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DETROIT PUBLIC SCHOOLS Department of Student Support Programs and Specialized Services

OFFICE OF PSYCHOLOGICAL SERVICES

INTERVENTION TOOL KIT FOR SCHOOL PSYCHOLOGISTS

(Working Within the RtI Framework)

Sandra J. Screen, Ph.D., LP, NCSP Director

Intervention Tool Kit for School Psychologists

(Working Within the RtI Framework)

Sandra J. Screen, Ph.D., L.P., N.C.S.P. Director, Office of Psychological Services

Acknowledgements

I would like to thank the team of school psychologists that worked so diligently to make this resource book possible: Jacklyn Butler, M.A., C.S.P. Gianna Coburn, M.A., C.S.P. Sharon Coley-Wilson, M.A., C.S.P. Peter Dollar, M.A., C.S.P. Shelly Neal, M.A., C.S.P. Hiat Saleh, M.A., C.S.P. Willetta Slack-Williams, Ph.D., C.S.P. Candace Sullivan, M.A., C.S.P. Considerable thought, effort and dedication went into everything that appears in this toolkit. On behalf of the Office of Psychological Services, you have our sincere respect and appreciation.

Chair Paul G. Chrustowski, Ph.D., L.P., C.S.P. Supervisor Sandra J. Screen, Ph.D., L.P. N.C.S.P. Director

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Contents

Preface…………………………………………………………………………………..v Introduction……………………………………………………………………………. 1 INTERVENTIONS Reading…………………………………………………………………………………. 9

1. Phonemic Awareness…………………………………………………………. 10 2. Phonics………………………………………………………………………….24

Reading Fluency………….……………………..………….…………………………………….30

1. Letter Naming Fluency………………………………………………………...31 2. Word Fluency…………………………………………………………………..34 3. Oral Reading Fluency………………………………………………………….36

Vocabulary and Reading Comprehension.…………………………………………...41

1. Vocabulary……………………………………………………………………...42 2. Comprehension…………………………………………………………………46

Math Computation and Concepts……….……………………………….....................57 Spelling and Written Expression.…………..………………………………………….63 Behavior………………..…………..……………………………………………………73 Autism Spectrum Disorder ………….…………………………………………….…..81 Attention Deficit/Hyperactivity Disorder (ADHD)…………………………………..87

APPENDICES Appendix A: RtI Flowchart…………………………………………………………...96

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Appendix B: Sample Psychological Report of Tier 3 Individual Intensive Intervention……………………………………………………………………………..98 Appendix C: Sample Psychological Report for Special Education Eligibility Using RtI……………………………………………………………………………………...108 Appendix D: Sample of DIBELS Oral Reading Fluency materials……………….115 Appendix E: Sample of Curriculum-Based Assessment Progress-Monitoring Recording Sheet……………………………………………………………………….120 Appendix F: Sample of Problem Identification Interview Form………………….122 Appendix G: Sample of Self-Monitoring Form for Behavioral Interventions……126 Appendix H: Sample Discrete Trials with a Beginning, Middle and an End……..128 Appendix I: Sample Question and Response Chart for Function of Objects Intervention for Autism Spectrum Disorders……………………………………….130 Appendix J: Sample Social Stories / Pictures for Social Skills Instruction for Autism Spectrum Disorders…………………………………………………………..132 Appendix K: Samples for Transforming Negative Statements into Positive Statements for Increasing Positive Interactions……………………………………..137 Appendix L: Sample of Weekly Organizational Chart for Organizational Interventions for Students with ADHD……………………………………………...139 Appendix M: Samples for Teaching Desired Behaviors Intervention for Students with ADHD…………………………………………………………………………….141 ADDITIONAL RESOURCES………………………………………………………..143

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Preface

Change is a given thing. As uncomfortable as change may make many of us, it is constantly happening. As individuals, as a professional field, and as a world, we are dynamic and constantly changing and evolving. To successfully cope with changes it is best to approach change without resistance. The martial art of Tai Chi relies heavily on this philosophy on nonresistance and in the power of nonresistance. The Chinese metaphor of water and the rock is often used to exemplify this. Water rushing through a river has the power to wear away rocks in the riverbed. Yet no matter how much force the rock exerts against the water, the water remains nonresistant without losing any of its power. This metaphor of nonresistance would serve us well in coping with the many changes evident in our field of school psychology. This will require many things of us: changes in the type of training we will need, changes in our skill sets and responsibilities, changes in how we conceptualize the challenges students face, and changes in how we make decisions, to name a few. If we forge ahead and face these changes without resistance, we will remain a powerful force in the lives of the students and families we serve! Change is easier to face without resistance when we have two essential components at our disposal: 1. a clearly understood rationale for the change, and 2. practical tools to cope with the change. Greater accountability standards established through NCLB and the reauthorization of IDEA have provided mandated rationale for the changes in the field of school psychology. Years of research have also shown us that the Response to Intervention (RtI) model provides a better way to serve children than the paradigm under which school psychologists have been operating for years. This book you currently hold provides the second essential component to deal with the changes in our profession: the practical tools to cope with the change. Contained within these pages are no less than 75 specific interventions that school psychologists could use themselves under an RtI framework to address the vast majority of academic and behavioral concerns faced by today’s students. For the purposes of this toolkit, a particular emphasis was placed upon interventions for students in grades K through 3, as the research emphasizes the greater impact of early interventions. Nonetheless, the interventions are easily adaptable for older students. The interventions are described in specific and clear detail so that they are easy to implement. Specific materials needed, the time involved, and recommendations for progress monitoring are all described. Each intervention is research-based, and the research citation is provided. Also provided in this toolkit are recommendations for the school psychologist’s role at each tier in the problem-solving framework, concrete examples of how to record, chart and monitor intervention integrity and progress, concrete examples of how to present intervention results in the format of a psychological report for special education decision-making, and a large list of additional Internet-based and in-print resources. I am confident you will find this toolkit a valuable resource that will aid you in continuing to provide the highest standards of psychological services to the students of Detroit Public Schools.

Paul G. Chrustowski, Ph.D., L.P., C.S.P., Supervisor, Office of Psychological Services

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Introduction

The goal of this intervention toolkit catalog is to provide school psychologists with a list of interventions to assist them in the appropriate selection, implementation and progress monitoring of the students with whom they provide direct, intensive intervention services. This catalog provides a sample of research based and teacher applied techniques to increase student achievement and positive behaviors. This is by no means an exhaustive list of interventions, but is instead a sampling of several high-quality research-based interventions that psychologists may find useful when implementing the Response to Intervention (RtI) model. Additional resources are provided to assist psychologist in compiling a user-friendly, yet effective database from which to choose a variety of interventions to address the individual needs of students whom they service. In addition to providing samples of interventions, the catalog also addresses how to collect, analyze, and interpret data in order to make recommendations for special education eligibility within the RtI model. It is intended that this catalog be used as a guide in translating the RtI model into a workable framework within the Detroit Public School setting.

Response to Intervention (RtI) Model As part of the Individual’s with Disabilities Education Improvement Act of 2004 (IDEA 2004), a provision was made to reduce the number of students misdiagnosed with learning disabilities. This change in the law requires that “lack of appropriate instruction” cannot be used in the determination of learning disability eligibility. Further, the practice of using the discrepancy criterion for the diagnosis of Learning Disability is no longer required. The new law provides local education agencies the option to implement a Response to Intervention (RtI) model based on scientific research to improve educational outcomes and decision-making for students who demonstrate academic difficulties. It is based on the premise of providing high-quality instruction, early identification of academic and behavior problems, interventions based on individual needs, and monitoring the learning rate and effectiveness (level of performance) of the interventions. The Response to Intervention (RtI) model is an on-going problem solving collaborative effort between general education professionals and support staff specialist. These professionals include general education teachers, school psychologists, school social workers, behavior specialists, instructional specialists, literacy coaches, teachers of speech and language disorders, administrators, paraprofessionals, etc. The Response to Intervention (RtI) model is based on eight core principles. According to the National Association of State Directors of Special Education, Inc. (2006), they are as follows:

• The assumption that all children can learn: It is the responsibility of the state and local agencies to identify the curricular, instructional, and environmental conditions that foster learning for all children.

• Intervene early with learning and behavior problems before they become serious.

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• RtI is a three-tiered system of delivery that addresses increasing degrees of instruction based on students’ individual needs.

• The problem solving method is used to make determinations at each level to

develop appropriate interventions. This involves defining the problem, analyzing the data, developing the intervention, and monitoring and/or assessing the progress.

• The requirement that curriculum and interventions are scientifically based to

ensure effectiveness.

• The student’s progress must be monitored with assessments that measure curriculum and developmental skills, are sensitive to small increments of growth over time, administered efficiently over short periods, and administered repeatedly (using multiple forms). Fuchs (1986) indicated that students achieve the most when (1) assessments were conducted twice per week; (2) ambitious goals were set; (3) data were displayed on graphs; and (4) teams used preset data utilization rules in analyzing data (e.g., the set number of data points below an aim line to indicate the need for a strategy change).

• Decisions about the student’s response to intervention must be based on the

collection of ongoing data.

• Data is collected from three types of assessments: screening assessment, which can be administered to all children to identify those who may need additional instructional support; diagnostics to assess a child’s strengths and weaknesses in specific skill areas; and progress monitoring to assess progress.

