members will record; contact Ms. Jarvis).
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.
CONSULT OTHER PROFESSIONALS Top of Page
Click here for an editable Consult Other Professionals Form using MS Word.
_____ 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.
_____ Meet with Terri to discuss COS/ materials.
_____ Have an informal conference with Bev or Diana 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 Linda White regarding proficiency intervention.
_____ Meet with Linda Mautz about differentiated instruction, tiered
lessons.
_____ Ask school counselor to observe student in class/provide feedback.
_____ Meet with principal to discuss possible mentoring program.
PARENT/TEACHER/STUDENT CONFERENCE Top of Page
Click here for an editable Parent/Teacher/Student Conference Form using MS Word.
_____ 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.
RECOMMEND EXTRA INTERVENTION Top of Page
Click here for an editable Recommend Extra Intervention Form using MS Word.
_____ 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.
VISION/HEARING SCREENING Top of Page
Click here for an editable Vision/Hearing Screening Form using MS Word.
_____ Check permanent records for date of last screenings.
_____ Check permanent records for additional health information.
_____ Meet with Madeline to discuss possible problem.
_____ Comprehensive vision screening must be done through IAT process
with parent
permission to review student records.
INDIVIDUALIZED RULES Top of Page
Click here for an editable Individualized Rules Form using MS Word.
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.
REWARDS Top of Page
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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
QUIET ALTERNATIVES Top of Page
Click here for an editable Quiet Alternatives Form using MS Word.
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 CONTRACT Top of Page
Click here for an editable Behavior Contract Form using MS Word.
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 Top of Page
Click here for an editable Consequences Form using MS Word.
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.
BEHAVIOR SUPPORT TEAM Top of Page
Click here for an editable Behavior Support Team Form using MS Word.
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.
SAMPLE ORGANIZED PAGE Top of Page
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DATE SUBJECT NAME
Teacher should specify exact requirements for student papers.
A laminated copy could be created for student to keep at desk.
TRANSITION WORDS Top of Page
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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.
POWER WRITING STRATEGIES Top of Page
CRITERIA FOR WRITING ASSIGNMENTS Top of Page
Click here for en editable Criteria For Writing Assignments Form using MS Word.
Ohio has established learning outcomes for assessing student writing
based on 4 key areas. Each of the areas is broken down as follows:
GRADE 4
1. Content
A response that stays on topic
The use of details to support the topic
2. Organization
An organized and logical response that flows naturally and has a beginning,
middle, and an end
3. Use of language
The use of a variety of words
The use of a variety of sentence patterns
A response that shows an awareness of word usage (vocabulary, homonyms,
and words in context)
4. Writing conventions
A response that shows an awareness of spelling patterns for commonly
used words
Legible writing in print or cursive
The correct use of capital letters (beginning of sentences and for
proper nouns) and end punctuation
GRADE 4 WRITING RUBRIC
A 4-point response focuses on the topic, clearly addresses the purpose
(mode), and has ample supporting details. It has a logical structure
that flows naturally with a beginning, middle, and an end. It has
an effective use of language with a variety of words and sentence patterns.
It shows an awareness of word usage and spelling patterns in commonly used
words. It exhibits the use of capital letters at the beginning of
sentences and for proper nouns. It contains correct end punctuation.
A 3-point response is related to the topic and generally addresses the
purpose (mode). It has adequate supporting details. It has
a logical order with an apparent beginning, middle, and end, although some
lapses may occur. It has word choices that are generally adequate
and has sentences that are mostly complete. It shows an awareness
of word usage and spelling patterns in commonly used words. It may
have occasional word usage, spelling errors, and punctuation errors that
do not interfere with the message. It has correct capitalization
(at the beginning of sentences and for proper nouns).
A 2-point response attempts to address the purpose (mode). It
demonstrates an awareness of the topic but may contain extraneous or loosely
related material. It includes some supporting details. It shows
an attempt at organizing the paper around a beginning, middle, and end.
It has limited vocabulary and has word usage and spelling errors that interfere
with the message. It shows knowledge of capitalization at the beginning
of sentences and for proper nouns. It shows knowledge of the conventions
of punctuation.
A 1-point response may or may not attempt to address the purpose. It offers few details and is only slightly related to the topic. It exhibits little or no evidence of an organizational structure; the beginning, middle, or end of the response may be poorly defined or nonexistent. It has gross errors in sentence structure, word usage, and spelling that impede communication. It has frequent and blatant errors in basic punctuation and in capitalization at the beginning of sentences and for proper nouns.
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
GRADE 9
1. CONTENT
Conveys a message related to the prompt (topic or description of a
situation
Includes supporting ideas or examples
2. ORGANIZATION
Follows a logical order
Conveys a sense of completeness
3. LANGUAGE
Exhibits word choice appropriate to the audience, the purpose
and the subject
Includes clear language
4. WRITING CONVENTIONS
Contains complete sentences and may contain purposeful fragments
Exhibits subject-verb agreement
Contains standard forms of verbs and nouns
Exhibits appropriate punctuation
Exhibits appropriate capitalization
Contains correct spelling
Is legible