The School Psychologist’s Role within the RtI Framework

The role of the school psychologist and the services provided within the RtI framework can be conceptualized into two categories: direct and indirect. The school psychologist generally provides the same services within the direct and indirect categories at Tier I and Tier II. Indirect & Direct Tier I

• Observe classroom 2 -3 times across two settings (i.e. during reading period and lunch)

• Assist the teacher in selecting classroom wide screening material • Analyze classroom wide screening data • Make decisions on which students are proficient with Tier I instruction

and those that need to progress to Tier II Tier II

• Assess small group of target students to identify specific deficit areas • Develop an intervention • Provide consultation to teacher/paraprofessional to implement intervention

o Provide modeled instruction a minimum of 2 times to the teacher/paraprofessional of the selected intervention

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o Observe the teacher/paraprofessional conducting the entire intervention a minimum of 3 times to ensure intervention integrity

• Monitor intervention • Make decisions as to which students need additional intervention and

progress to Tier III

The role of the school psychologist differentiates at Tier III between providing direct and indirect services. The process of the Tier III RtI problem solving model is illustrated in Appendix A. Indirect Tier III

• Assess individual student to identify specific deficit areas • Select intensive intervention to address deficit area • Provide consultation to teacher/paraprofessional to implement intervention

o Provide modeled instruction of the intervention a minimum of 2 times

o Observe the teacher/paraprofessional conducting the entire intervention a minimum of 3 times to ensure intervention integrity

• Monitor intervention • Make decision as to whether the student needs additional services through

special education or phased into remedial or general education program

Direct Tier III

• Assess individual student to identify specific deficit areas • Select intensive intervention to address deficit area • Provide intervention directly to student

o Adhere to standards of reliability, validity, and intervention integrity

• Monitor intervention • Make decision as to whether the student needs additional services through

special education or can phased into remedial or general education program

Prior to Selecting an Intervention

Prior to selecting an intervention it is important that the psychologist collect information regarding previous educational/behavioral history and existing data in order to specifically identify the deficit area(s) of concern. The information gathered will vary according to grade level and availability. The following are suggestions of data that may be collected prior to selecting an intervention:

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Elementary Middle High School Report Card Grades Report Card Grades Report Card Grades Standard Test Score: Terra Nova (Below 16th %ile, MIP, MEAP(Level 3 & 4), IOWA

Standard Test Score: Terra Nova (Below 16th %ile, MIP, MEAP (Level 3 & 4)

Standard Test Score: Terra Nova (Below 16th %ile), MIP, MEAP (Level 3 & 4)

DIBELS Oral Reading Fluency Charts Unit assessment tests Unit assessment tests Unit assessment tests STAR/Accelerated Reading/Math

English Language Proficiency Assessment



Academic Achievement Tests Academic Achievement Tests

Academic Achievement Tests

Attendance Attendance Attendance Missing/Incomplete Assignments

Missing/Incomplete Assignments

Missing/Incomplete Assignments

In addition to reviewing existing data, it will often be necessary to administer assessments that will isolate specific areas of weaknesses. For example, the DIBELS, Comprehensive Test of Phonemic Processing (CTOPP) or portions of the Woodcock Johnson III Achievement may need to be administered to measure specific areas of reading that may need remediation. This procedure is the foundation for addressing deficits in the core areas of reading, math, written expression, and behavior. For example, when receiving a referral for reading the above mentioned assessments may be used to pinpoint deficits in the following areas:

Phonemic awareness: Phonemic awareness refers to the knowledge students have of individual sounds in words and their ability to manipulate those segments of sound (National Reading Panel, 2000). Phonics: Phonics is the relationship between a specific letter and its sound, only as it relates to the written word. Phonics is used, for example, when a reader comes across an unknown word (National Reading Panel, 2000). Fluency: Fluency is the ability to read text accurately and smoothly. When fluent readers read aloud, their expression, intonation, and pacing sound natural — much like speaking. This does not mean that fluent readers never make mistakes. Fluency develops from reading practice (National Reading Panel, 2000). Vocabulary: When children learn to read, they begin to understand that the words on the page correspond to the words they encounter every day in spoken English. That is why it is much easier for children to make sense of written words that are already part of their oral language (National Reading Panel, 2000). Text Comprehension: Text comprehension is the interaction that happens between reader and text. More than merely decoding words on a page,

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comprehension is the intentional thinking process that occurs as we read (National Reading Panel, 2000).

Once prior/existing data is reviewed and the specific area in need of remediation is identified, selection of the appropriate intervention takes place.

Principles for Selecting an Intervention This catalog provides a sample of interventions to address a variety of academic and behavioral concerns. It will be necessary for school psychologists to often select interventions from available resources on their own from an assortment of other sources (i.e. internet, teacher catalogs, etc.). When selecting an intervention it is important to keep the following recommendations in mind:

1. Documented evidence of effectiveness -choose interventions that are proven to improve the areas they were designed to address, thus assessments with documented reliability and validity.

2. Consistent with an ecological perspective - choose interventions that consider environmental factors and are simple. For example, identify antecedents and consequential factors that are contributing and maintaining the deficit behavior, as this can help to prevent future problems and alleviate current problems. Using the antecedent-behavior-consequences (ABC) model greatly simplifies intervention development.

3. Emphasis on a proactive approach to classroom problems - interventions, when possible, should focus on modifying the classroom environment to promote high levels of student engagement and prevent academic failure and disruptive behavior.

4. Capable of class wide application

-they prevent students from being singled out and help in situations where the environment is contributing to problems

5. Capable of being easily taught through a consultation format. For example,

interventions should be able to be taught to teachers, parents, para professionals, etc, within 3-4 consultation sessions.

6. Capable of implementation using regular classroom resources

7. Capable of being evaluated by reliable, valid, and practical methods

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Principles for Implementing an Intervention

Prior to actually carrying out the intervention, it is necessary for the interventionist and/or consultant to identify explicit goals for the student to achieve. Additionally, it is during this stage of the intervention process that baseline data is collected. Generally one to five intervention sessions are suggested in order to obtain an adequate baseline of performance (Sugai & Tindal, 1993). The overall guiding principles for successfully implementing an intervention dictate that the intervention must be delivered under reliable and valid circumstances. Reliability is achieved by implementing the intervention in the way that is specified by the procedure of the intervention. The key to reliability is consistency and treatment integrity. Any variations from the original intervention procedure should be well documented in order to preserve the integrity of the intervention. Validity is obtained through assuring that the intervention that is being used to remediate a deficit skill or behavior problem actually addresses the target behavior/skill (Sugai & Tindal, 1993).

Principles for Progress Monitoring

Progress monitoring is a scientifically based procedure that is essential to measure the effectiveness of the intervention efforts. The purpose of progress monitoring is to assess the rate of progress of the student in order to make any necessary changes in a timely fashion. As part of progress monitoring, the student’s current level of academic performance is analyzed in relation to curriculum based measures. The student’s performance in the specified area is then measured on a regular basis (weekly or monthly). These measurements are plotted on a graph to allow visual representation of the rate of learning. This procedure allows for easy and quick understanding by the teacher and the parent. As the student’s progression is monitored, the instructional techniques or interventions can be adjusted as needed to continue to meet the student’s needs. Progress monitoring is beneficial because it continuously assesses and documents whether or not the student is receiving appropriate instruction/intervention. It also allows for efficient communication between school staff and parents/guardians about the student’s progress and fewer special education referrals (National Center on Student Progress Monitoring. http//www.studentprogress.org/). There are challenges that are inherent in progress monitoring when school districts are trying to implement the Response to Intervention model. Parents and teachers need more information about the effectiveness of progress monitoring and intervention that would be in contrast to psychoeducational evaluations traditionally used to determine eligibility for special education (National Center on Student Progress Monitoring. http//www.studentprogress.org/).

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Guiding Principles for Determination of Special Education Eligibility

The Michigan Association for School Psychologist provides the following position statement on RtI in response to special education eligibility in relation to a specific learning disability:

If a student has been provided appropriate research-based instruction in the regular education setting and there is data-based documentation of repeated assessment of achievement at regular intervals, the IEP team may consider a student as a student with a learning disability if the student meets all of the following criteria:

1. Academic achievement significantly below that which

is expected when compared to local norms and measured using rigorous progress-monitoring tools with established reliability and validity.

2. The student persistently fails to meet state grade level expectations and benchmarks in the area of suspected disability as measured on mandated state assessments.

3. Slope of learning is significantly less than that of same age/grade local peers, and the gap in the rate of acquisition of learning is not likely to close without substantial intensive intervention.

4. Lack of response to research based interventions that are targeted to the individual student’s specific needs and are delivered with integrity for a substantial period of time (for example, one year with intervention trials at both Tier 2 and Tier 3). Delivered with integrity means that the intervention was implemented: following a regular schedule, documentation of attendance, and repeated measurement of student progress, and evidence that other students within the setting demonstrated adequate progress when exposed to the same or similar interventions.

5. Demonstrated difficulty accessing and progressing in the general education curriculum without the provision of special education intervention, support, accommodations, or modifications.

6. The student’s achievement deficits are not primarily the result of his/her status as an English Language Learner, or another disability or condition, such as: Cognitive Impairment, Emotional Impairment, Autistic Spectrum Disorder, Physical Impairment, Hearing Impairment…etc

Samples of an of the RtI case study are provided in Appendix B and Appendix C. (MASP Proposed Position Statement on Response-to-Intervention, 2005)

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References James, F. (2004). Response to intervention in the individuals with disabilities education act (IDEA), 2004. International Reading Association. National Association of State Directors of Special Education, Inc. (2006). Response to intervention: Policy considerations and implementations. Alexandria, VA: National Association of State Directors of Special Education, Inc. National Research Center on Learning Disabilities. (2004). Executive Summary of the NRCLD symposium on responsiveness to intervention [Brochure]. Lawrence, KS: Author.

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Reading

Phonemic Awareness 1: Isolation

Phonemic Awareness 2: Isolation

Phonemic Awareness 3: Identity

Phonemic Awareness 4: Categorization


Phonemic Awareness 6: Blending

Phonemic Awareness 7: Blending Phonemes

Phonemic Awareness 8: Segmenting and Blending

Phonemic Awareness 9: Deletion


Phonemic Awareness 11: Addition

Phonemic Awareness 12: Substitution

Phonemic Awareness 13


Phonics: Intervention 1






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Phonemic Awareness 1: Isolation Goal: Student will isolate a sound in a word in a target position. Materials:

• List of words that are age/grade level appropriate. The list of words can be obtained from the student’s teacher

Procedure:

1. Say a word and ask the student what sound it begins with. Note: This can also be done with the final and middle sounds as the student becomes more familiar with how to isolate one sound from the rest of the sounds in a word.

Examples:

Interventionist: What’s the first sound in bat? Student: /b/

Interventionist: What’s the last sound in wig? Student: /g/

Interventionist: What’s the middle sound in bag? Student: /a/

Frequency of Intervention: This intervention should be conducted 3 - 5 times weekly for 7 – 12 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 3 – 5 intervention sessions and feedback/decision making sessions should be scheduled every 3 - 5 data points (3-5 progress monitoring sessions). References: Hall, S.L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Phonemic Awareness 2: Isolation Goal: Student will isolate a sound in a word in a target position. Materials:

• List of age/grade appropriate words. The list of words can be obtained from the teacher.

Procedure:

1. Interventionist gives the student instructions. Ask the student to give the thumbs up sign if they hear a target sound at the beginning of a word.

2. Interventionist reads a word. Additional Consideration: Once the students are ready, you can increase the difficulty by changing the task to isolate and match the ending sounds, and then eventually the middle sounds.

Frequency of intervention: This intervention should be conducted 3 - 5 times weekly for 7 – 12 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 3 – 5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions). References: Hall, S.L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Phonemic Awareness 3: Identity

Goal: Student will recognize the same sounds in different words. Materials:

• Picture cards • Craft sticks

(glue picture cards to each end craft stick) Procedure:

1. Students connect the initial sounds in word. (This activity is modeled after the game of Dominos)


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Goal: Recognize that the one word in a set has an “odd” sound. Materials:

• Set of picture cards Procedure:

1. Sort the picture cards into columns by initial sound. 2. Have the student identify the sound that is in each word.

Suggestion: At first it is best to select sounds that extend rather than sounds that stop. Make sure that the sounds are different and easily distinguished from one another. After a while, you can extend this activity to focus on the ending or middle sounds in words.


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Phonemic Awareness 5: Categorization Goal: Recognize that the one word in a set has an “odd” sound. Materials:

• 6 – 8 miniature objects for each sound. Procedure:

1. Student picks up a miniature object, says its name, determines the initial sound in the word and then places the object in the appropriate pile.


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Phonemic Awareness 6: Blending

Goal: Students will improve their segmenting and blending skills. Materials:

• A turtle picture on craft stick. • Word list appropriate for child’s age or developmental level.

Procedure:

1. The student holds a picture of a turtle taped to a craft stick. 2. Interventionist asks students how turtles move. (Student should respond by saying

“Slowly.” 3. Interventionist says a word and asks the student to step one slow step at a time to

segment the sounds in words. Frequency of intervention: This intervention should be conducted 3 - 5 times weekly for 7 – 12 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 3 – 5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions). References: Hall, S.L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Phonemic Awareness 7: Blending Phonemes

Goal: Listen to a sequence of sounds and combine them to say a word. Students will improve their segmenting and blending sounds in words Materials:

• Picture puzzles (Divided into the number of pieces that correspond to the number of sounds in the word). E.g. the picture of a shoe is divided into two pieces, and fish and cheese into three pieces.

Procedure:

1. Place the pieces in front of the child. 2. Interventionist says the word. The interventionist pronounces each sound

separately. 3. The student puts the puzzle together as he is sounding out the sounds that make

up the word. Frequency of intervention: This intervention should be conducted 3 - 5 times weekly for 7 – 12 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 3 – 5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions). References: Hall, S.L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Phonemic Awareness 8: Segmenting and Blending

Goal: Student will improve in his/her ability to segment and blend sounds into words Materials:

• Word List • Manipulative objects (such as blocks or counters)

Procedure:

1. Interventionist says a word. 2. The student moves one token or objects as they say each sound.


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Phonemic Awareness 9: Deletion Goal: The student will recognize the word that remains when a phoneme is removed from another word. Materials:

• Word List Procedure:

1. Interventionist says a word and asks students to repeat the word, then says it again without a specific sound.

For example: Interventionist: Say hand. Student: Hand. Interventionist: Now say it again without the /h/ Student: And.


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Goal: The student will recognize the word that remains when a phoneme is removed from another word. Materials:

• Word List • Colored blocks or counters (each colored block represents a sound)

Procedure:

1. Interventionist says a word. 2. Ask the student to repeat the word to remove the colored block or counter that

corresponds with the sound. 3. The student blends the new word.

For example: Interventionist: Say ham. Student: Ham. Removes the first block and says “am”


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Phonemic Awareness 11: Addition

Goal: The student will make a new word by adding a phoneme to an existing word. Materials:

• Word list. Procedure:

1. Interventionist says a word. 2. Ask the student to repeat the word and asks the student what word it would

become when another sound is added.

For example: Interventionist: Say pot. Student: Pot Interventionist: Add /s/ to the beginning. What word is it now? Student: spot.


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Phonemic Awareness 12: Substitution

Goal: The student will substitute one phoneme for another phoneme to make a new word. Materials:

• Word list. Procedure:

1. Interventionist says a word. 2. Then ask the student to repeat the word. 3. Lastly ask the student to substitute one sound with another.

For example: Interventionist: Say mop. Student: Mop. Interventionist: Now change the /m/ to /k/ Student: Cop.


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Goal: To increase word attack. (Specify exact criteria in intervention plan write up)

Materials:

• Prepare a list of words and phrases from the student’s curriculum that he/she does not recognize.

• A second sheet of paper to keep track of words known and not known. • Prepare index cards with the words written on them to be used as flash cards.

Procedure:

1. Use a 5 card scaffold strategy. From the prepared list of words/phrases write out the words/phrases on index cards.

2. The Interventionist should introduce five words/phrases to the student and practice connecting sounds to individual letters.

3. After the student has mastered the sound-symbol relationship for a word/phrase, have the student repeat the word/phrase.

4. As the student shows mastery of word/phrase for 5 out 7 attempts, set that word/phrase in a box or some other visible placement labeled “mastered” and add in words/phrases as needed.

5. Remember practice only 5 word/phrase at a time. If, the interventionist would like to increase the number of word/phrases to practice, only increase it by 2 at a time and note student’s response to the increase. If it is positive continue, if it is negative revert back to practicing only 5 word/phrases.

Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: Progress monitoring should be once every 3-5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions). Reference: House, S.N. (Ed.). (2004). Learning intervention manual: Goals, objectives, and intervention strategies. Columbia, MO: Hawthorne.

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Goal: To increase word attack, using root words suffixes and prefixes. (Specify exact criteria in intervention plan write up)

Materials:

• Prepare a list of root words from the student’s curriculum that he/she does not recognize.

• A second sheet of paper to keep track of words known and not known. • Prepare index cards with the root words and suffixes/prefixes written on them to

be used as flash cards.

Procedure:

1. Use a 5 card scaffold strategy. From the prepared list of root words write out the words on index cards. Then prepare a set of index cards with prefixes and suffixes to be used.

2. The Interventionist should introduce three root words to the student and practice connecting prefixes and suffixes to the root words.

3. After the student has mastered the root words, prefixes and suffixes for a have the student repeat the word/phrase.

4. As the student shows mastery of the root word, prefix and/or suffix for 5 out 7 attempts, set the root word, prefix and/or suffix in a box or some other visible placement labeled “mastered” and add in roots, prefixes and suffixes as needed.

5. Remember practice only 3 roots, prefixes and suffixes at a time. If, the interventionist would like to increase the number of word/phrases to practice, only increase it by 2 at a time and note student’s response to the increase. If it is positive continue, if it is negative revert back to practicing only 3 word/phrases.

Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: Progress monitoring should be once every 3-5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions). Reference: House, S.N. (Ed.). (2004). Learning intervention manual: Goals, objectives, and intervention strategies. Columbia, MO: Hawthorne.

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Phonics 1 Goal: Student will practice applying letter-sound correspondence. Materials:

• Letter sound cards Procedure:

1. When introducing a sound, the interventionist says the name of the letter, the sound for the letter and explains how the sound is contained in the key word. For example, “This is the letter a. The sound for letter a is /a/. The word apple begins with the sound /a/.

2. The interventionist reviews all new sounds introduced by having the students repeat the sound and the key word - /a/ as in apple-while he/she points to each card in the random order.

3. The interventionist presents the next sound, repeating steps 1 and 2. 4. The interventionist places the new cards in a prominent place so the student can

refer to the cards to remember the sound for the letter. Additional Considerations: Introduce one or two new letter-sound correspondences at a time. When using letter-sound cards for intervention instruction, it is best to use a common keyword between core classroom and intervention instruction. This avoids confusing the students who are learning from both the core curriculum and the intervention instruction. Frequency of Intervention: This intervention should be conducted 3 - 5 times weekly for 7 - 12 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 3 – 5 intervention sessions and feedback/decision making sessions should be scheduled every 3 - 5 data points (3-5 progress monitoring sessions). References: Hall, S.L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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• Deck of cards

Note: Deck should include only the letters or letter combinations previously taught to review the letter sound relationships. Cards should be small enough to place in a “deck,” generally 1.5 x 2 inches to 3 x 5 inches. These can be purchased or easily made by the interventionist.)

You may choose to place multiple cards for each letter or letter combination in the deck so that the student cannot assume that once a card has been shown, it will not be shown again.

Procedure:

1. The interventionist stacks the cards in a deck and places them face down. 2. The interventionist turns each card over, asking the student to name the sound for

each letter or letter combination as fast as possible. Additional Consideration: The interventionist can set fluency goals, with the ultimate goal being to name 50 sounds in one minute. Frequency of Intervention: This intervention should be conducted 3 - 5 times weekly for 7 - 12 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 3 – 5 intervention sessions and feedback/decision making sessions should be scheduled every 3 - 5 data points (3-5 progress monitoring sessions). References: Hall, S.L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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• Letter cards Procedure:

1. Interventionist selects 3 letter words appropriate for child’s age and/or developmental level.

2. Interventionist then places two out of the three letters of the word in front of the student. Interventionist also places at least five letters and places them under the space of the missing letter. Suggested listed of letters: s, f, m, p, and r

3. The student places each letter in the empty space and reads the word it spells. Frequency of Intervention: This intervention should be conducted for 3 – 5 weekly for 7 – 12 minutes. Progress Monitoring : The frequency of progress monitoring should be once every 3 – 5 intervention sessions and feedback/decision making sessions should be scheduled every 3 - 5 data points (3-5 progress monitoring sessions). References: Hall, S.L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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• Beach ball divided into sections with letters written in each section. Procedure:

1. Interventionist throws the ball to a student. 2. Student looks at the letters where his/her fingers are positioned. The student

chooses one of these and says the letter, the sound it makes, and a word that begins with this sound.

3. The student then throws the ball back to the interventionist who then throws it to another student.

Frequency of Intervention: This intervention should be conducted 3 - 5 times weekly for 7 - 12 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 3 – 5 intervention sessions and feedback/decision making sessions should be scheduled every 3 - 5 data points (3-5 progress monitoring sessions). References: Hall, S.L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Phonics 5 Goal: Student will practice blending letters into words. Materials:

• Moveable alphabet Note: Each letter or letter combination is on a separate piece, such as a magnetic tile or small piece of paper. You can use the letter-sound cards from the reading program for this activity.

Procedure:

1. The interventionist spells a word with the tiles (or piece of paper). This should begin with two and three-sound words, and continues with words that have as many as six sounds.

2. The student touches each letter and says the sound. The student pauses at least

one second before each sound to demonstrate that he/she understands the sound is discreet and matches the letter he/she is touching.

Additional Considerations: The interventionist should select words that begin with continuant (extended sounds such as /m/, /z/, /s/, /f/, /l/, /n/, and /v/) because these sounds are easier to blend into the vowel. Once the student can read words that begin with continuants, the interventionist can use the activity with all sounds. Frequency of Intervention: This intervention should be conducted 3 - 5 times weekly for 7 – 12 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 3 – 5 intervention sessions and feedback/decision making sessions should be scheduled every 3 - 5 data points (3-5 progress monitoring sessions). References: Hall, S.L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Phonics 6 Goal: Student will blend sounds into words and read real words. Materials:

• Fifteen to 20 index cards with real words, one word per card. Procedure:

1. The interventionist has the student read each word as she shows the card. 2. The interventionist places each card on the table after the student correctly reads

it. 3. When all the cards are on the table, the teacher asks each student questions and

the students find the card or cards that answer the questions. Questions can be various types: For example: Definitions – What is an animal that says quack? (duck) Fun about class – What color is David’s hair? (red) Sounds – Which word begins with /m/? (mop, mom, met)

4. The student reads the word before he/she picks it up. 5. The interventionist can also time the student reading the words as fast as they can

as she flips them from the stack.

Frequency of Intervention: This intervention should be conducted 3 - 5 times weekly for 7 - 12 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 3 – 5 intervention sessions and feedback/decision making sessions should be scheduled every 3 - 5 data points (3-5 progress monitoring sessions). References: Hall, S.L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Reading Fluency

Letter Naming Fluency:

Singing the Alphabet Song with Varying Pace and Rhythm

Singing Only Part of the Alphabet Song

Instant Letter Recognition Charts

Word Use Fluency:

Robust Vocabulary Instruction

Error Correction Techniques

Oral Reading Fluency:

Repeated Oral Reading

Partner or Paired Reading

Audiotaped Stories

Echo Reading or Listening Passage Preview

Assisted Reading Practice

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Singing the Alphabet Song with Varying Pace and Rhythm Goal: To increase fluency in naming uppercase and lowercase letters. Children sing the alphabet song at various paces, from very slow to very fast. A very slow pace is most important so that children are forced to articulate the letters LMNOP, which are often run together when the song is sung at its normal tempo. Materials:

• Three pictures for the interventionist: a turtle, a person walking, and a rocket or jet.

• Alphabet strip with uppercase letter for each student.

Procedure: 1. Hold up one of the pictures to indicate the pace at which the song is to be sung

(turtle = very slow; walking person = normal; rocket or jet = fast). 2. The students sing the song at the appropriate pace. 3. Hold up the turtle picture for the LMNOP letters so that the students realize these

are separate letters. 4. VERY IMPORTANT: As students begin matching letters with letter names, and

the students can sing the song at a slow or normal pace, they should touch every letter as they sing the song.

Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: Progress monitoring should be once every 3-5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions). Additional Considerations: Benchmark Assessment and Progress Monitoring Scoring Booklets available at http://dibelsoregon.edu/ References: Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Singing Only Part of the Alphabet Song

Goal To increase fluency in naming uppercase and lowercase letters. Children sing only part of the alphabet song, starting and ending at given letters. Materials

• Pocket chart, a magnetic board, or some other way to display letters. • Letter cards or magnetic letters. • Three pictures: a turtle, a person walking, and a rocket or jet. • Alphabet strip with uppercase letters for each student.

Procedure 1. Place the start and stop letters in the pocket chart or the magnetic board. 2. Hold up one of the pictures to indicate the pace at which the song is to be

sung (turtle = very slow; walking person = normal; rocket or jet = fast). 3. The students sing the song at the indicated pace from the starting letter to

the stopping letter. 4. Students touch each letter as they sing the song.


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Instant Letter Recognition Charts Goal: To increase fluency in naming uppercase and lowercase letters. Student reads letter names as interventionist or another student flips a deck of cards with the letters on them. Materials:

• Cards with letters on them (these can come from a kit or teacher can make them). • Decks can include duplicates of some or all of the letters

Procedure:

1. Interventionist shuffles the deck. 2. Interventionist flips a card and student names the letter. 3. Continue flipping cards as fast as the student names the letter. 4. Correctly named letters are placed in one pile. 5. Misnamed letters are placed in a different file to be reviewed later.

Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: Progress monitoring should be once every 3-5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions). Additional Considerations: Benchmark Assessment and Progress Monitoring Scoring Booklets available at http://dibelsoregon.edu/

References: Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Robust Vocabulary Instruction

Goal: To increase word recognition and word use with accurate pronunciation to ready student for comprehension. Teacher or interventionist selects ten vocabulary words per week to teach using strategies that provide robust active experiences with these words. Materials:

• Vocabulary words. • Student friendly definitions. • Additional materials as indicated in appendix.

Procedure: (To Do Before)

1. Select ten words for vocabulary instruction per week from read-aloud or student text.

2. Develop a student-friendly definition for each word. 3. Design an activity for each day for each word (see Additional Information, below)

(To Do During)

1. Introduce the word before, during, or after reading it in a story. Say the word and ask the student(s) to repeat it.

2. Provide a student-friendly definition. 3. Retell how the word was used in the story. 4. Discuss how the word can be used in another context. 5. Ask the student(s) to provide their own examples of how the word could be used. 6. Ask the student(s) to say the word again to reinforce its phonological

representation. 7. Facilitate an activity using the word. See examples below.


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Error Correction Techniques Goal: To increase automaticity and fluency of word recognition through error-correction for students who are just learning to read or have delayed reading skills, correcting reading mistakes immediately can promote reading fluency. Immediately pronounce a correct word for a student when they commit a reading error (e.g., substitution, omission, 5-second hesitation). Materials:

• Reading passage or book. Procedure: 1. (Word Supply) Tell the student that you will be helping them with the correct word while you listen and point to the word in the passage. Supply the correct word when student commits a reading error. Do not correct for misreading or omitting ‘the’ or ‘a’ and/or dropping suffixes such as –s, -ed, or –ing. 2. (Sentence Repeat) Tell the student, “If you come to a word that you do not know, I will help you with it. I will tell you the correct word while you listen and point to the word in the book. After that, I want you to repeat the word and then read the rest of the sentence. Then I want you to read the sentence again. 3. (‘Word Attack’ Hierarchy) Instructor prompts the student to apply a hierarchy of word-attack skills whenever the student misreads a word. Cues are given in descending order; if the student correctly identifies the word after any cue, the instructor stops delivering cues and directs the student to continue reading. ‘Word Attack’ Hierarchy cues:

a. “Try another way.” This cue is given directly after a reading error and alerts the student to the fact the she or he has misread the word.

b. “Finish the sentence and guess the word.” The student is encouraged to make use of the sentence context to discover the correct word pronunciation.

c. “Break the word into smaller parts and pronounce each one.” The student is directed to sound out the segments of a word independently.

d. Using an index card, the tutor covers over parts of the word and the student is to sound out only the part of the word that is visible.

e. “What sound does ‘ ‘make?” As the tutor covers the selected parts of the word with an index card, the student is directed to use phonics information to sound out the word.

f. “The word is .” If the student cannot decode the word despite instructor support, the instructor supplies the word.

Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: Progress monitoring should be once every 3-5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions).

References: Wright, J. (2001). The savvy teacher’s guide: Reading interventions that work. Jim [email protected]/www.interventioncentral.org.

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Repeated Oral Reading Goal: To increase automaticity and fluency. Students read the same story orally several times and chart their times. Materials:

• Passage at the student’s independent reading level. • Timer • Chart.

Procedures:

1. Select a passage at a student’s independent reading level and mark an asterisk after word 100.

2. On the first day, time each student individually while the student reads the first 100 words of the story. Record the story title, date, and number of minutes to read 100 words.

3. Optional step – have the student practice reading a list of as many as 30 selected words from the passage. These words should be high frequency or nonphonetic words.

4. On days two, three, and four, the student reads the same passage. Record the times each day.

5. On the fifth day, have the student read the passage again. Record the time and chart the student’s progress across the five days. Select a different passage for the next five days.

Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: Progress monitoring should be once every 3-5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions). Additional Considerations: Benchmark Assessment and Progress Monitoring Scoring Booklets available at http://dibelsoregon.edu/ (See sample Oral Reading Progress Monitoring and Student Materials Appendix D) References: Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services. Wright, J. (2001). The savvy teacher’s guide: Reading interventions that work. Jim [email protected]/www.interventioncentral.org.

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Partner or Paired Reading Goal: To increase automaticity and fluency. A stronger reader is paired with a weaker reader. They read a passage aloud together, either at the same time or sequentially (with the stronger reader going first). Materials:

• Two copies of the passage for the pair. Procedure: Pairing students allows the stronger reader to help the weaker reader. Steps for Determining Pairs in a Classroom:

1. On a piece of paper, list all students from highest to lowest reader. 2. Cut the paper in the middle of the list and place the two pieces next to each other. 3. Pair the top reader with the student at the top of the bottom half of the list, and so

on. 4. Give both students a copy of a passage and ask the stronger reader to read first. 5. The weaker reader follows along and rereads the same part of the passage. 6. It is best if both students have a copy of the passage so they can follow along.

Another possibility is to have the students point to the words as they are reading or listening.

Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: Progress monitoring should be once every 3-5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions). Additional Considerations: Benchmark Assessment and Progress Monitoring Scoring Booklets available at http://dibelsoregon.edu/ References: Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services. Wright, J. (2001). The savvy teacher’s guide: Reading interventions that work. Jim [email protected]/www.interventioncentral.org.

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Audiotaped Stories Goal: To increase fluency via audiotaped stories. Student listens to an audiotaped recording of a story, while reading aloud with the text. Materials:

• Copy of the story for each student. • Audiotape of the same story.

Procedure: Audiotapes can be purchased, checked out at the library, or by making the tapes. Additionally, tapes can be made by the parents or older students can make the tapes for the younger students. Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: Progress monitoring should be once every 3-5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions). Additional Considerations: Benchmark Assessment and Progress Monitoring Scoring Booklets available at http://dibelsoregon.edu/ References: Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Echo Reading or Listening Passage Preview Goal: To increase student’s attending to reading with intonation and general fluency through auditory mode. The teacher reads a section of a passage, accentuating appropriate phrasing and intonation, followed by the student echoing it as they read their own copy of the passage. Materials:

• Copy of the passage for the student and the teacher. Procedure: The teacher reads a short section of the passage with expression and proper phrasing. Then the student immediately reads the same line, following the teacher’s example. This continues for the entire passage. Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: Progress monitoring should be once every 3-5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions). Additional Considerations: Benchmark Assessment and Progress Monitoring Scoring Booklets available at http://dibelsoregon.edu/ References: Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services. Wright, J. (2001). The savvy teacher’s guide: Reading interventions that work. Jim [email protected]/www.interventioncentral.org.

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Assisted Reading Practice Goal: To increase automaticity and fluency through error-correction. The student reads aloud while an accomplished reader follows along silently. If the student commits an error, the helping reader corrects the student error. Materials:

• Reading book Procedure:

1. Instruct student to read aloud. 2. Follow along silently. 3. If student mispronounces a word or hesitates for longer than 5 seconds, tell the

student the word. Have the student repeat the word correctly and then to continue reading aloud through the passage.

Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: Progress monitoring should be once every 3-5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions). Additional Considerations: Benchmark Assessment and Progress Monitoring Scoring Booklets available at http://dibelsoregon.edu/ Reference: Wright, J. (2001). The savvy teacher’s guide: Reading interventions that work. Jim [email protected]/www.interventioncentral.org.

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Vocabulary and Reading Comprehension Interventions

Vocabulary:

Human Word Web

Vocabulary Map

Semantic Feature Analysis

Scaling Antonym Pairs

Reading Comprehension:

Write Predictions

K-W-L Chart

Green, Yellow, and Red Question Cards

Comprehension Bookmark

Questioning the Author

Make a Movie

Main Idea

Generating a Graphic Organizer

Compare and Contrast

Cause and Effect

Sequencing Events

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Human Word Web

Goal: Identify the relationship between words. Materials:

• 5x7 – inch cards with related words, one word per card. • Several pieces of string

Procedure:

1. Interventionist creates cards before activity begins 2. Each student in the small group is given a couple of cards. 3. Students are asked to discuss how all the words relate to each other. 4. Students arrange the cards and use the pieces of string to make a web-like design

that depicts the way the words can be connected or categorized. Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: The frequency of progress monitoring should be once every 3-5 intervention sessions. Feedback /decision making sessions should be scheduled every 3-5 progress monitoring sessions. Resource: Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Vocabulary Map

Goal: To introduce new vocabulary in a story.

Materials:

a) Text b) Three-column chart on a piece of paper

Procedure:

1. Before reading the story, select words that students are likely not to know well. 2. Make a chart with three columns labeled: Word, What I Think It Means Before

Reading, and What I think It Means After Reading. 3. List the words, and either ask students to fill in the second column or write it as

the students dictate. 4. Read the story. 5. Complete the third column and discuss how the word was used in the story.

Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: The frequency of progress monitoring should be once every 3-5 intervention sessions. Feedback /decision making sessions should be scheduled every 3-5 progress monitoring sessions. Resource: Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Semantic Feature Analysis

Goal: To increase students ability to identify similarities and differences between objects through semantic feature analysis. Materials:

• Two or three objects from a category. • Chart for semantic feature analysis.

Procedure:

1. Interventionist sets two or three objects that are similar in front of students (for example: boot, tennis shoe, and slipper.)

2. Interventionist creates a chart that lists the three objects across columns at the top. 3. Interventionist asks students to think of features of the objects to list down the

side (soft sole, laces, made from leather, etc.). 4. Students add + or – signs in the column to note which objects generally have

these features. 5. Students create a definition based on the features that differentiate the objects (a

boot is something you wear on your feet and that is generally made from leather, has hard soles, and is often worn to protect your feet from the weather or danger).


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Scaling Antonym Pairs

Goal: To create a set of words and place them along a continuum from one antonym to another. Materials:

• List of antonym pairs • A paper with a line with arrows on each end • Pencil • Dictionary • Dictionary-style thesaurus

Procedure:

1. Students choose from a list of contrasting words whose meanings can be graduated along a scale from one end to the other.

2. Then students work together to think of many other words that might fall between the two along the continuous scale. For example, if the antonyms are angry and delighted, the words along the scale might include furious, displeased, unhappy, happy, and pleased.

3. The exercise of discussing where along the continuum to place words, help students explore their definitions of words.


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Write Predictions

Goal: Students learn to write predictions before reading and then check their predictions after reading. Materials:

• Flipchart or paper to record predictions Procedure:

1. Before reading, students compose a list of their predictions about the passage based on the title and a picture walk (the interventionist shows children the pictures before reading) of the book.

2. After reading the story, they go back and place a checkmark next to all their predictions that were accurate. The purpose of this activity is to model for students that predicting what will happen is a purposeful strategy to use before and while reading.


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K-W-L Chart

Goal: Using a chart with three columns, students are asked before reading to complete what they already know and want to know. After reading, they fill in what they learned. Materials Needed:

• K-W-L chart (flipchart or paper with three columns).

Procedure: The interventionist uses a flipchart or a paper with three columns labeled as follows:

1. What I Know (K) 2. What I Want to Know (W) 3. What I Have Learned (L)

This technique is used to help children activate prior knowledge and set a purpose for reading to seek information they want to know. They complete the first two columns before reading and fill in the third column after reading the passage. Donna Ogle initially developed this technique for use with expository text (Ogle 1986). Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: The frequency of progress monitoring should be once every 3-5 intervention sessions. Feedback /decision making sessions should be scheduled every 3-5 progress monitoring sessions. Resource: Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Green Yellow, and Red Question Cards

Goal: A series of questions are written on three different colors of cards to signal that they are to be asked before (green), during (yellow), and after (red) reading. Materials:

• Question cards on three different colors of cardstock paper (green, yellow, red). Procedure: Students use a different set of questions to activate knowledge before reading, making connections during reading, and analyze the text after reading. Interventionist can create these questions, which would vary depending upon whether the text is narrative or expository. Some sample questions for narrative text are provided below. 1. Before Reading (green cards)

• What does the title tell me about this story? • What do the pictures tell me? • What do I already know about…? (the topic of the story)

2. During Reading (yellow cards) • Who? (tell who the story is about, or name the characters) • What? (state the problem) • When? (tell the time the story takes place) • Where? (tell the place of the story) • Why? (explain why something happened) • How? (tell how the problem was solved) • What do I think will happen next? (make predictions)

3. After Reading (red cards) • Who were the characters? • What was the setting? • What was the problem? • How was the problem solved? • Why did…? (elaborate on why something happened)


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Comprehension Bookmark

Goal: A set of words are written on cardstock that is cut in the shape of a bookmark to use as a reminder while reading. Materials:

• Cardstock to make bookmarks Procedure:

1. Words are written down in a column and copied on cardstock. 2. Then cut in the shape of a bookmark. The words represent reminders of what

good readers think about while reading. Some sample words include visualize, wonder, make connections, express feelings, ask questions, reread, and clarify.


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Questioning the Author

Goal: A technique for comprehending is modeled by an interventionist-led discussion during the first reading of a new passage. The interventionist stops periodically while reading to ask queries of the author. Materials:

• Text Procedure: 1. To Do Before

• Interventionist previews the text and places an asterisk at each point to stop for a query.

• Interventionist writes a query/question for each stopping point (see examples below).

2. To Do During

• Interventionist begins reading the passage aloud while students follow along. • At the first asterisk, the interventionist stops and poses the query. • Students respond and discuss the topic of the query. • Reading continues until the teacher reaches the next asterisk. • Reading and queries continue until the end of the passage.


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Make a Movie

Goal: To direct students through the process of “making a movie in their mind”

Materials:

• Text • Paper and colored pencils or crayons

Procedure:

1. The interventionist first models this technique by thinking aloud about what her movie looks like, stopping periodically while reading a story aloud.

2. After modeling this technique, she then begins reading a story aloud and stops from time to time to allow students to describe their mind movies.

3. Students can tell about their movie orally, or they can draw a picture of what their movie looks like.

4. Students are encouraged to think about what the character looks like, where he is standing, what is around him, what he is doing, and who else is in the scene.


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Main Idea

Goal: Students learn how to summarize and state the main idea in a few words. Materials: None Procedure:

1. The interventionist models how to state what the story is about. 2. After students begin to learn how to state what the main idea of the passage is

about, you can ask them to try to state the main idea in 15 words or less. Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: The frequency of progress monitoring should be once every 3-5 intervention sessions. Feedback /decision making sessions should be scheduled every 3-5 progress monitoring sessions. Resource: Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Longmont, CO: Sopris West Educational Services.

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Generating a Graphic Organizer

Goal: To teach students to generate a graphic organizer containing the main ideas of an expository passage.

Materials:

• Student copies of practice expository passages, or reading/text books. • Blank paper • A pencil with an eraser

Procedure:

Introduce the strategy by telling students that they can draw pictures, or Main Idea Maps, that help them to understand how the ideas of a multi-paragraph passage fit together.

1. Read through a short (2-6 paragraph) practice expository passage with students. 2. On a blank piece of chart paper, begin building a graphic organizer by writing the

title of the passage in the center. 3. Draw a box around the title. 4. Let the student know that some paragraphs have summary sentences that state the

main idea of the passage. (Other paragraphs have implied main ideas, which the reader must figure out, based on key facts or ideas they must contain.)

5. Go through each paragraph in the practice passage and identify the paragraph’s main idea. Demonstrate how to summarize that main idea as a single phrase.

6. As you summarize each paragraph’s main idea, write the number of the paragraph and main–idea summary phrase on the graphic organizer.

7. Once the main idea is written for all paragraphs onto the graphic organizer, return to the passage. For each paragraph, pull out 2-3 important facts, ideas, or supporting details.

8. On the graphic organizer, write these key pieces of additional information under the main-idea phrase for that paragraph.

9. Then draw a box around the main-idea and supporting details and move on to the next paragraph.


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Compare and Contrast

Goal: Students use a graphic organizer such as a Venn diagram to compare two aspects of the story, such as two characters for a narrative story or two events in an expository text.

Materials:

• Graphic organizer

Procedure:

1. One technique for helping students interpret a text is to ask students to compare and contrast how two things are alike or different. A Venn diagram (two overlapping circles) is one useful graphic organizer for this discussion.

2. If two events are compared, then things that are unique about each event appear in the circles outside of the overlapping area.

3. Common characteristics of the two events are listed in the area where the two events are listed in the area where the two circles overlap.


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Cause and Effect

Goal: To help students think about the cause and effect relationships in a passage.

Materials:

• Graphic organizer

Procedure:

1. As a way to teach students to look for cause and effect, the instructor can make a simple chart with two columns, one for “Cause” and the other for “Effect.”

2. Initially when modeling how to use this chart, the instructor can do this with the entire group.

3. Later, each student can fill in his own chart.


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Sequencing Events

Goal: To list the important events in sequential order after reading a story. Materials:

• Graphic organizer Procedure:

1. Children can list the events of a narrative story that lead up to the turning point in the story. This can be done on a graphic organizer that displays the sequence of events from the beginning to the end. The first event can be listed on the bottom left corner of the page and all subsequent events are written indented up to the top right corner of the page (stairsteps).

2. By drawing an arrow from the bottom left to the top right, the direction of how to read the page is clarified. Another possible format is to display the events on a timeline going from left to right. This same technique can be used for expository text that relates to historical events.


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Math Computation and Concept Interventions

Basic Algebraic Principle

Basic Math Intervention Used Across Skill

Basic Subtraction

Divisibility Rules

Basic Math Calculation Strategies Used Across Skills

Problem Solving Strategies

Emerging Math Skills

Regrouping/Renaming

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Basic Algebraic Principle

Goal: Students will be able to identify a missing value when provided the sum of two numbers and one of the numbers used to determine the sum Materials:

• Deck of cards per two students Procedure:

1. Place students into groups of two per group. 2. Have two students sit facing each other, while the interventionist sits so they can

see the two students (like a triangle). 3. Split a deck of playing cards in half minus face cards. Lay each deck face down. 4. The two students each choose a card from a respective deck without looking at the

card. 5. The interventionist is to say “Salute” and the two guessers then put their card up

to their ear/head so that their opponent can see. 6. Now that the guessers can see each others’ cards, the interventionist provides the

sum of both cards. 7. Since the players can see the other person’s card but not their own, by knowing

the sum they can determine what the other card is by using subtraction Frequency of Intervention: Intervention should be conducted 3 – 5 times weekly for 20 – 30 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 2-5 intervention sessions. Feedback/decision making sessions should be scheduled every 3 – 5 data points. Additional Considerations: Probes may be generated to use as curriculum based assessments to gather data points. Probes may be generated at the following website: www.interventioncentral.org/interventions/cbmwarehouse.shtml Reference: Holly, K. A., (1997). Algebraic thinking focus issue: Math by the month. Teaching Children (312).

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Basic Math Intervention Used Across Skills

Goal: To increase ability to work independently through practice and drill on math computation problems through Cover-Copy-Compare (CCC) worksheets

Materials:

• Index Card • Cover-Copy-Compare Worksheet (available online; reference website below) • Pencil with eraser

Procedure:

1. Computation problems with answers appear on the left side of sheet. The same computation problems appear on the right side of the page, unsolved.

2. Interventionist instructs student to look at each correct item on the left side of the page.

3. The student is instructed to cover the correct model on the left side of the page with an index card and compute the companion problem on the right side of the paper.

4. The student then uncovers the correct answer on the left and checks his/her own work.

5. Errors in computation should be reviewed with the student Frequency of Intervention: This intervention should be conducted 3 – 5 times weekly, for 20 – 30 minutes. Progress Monitoring: The frequency of progress monitoring should be done at the end of every session as the completed CCC worksheet can be used as a permanent product recording. Feedback/decision making sessions should be scheduled every 3 – 5 data points (3 -5 progress monitoring sessions). Additional Considerations:

1. The student must be monitored closely initially to ensure that they do not simply copy the solved problem.

2. Probes in CCC format may be generated at www.interventioncentral.org. Reference: Cover-copy-compare (n.d.). Retrieved June 28, 2006, from www.interventioncentral.org/htmdocs/interventions/ccc.shtml

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Basic Subtraction

Goal: To increase student’s understanding of the concept of subtraction through mental calculation. Materials:

• Number line Procedure:

1. Explain that the problem of subtraction is as follows a. Larger – Smaller = Difference

i. Provide example (i.e. 14 – 9 = 5) 2. Describe relationship between larger number, smaller number, and difference.

(i.e. Given two numbers, a larger and a smaller, we are to find the number we must add to the smaller to equal the larger. The number is called their difference)

3. Use the number line to show how to find the difference of two numbers. Frequency of Intervention: This intervention should be conducted 2 – 5 times weekly, for 20 – 30 minutes Progress Monitoring: The frequency of progress monitoring should be done at the end of every session through the completion of math probes. Feedback/decision making sessions should be scheduled every 3 – 5 data points (3 -5 progress monitoring sessions). Additional Considerations: Probes may be generated to use as curriculum based assessments to gather data points. Refer to Appendix E for data collection sheet. Probes may be generated at the following website: www.gosbr.net/screening Resource: Mastropieri, M. A. & Scruggs, T. E. (2000). The inclusive classroom: Strategies for effective instruction. Columbus, OH: Merrill/Prentice Hall.

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Divisibility Rules

Goal: To increase student’s familiarity with divisibility rules to increase automaticity. Materials:

• Index card used as reference Procedure:

1. Compose a reference card that has the following divisibility rules listed Divisibility

by:2 If the last digit is even, the number is divisible by 2.

3 If the sum of the digits is divisible by 3, the number is also.

4 If the last two digits form a number divisible by 4, the number is also.

5 If the last digit is a 5 or a 0, the number is divisible by 5.

6 If the number is divisible by both 3 and 2, it is also divisible by 6.

7

Take the last digit, double it, and subtract it from the rest of the number; if the answer is divisible by 7 (including 0), then the number is also.

8

If the last three digits form a number divisible by 8, then so is the whole number.

9 If the sum of the digits is divisible by 9, the number is also.

10 If the number ends in 0, it is divisible by 10.

11 If the number is divisible by both 3 and 4, it is also divisible by 12.

12

Delete the last digit from the number, then subtract 9 times the deleted digit from the remaining number. If what is left is divisible by 13, then so is the original number.

Frequency of Intervention: This intervention should be conducted 3 – 5 times weekly for 20 – 30 minutes. Progress Monitoring: Frequency of progress monitoring should be once every 2 – 5 intervention sessions. Feedback/decision making sessions should be scheduled every 3 – 5 data points (3 -5 progress monitoring sessions). Reference: Divisibility rules. (n.d.). Retrieved June 28, 2006, from http://mathforum.org/dr.math/faq/faq.divisibility.html

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Basic Math Calculation Strategies Used Across Skills

Goal: Assist student in developing useful strategies to carefully complete math problems (a.k.a. Planning Facilitation Strategy) Materials:

• Math Probes Procedure:

1. Allow the student(s) to attempt to complete math problems for 10 minutes. This step provides the interventionist with a baseline. Step one should be conducted a minimum of 5 times in order to obtain a sufficient baseline.

2. The interventionist facilitates a discussion that encourages the student(s) to think about and discuss how they completed the worksheet and how they will go about completing the worksheets in the future. The following are suggestions to facilitate discussion:

a. What do you notice about how this page was completed? b. Why did you do it that way, and what did you expect? c. What are some reasons why people make mistakes on problems like

these? 3. Give the student another math probe requiring them to display understanding of

the same skill. Allow the student 10 minutes to complete math probe.

Frequency of Intervention: Intervention should be conducted 3 – 5 times weekly for 20 – 30 minutes Progress Monitoring: The frequency of progress monitoring should be conducted at the end of each intervention session. Feedback/decision making sessions should be scheduled every 3 – 5 data points (3 -5 progress monitoring sessions). Additional Considerations: Probes may be generated at the following website: www.gosbr.net/screening Resource: Canter, A. S., Paige, L. Z., Rother, M.D., Romero, I., & Carroll, S. A. (2004). Math calculation: using the planning facilitation strategy. NASP helping children at home and school II: Handouts for families and educators. Bethesda, MD: NASP

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Spelling and Written Expression Interventions

Phonetic Spelling 1: Spelling

Phonetic Spelling 2: Spelling

Phonetic/Whole-Word 3: Spelling

Whole-Word 4: Spelling

Sentence Analysis 1: Written Expression

Sentence Analysis 2: Written Expression

Constructing Paragraphs 3: Written Expression

Creating Paragraphs 4: Written Expression

Creating Paragraphs 5: Written Expression

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Phonetic Spelling 1

Goal: To increase spelling skills. (Specify exact criteria in intervention plan write up)

Materials:

• Develop three sets of individual letters to use for mix and spell procedures (these may be obtained from writing the letters on construction paper and cutting them out, etc).


• A sheet of paper for recording words spelled correct and misspelled words.

Procedure:

1. The Interventionist should begin by spreading letters and phrases on the table.

2. Next, the Interventionist should begin by partially spelling words from the list and have the student complete the partially spelled word.

3. If the word is spelled correctly have the student spell the word verbally or mechanically.

4. Then, they are able to move on to the next word and repeat the process. 5. If the word is spelled wrong the Interventionist can correctly spell the word with

the paper letters and have then have the student copy the spelling with other paper letters.

6. After the students complete the spelling correction then move to the next word 7. These procedures may be used to teach common small phrases.

Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for 20-35 minutes depending on age/developmental level. Progress Monitoring: Progress monitoring should be once every 3-5 intervention sessions and feedback/decision making sessions should be scheduled every 3-5 data points (3-5 progress monitoring sessions). Reference: House, S. N. (Ed.). (2004). Learning intervention manual: Goals, objectives, and intervention strategies. Columbia, MO: Hawthorne.

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Phonetic Spelling 2

Goal: To increase phonetic spelling skills. (Specify exact criteria in intervention plan write up)

Materials:

• A piece of paper divided into three vertical columns. • A pencil with an eraser.

Procedure:

1. The first vertical column is designated for the placement of a letter (a, b, c, d, etc.)

2. The Interventionist dictates a one sound at a time (using the alphabetic principle) and the student is then encouraged by the Interventionist to spell the correct corresponding letter in column one.

3. If the letter in column one is correct according to the dictated sound the student rewrites the letter from the first column into the second column.

4. Then, they are able to move on to the next sound and repeat the process. 5. If the student misspells the letter the Interventionist can tell the student the correct

letter. 6. The correct spelling of the letter is then placed in column two. The student is then

required to rewrite the correctly spelled letter in column three. 7. After the students complete the rewriting of the letter in column three they can

then move to the next letter that the student spelled wrong.


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Phonetic/Whole-Word Spelling 3


Materials:

• Develop three sets of individual letters to use for mix and spell procedures (these may be obtained from writing the letters on construction paper and cutting them out, etc).


• A sheet of paper for recording words spelled correct and misspelled words.

Procedure:

1. The Interventionist should begin by spreading the letters on the table 2. Next, have the student spell words from the list by grabbing individual letters and

arranging them in the correct letter sequence. 3. If the word is spelled correctly have the student verbally spell the word. 4. Then, they are able to move on to the next word and repeat the process. 5. If the word is spelled wrong the Interventionist can tell the student the correct

spelling of the word and have the student spell the word with the letters and verbally.

6. After the students complete the spelling correction then move to the next word 7. These procedures may be used to teach common small phrases.


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Whole-Word Spelling 4


Materials:

• A piece of paper divided into four vertical columns. • A pencil with an eraser. • Words in which the individual could not spell are needed. These words

can be retrieved from misspelled words on a spelling list.

Procedure:

1. The first vertical column is designated for the placement of the student’s misspelled words from his or her spelling list or other homework.

2. The student is then encouraged by the Interventionist to spell the word correctly. 3. They can encourage the student by clapping out the syllables or stretching the

word. 4. The student then rewrites the spelling attempt in the second column. 5. If the word in column two is spelled correctly the student rewrites the word from

the second column into the third column. 6. Then, they are able to move on to the next word that the student spelled wrong

and repeat the process. 7. If the rewritten word in column two is spelled wrong the Interventionist can tell

the student the correct spelling of the word or require the student to look the word up in the dictionary with the purpose of finding correct spelling.

8. The correct spelling of the word is then placed in column three. The student is then required to rewrite the correctly spelled word in column four.

9. After the students complete the rewriting of the word in column four they can then move to the next word that the student spelled wrong.


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Sentence Analysis 1

Goal: To increase sentence writing. (Specify exact criteria in intervention plan write up)

Materials:

• Prepare a list of 6-10 sentences and phrases from the student’s curriculum. • Make a copy of the list to be used to delete words from the sentence. This will

be the copy the student uses to fill in the deleted words. This process may be repeated as needed depending on the progress of student.

• A sheet(s) of paper for sentence writing or Microsoft word program. • Pen or pencil

Procedure:

1. Start by constructing 6-10 sentences from the student’s curriculum. 2. Then have the student re-write the sentence using new nouns and verbs. 3. After each sentence is re-written and filled in correctly. Repeat the process

deleting. Nouns and verbs can be substituted with other parts of the sentence if the Intervention deems it necessary.

4. Note which type of words the student is commonly missing or misusing. 5. Focus on deleting and practicing the missing or misused words or parts of

sentence.


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Sentence Analysis 2

Goal: To increase sentence writing. (Specify exact criteria in intervention plan write up)

Materials:

• Prepare a list of 6-10 sentences and phrases from the student’s curriculum. • Make a copy of the list to be used to delete words from the sentence. This will

be the copy the student uses to fill in the deleted words. This process may be repeated as needed depending on the progress of student.

• A sheet(s) of paper for sentence writing or a Microsoft word program. • Pen or pencil

Procedure: Start by constructing 6-10 sentences from the student’s curriculum. Then have the student copy the sentences onto a separate sheet of paper.

1. After each sentence is successfully copied delete nouns and verbs and Have the student re-write the sentence filling in the deleted nouns and verbs. Be sure to have student recognize that the words he/she filled in were nouns and verbs.

2. After each sentence is re-written and filled in correctly. Repeat the process deleting nouns, verbs, adjectives and other parts of the sentence (be sure to name the specific part of the sentence, ex. conjunctive, article, comma, period, exclamation, etc.). Have the student re-write the sentence filling in the deleted words and stating the parts of the sentence he/she filled in.

3. Note which type of words the student is commonly missing or misusing. 4. Focus on deleting and practicing the missing or misused words or parts of

sentence. 5. After the student shows mastery of writing simple sentences with guided practice

have the student generate ideas to write future sentences about. 6. After ideas are generated have the student construct simple sentences. 7. If the sentence is constructed correctly move on to the next sentence. 8. If the sentence is constructed incorrectly immediately correct the student and have

the student re-write the correct sentence sequence. 9. Repeat these steps as often as needed.


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Constructing Paragraphs 3

Goal: To increase the number of things to write about and how to organize them. (Specify exact criteria in intervention plan write up)

Materials:

• Construction paper, lined paper, scissors, writing utensils.

Procedure:

1. Start by brainstorming ideas/topics with student. 2. On a piece of construction paper have the student write a chosen topic at the top

leaving enough room to write a sentence below. 3. Then have the student generate ideas about the topic and write them on a

construction paper at the top leaving enough room to write a sentence below. 4. After 3-5 ideas have been generated, have the student write sentences about the

topic in the space below. 5. Then on the floor or table sequence the sentences in order to create a paragraph. 6. Then have the student write out the paragraph on paper. Repeat the process as

needed.


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Creating Paragraphs 4

Goal: To increase connecting paragraphs. (Specify exact criteria in intervention plan write up)

Materials:

• Prepare a list of 6-10 paragraphs from the student’s curriculum. • Make a copy of the paragraph list to be used to delete the first and last

sentences, so the student can fill in the deleted sentences or Use a Microsoft word program. This process may be repeated as needed depending on the progress of student.

• Pen or pencil if paper is being used.

Procedure:

1. Start by constructing 6-10 paragraphs from the student’s curriculum. 2. Delete the first and last sentence of the paragraph. 3. Then have the student fill in the deleted sentences. 4. After each sentence is filled in correctly, highlight the function of the first and last

sentence and what makes up the body of a paragraph. Discuss this with the student. Repeat the process deleting.


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Creating Paragraph 5

Goal: To increase developing the body of paragraphs. (Specify exact criteria in intervention plan write up)

Materials:

• Prepare a list of 6-10 paragraphs from the student’s curriculum. This process may be repeated as needed depending on the progress of student.

• Make a copy of the paragraph list to be used to delete the body of the paragraph leaving the first and last sentences. This copy can be used as the student’s work sheet or use a Microsoft word program. This process may be repeated as needed depending on the progress of student.

Procedure:

1. Start by constructing 6-10 paragraphs from the student’s curriculum. 2. Delete the body of the paragraph leaving the first and last sentence of the

paragraph. 3. Then have the student fill in the deleted body. 4. After each body is filled in correctly, highlight the function of the first and last

sentence and what makes up the body of a paragraph. Discuss this with the student or use an organization web to illustrate the points. Repeat the process deleting.


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Behavioral Interventions

Developing a Behavior Intervention Plan

Social Skills Instruction

Defusing Disruptions

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Introduction: Before conducting any behavioral intervention, one should conduct a Functional Analysis to determine why the student is engaging in the behavior. Ideally, this should be conducted at least twice and primarily involves direct observation. There are ten basic steps in this process: 1. Collect preliminary information

• Background information from parent, teacher, and records can be used, but should not be primary source

• Primary source should be obtained through Problem Identification Interviews (see Appendix F)

• Goal of this is to gather information that enables consultant to anticipate what behaviors the student will most likely display in the future

2. Note all identifying information (i.e. demographics) on observation 3. Describe the setting conditions in which the observation will be taking place 4. Record starting time for observation, and record time when behavior occurs. This is used to determine the relative distribution of behavior within the observation session. 5. Record the behaviors displayed by the target student in the behavior column

• Record them in the order in which they occur. • Record both appropriate and inappropriate behaviors • Only include essential information

6. Record any events in the Antecedent column of your observation sheet that immediately precede the Recorded Behavior of the Target Student 7. Record any events in the Consequence column that immediately follow the recorded behavior.

• This applies to both appropriate and inappropriate behaviors 8. Analyze the observation data and develop testable possible explanations for the behaviors. 9. Test the testable explanations to determine if a functional relationship exists

• Manipulate antecedent or consequence • Observe student in slightly different settings than target setting to narrow down

environmental contributors to behavior 10. Develop an intervention (adapted from Dr. Cheryl Somers’ presentation on School-Based Consultation)

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Developing a Behavior Intervention Plan 1. List the behavior you are trying to change 2. Set a goal for the plan (i.e. student will decrease number of talk-outs in class from 5 per hour to 2 per hour) 3. Describe intervention, including procedure and consequences/reward for student 4. Address the frequency of the intervention Reference: Wayne County Regional Service Agency. (2003). Guidelines for conducting functional behavior assessment and developing behavior intervention plans. Wayne, MI: Author.

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Social Skills Instruction Goal: To improve student behavior by teaching appropriate social skills Materials:

• Structured observation form • Functional Analysis form

Procedure:

1. Conduct a Functional Analysis to identify social skills deficit 2. Teach and reinforce the target social skill(s)

a. Break skill down into teachable parts b. Demonstrate the behavior c. Coach the student through performing it d. Repeat practice the skill e. Provide constructive feedback to the student regarding performance

OR f. Conduct brief lessons (10-15 mins) with the student’s entire class. This

increases the likelihood that the student will use the skills in that setting, and will be reinforced by the other students

Frequency of intervention: This intervention should be conducted 1-2 times per week, depending on severity of social skills deficit. Progress Monitoring: Progress can be monitored with a structured observation to determine if the frequency of the undesired behavior is decreasing, or frequency of desired behavior is increasing. Progress should be documented every two sessions. Reference: Wayne County Regional Service Agency. (2003). Guidelines for conducting functional behavior assessment and developing behavior intervention plans. Wayne, MI: Author.

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Defusing Disruptions

Goal: To defuse a student following an outburst and teach responsibility Materials:

• Drawing supplies (if desired) • Clay (if desired)

Procedure: 1. Offer a safe place and a calming activity

• Approach student in a non-threatening manner • Come close enough to speak to student quietly, then stop • Confidentially invite the student to draw, take a walk, or play with clay • Repeat the invitation if necessary. Most students will accept.

2. Reflect feeling

• Observe body language • Paraphrase complaints • Resist temptation to reason or reprimand

o Most students are surprised by the lack of confrontation and correction

3. Look for positives

• Before student begins to think about blaming others and justifying their behavior, ask “What did you do right?”

• If student says they did nothing right, tell them they did do something right, and ask again what it was

o If they cannot think of anything, tell them that they did the right thing by coming with you

• Try to help the student think of other positive behaviors they have engaged in recently in order to set a positive tone.

4. Appreciate the positives

• Tell the student you are proud of him/her for the specific positive behaviors, and ask them why you are proud

5. Redefine identity

• Use the positive behaviors to contradict student’s identity as a “trouble-maker” • Ask the student what he/she can do (e.g. “I can control myself,” “I can do hard

work”) • Tease student into repeating it five times with you

6. Explore options

• After student has been calmed and confirmed, bring up the disruptive incident • Ask “What upset you?” • After his/her explanation, ask “What can you do better if it happens again?”

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• Help student try to think of positive possibilities, such as: o Try harder o Take a deep breath o Ask for help o Tell yourself to calm down o Say how you feel o Walk away

7. Plan the future

• Ask for definitive answer to “What will you do next time?” • Write down one sentence commitment and ask student to sign

8. Teach responsibility and repair relationships

• Help student understand that their behavior has damaged relationships (either with staff or peers) and these need to be repaired

• Ask, “What can you do to make your teacher/other students fell better?” o A note of apology can work well because student tends to feel less

embarrassed. Most effective if student gives up recess to write it. • Student needs to be held accountable for work missed while with you to

prevent them misbehaving in an effort to get out of class to go with you Frequency of Intervention: This intervention should be conducted on an as-needed basis. Progress Monitoring: Document each time you are asked to intervene with this student, and chart the frequency of intervention. Frequency of intervention should decrease over time. Reference: National Association of School Psychologists. (1995). Defusing Disruptions. Communique, 23, 6.

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Self-Monitoring

Goal: To increase student self-awareness/self-monitoring skills to increase desired behavior or decrease undesired behavior (especially useful for mild misbehavior and off-task behavior) Materials:

• Simple recording system for student to monitor behavior (see “Self-Monitoring Form” in Appendix G)

Procedure:

1. Review problem and overall goal for the student 2. Determine behavior to be self-monitored 3. Determine when behavior should be monitored and recorded

a. This depends on nature of behavior and when it occurs b. Examples include: monitor only in afternoon if that is when student

experiences difficulty, monitor randomly, monitor when behavior occurs 4. Meet with student to discuss problem and goal

a. Introduce procedure b. Show student how to record behavior c. Define desirable and undesirable behaviors d. Help student identify reward to give self as improvement is made (e.g.

when I have more happy faces than sad faces on my chart in one day, I earn one hour of video game play at home)

e. If appropriate for student’s academic level, provide a written list of the self-monitoring steps

f. Schedule a follow-up meeting with the student to discuss his progress 5. Discuss plan with teacher

a. During initial phases of monitoring, have teacher monitor behavior randomly as well. Compare with student’s record of behavior.

b. If inconsistencies exist between teacher and student, determine cause for this (does student understand guidelines? Is teacher being fair?)

6. Throughout process, encourage student effort 7. Make periodic revisions and adjustments to plan as necessary 8. When student demonstrates consistent success, fade the intervention 9. Once the intervention has been faded, provide continued follow-up, support, and

encouragement Frequency of Intervention: The self-monitoring form will be completed daily by the student. The interventionist will collect the form once weekly and calculate score. Progress Monitoring: Compute student’s weekly score on Self-Monitoring Form. Each weekly score will be a data point to plot on a progress chart.

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Reference: Sprick, R., Sprick, M., & Garrison, M. (1993). Interventions: Colloborative planning for students at risk. Longmont: Sopris West)

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Autism Spectrum Disorder Interventions

Discrete Trial Instruction

Function of Objects

Answers General Knowledge Questions

Provides Explanations

Social Skills Instruction

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Discrete Trial Instruction

Goal: To teach a variety of skills, including following directions. This intervention can be used in direct instruction, activity-based instruction, and incidental teaching. (See sample discrete trials in Appendix H) Materials:

• Response reinforcers (e.g., stickers, tokens, treats, etc.) Procedure: 1. Give instructions

• Establish attending by stating the student’s name and making eye contact. • Phrase the instruction as a statement (not a question) clearly and concisely, and

give it only once (e.g., “John, open your book to page one”). • Initially, keep the wording the same. After the student demonstrates an

understanding of the instruction, vary the wording to encourage generalization of the direction.

2. Student’s response

• Allow 3-5 seconds for the student to start his or her response. • The child may respond correctly, incorrectly or not at all.

3. Consequences (Adult’s Response)

• For correct responses, provide immediate reinforcement (i.e., enthusiastic praise, stickers, tokens or treats).

• For incorrect or no response, provide mild verbal correction (e.g., “Wrong”) or repeat the instruction and physically guide the student to respond correctly.

• Do not repeat or prompt several times as this may teach the student that he does not have to respond the first time you ask.

• Less enthusiastic praise should be given during the correction trial. Once the student demonstrates understanding, reserve reinforcement only for correct responses that occur following the first request.

Frequency of Intervention: This intervention should be conducted 3-5 times weekly for 20-30 minutes. An interval of 3-5 seconds will help the child understand that one instruction had ended and a new one is being given. Progress Monitoring: The frequency of progress monitoring should be once every 3-5 intervention sessions. Feedback/decision making sessions should be scheduled every 3-5 data points. Resource: Green, G., Luce, S. C., & Maurice, C. (Eds.). (1996). Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: Pro-Ed.

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Function of Objects

Goal: To improve receptive and expressive language. Suggested prerequisites for this intervention include the following:

• Follows one-step instructions • Identifies objects • Labels objects and verbs • Identifies object by function

Materials:

• Objects or pictures related to the specific topics (see sample question chart in Appendix I)

Procedures:

1. Student identifies object by its function:

• Place object(s) or picture of object(s) on the table in front of the child. Establish attending and present the instruction: (e.g., “What do you sweep with?”).

• Prompt student to point to the correct object or picture.

2. Student labels object:

• Sit in chair facing the student and establish attending. Say (e.g., “What do you color with?”

• Prompt student to label the object (e.g., “crayons” or “I color with crayons”).

3. Student states the function of the object:

• Sit in a chair facing the student and establish attending. Say (e.g., “What do you do with a pencil?”).

• Prompt student to name the function of the object (e.g., “write” or “I write with a pencil”).

Frequency of Intervention: This intervention should be conducted 3-5 times weekly for 20-30 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 3-5 intervention sessions. Feedback/decision making sessions should be scheduled every 3-5 data points. Resource: Green, G., Luce, S. C., & Maurice, C. (Eds.). (1996). Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: Pro-Ed.

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Answers General Knowledge Questions

Goal: To improve verbal cognitive abilities. Suggested prerequisites for this intervention include the following:

• Mastery of receptive and expressive programs relevant to the selected topics (e.g., labeling and identifying the functions of objects such as colors)

Materials:

• Objects or pictures of objects related to the specific topics. Procedures: 1. Sit in chair across from the student and establish attending. Present a question related to a general knowledge topic.

2. Prompt the correct response and reinforce the student’s response. 3. Eventually, only reinforce correct, unprompted responses.

Suggested General Knowledge Topics and Sample Questions

Sample Responses

Topic: Animals 1. “What does a cow say?” 2. “Where does a cow live?”

1. “Moo” 2. “On a farm”

Topic: Colors 1. “What color is the sun?” 2. “Tell me something that is yellow?”

1. “Yellow” 2. “School Bus”

Topic: Attributes 1. “How does candy tastes?” 2. “Tell me something that feels soft?”

1. “Sweet” 2. “Cotton”

Topic: General Preschool 1. “What shines in the sky at night?” 2. “What do chickens lay?

1. “The moon” 2. “Eggs”

(1996 by Pro-Ed, Inc., p.135) Frequency of Intervention: This intervention should be conducted 3-5 times weekly for 20-30 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 3-5 intervention sessions. Feedback/decision making sessions should be scheduled every 3-5 data points. Resource: Green, G., Luce, S. C., & Maurice, C. (Eds.). (1996). Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: Pro-Ed.

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Provides Explanations

Goal: To improve verbal cognitive abilities. Suggested prerequisites for this intervention include the following:

• Describes pictures • States similarities and differences between objects, • Answers why/because questions

Materials:

• Pictures of scenes and events Procedure:

1. Sit across for student and establish attending. 2. Present a picture that depicts a scene or event (e.g., a beach or children making a

snowman). 3. Ask the student a question about the picture (e.g., “What season is this?”). 4. After the student answers correctly, prompt for an explanation by saying “How do

you know?” Sample Questions Sample explanation 1. A picture of a birthday party Ask: “What are they doing?” Prompt: “How do you know they are having a birthday party?’

“Having a birthday party.” “She’s blowing out candles and they have party hats.”

2. A picture of a park. Ask: “What is this place called?” Prompt: “How do you know it’s a park?”

“It’s a park.” “Because there’s a slide”

3. A picture of a girl smiling Ask: “How does she feel?” Prompt: “How do you know she’s happy?”

“She’s happy.” “Because she’s smiling”

(1996 by Pro-Ed, Inc., p.169) Frequency of Intervention: This intervention should be conducted 3-5 times weekly for 20-30 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 3-5 intervention sessions. Feedback/decision making sessions should be scheduled every 3-5 data points.

Resource: Green, G., Luce, S. C., & Maurice, C. (Eds.). (1996). Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: Pro-Ed.

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Social Skills Instruction for Autism Spectrum Disorder

Goal: Individuals with autism spectrum disorder have deficits in social cognition and the ability to think in ways necessary for appropriate social interaction. Social skills instruction can improve social responses that maintain positive relationships, contribute to peer acceptance, and cope effectively with the social environment. Materials:

• Social stories/pictures (see sample social story in Appendix J) Procedure:

1. Identify specific social skills deficit (e.g., the lack of understanding language and social cues of peers, restricted and unusual interest, and limited reciprocity in relationships).

2. Demonstrate the desired behavior (students with autism may benefit from social skills instruction using social stories).

3. Break down the skill into teachable parts. 4. Coach the student by performing it. 5. Repeat practice or rehearsal of the skill.

Frequency of Intervention: This intervention should be conducted 3-5 times weekly for 20-30 minutes. Progress Monitoring: The frequency of progress monitoring should be once every 3-5 intervention sessions. Feedback/decision making sessions should be scheduled every 3-5 data points. Additional Considerations: Social stories for younger students may be generated at the following web address: www.fcps.k12.va.us/ss/its/howtos/socstor/socstories.htm Resource: Wayne County Regional Service Agency. (2003). Guidelines for conducting functional behavior assessment and developing behavior intervention plans. Wayne, MI: Author.

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Behavioral Interventions: ADHD

Increasing Positive Interactions

Organizational Interventions

Teaching Desired Behaviors

The Help Signal

Using Peers as Models and Tutors

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INCREASING POSITIVE INTERACTIONS (accentuating the positive to eliminate the negative)

RATIONALE: Increasing the ratio of positive teacher to the ADHD student interactions is based on the concept that most students want and need adult attention; therefore, students tend to engage in behavior that receives the most attention. Unfortunately, ADHD students have learned that it is easier and more reliable to get attention by doing things wrong than by following the rules. These students have learned that responsible behavior often goes unnoticed while behavior that annoys the teacher or disrupts the classroom results in the desired attention. GOAL: Increasing the ratio of positive to negative interactions with ADHD students to improve student behavior. MATERIALS:

• Monitoring charts • Observation charts

PROCEDURES: Step 1 Develop a plan for using Increased Positive Interactions.

a. Establish a clear understanding of ratios of positive and negative interactions. b. Review the problem and overall goals for the student. c. Conduct a Systematic Observation to monitor and analyze teacher-student ratios

of interactions. d. Develop a plan for responding to misbehavior.

• Brainstorm negative behavior the student exhibits. • Organize the list of misbehaviors. • From the list, determine whether each misbehavior should be ignored, or

whether consequences should be implemented. • Verbally rehearse how each misbehavior will be handled.

e. Develop a plan to increase positive interactions. • Brainstorm a list of non-contingent positive interactions. • Plan to provide contingent positive feedback. • Strive for a ratio of at least three positive interactions to every negative

interaction. f. Encourage other staff members to interact positively with the student.

Step 2: Meet with the student to discuss and finalize the plan. a. Review the problem and goals. b. Help the student identify/rehearse actions to reach desired goal(s). c. Set up a time to meet regularly with the student. d. Conclude the meeting with encouragement.

Step 3: Implement the plan. a. Provide a high ratio of positive to negative interventions. b. (See Appendix K Chart 1.2)

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FREQUENCY OF INTERVENTION: Provide a 3 to 1 ratio of positive to negative interactions during each class hour of the day. Enter data on Monitoring charts daily. This intervention should be conducted for six weeks. PROGRESS MONITORING: Monitor the impact of the intervention, making adjustments if necessary. When the student demonstrates consistent success, fade the intervention. Provide continued support and encouragement. Reference: Garrison, M., Sprick, M., & Sprick, R. (1993). Interventions: Collaborative planning for students at risk. Longmont, CO: Sopris West.

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ORGANIZATIONAL INTERVENTIONS RATIONALE: Students with ADHD have major problems with organizational and study skills. This is in fact, one of the key characteristics of the disorder. These students need direct assistance in organization. Listed below are twenty-three direct interventions to assist in this area. GOAL: To improve organization of ADHD students. PROCEDURE:

1. Minimize materials needed for specified activities 2. Provide the student with an organizational checklist (e.g., routine activities,

materials needed, and steps to follow). 3. Provide the student with more work space (e.g., a larger desk or table at which to

work). 4. Teach the student time-management skills. Have the student make a daily plan

and follow it. Encourage the student to avoid becoming distracted by events, impulses, and moods.

5. Provide the student with structure for all academic activities (e.g., specific directions, routine format for tasks, time limits, etc.).

6. Have the student list five qualities of an organized person. Have the student choose one of those qualities to work on each week foe five weeks.

7. Act as model for organization and appropriate use of work materials (e.g., putting materials away before getting others out, having a place for all materials, maintaining an organized desk area, following a schedule for the day, etc.).

8. Reinforce those students in the classroom who are organized/prepared for specified activities.

9. Have the student organize major projects/assignments by breaking them into small segments. Set deadlines and provide the student with a reward after completing each segment of the assignment.

10. Provide the student with a schedule of daily events in order that he/she knows exactly what and how much to do in a day.

11. Communicate with student’s parents (e.g., notes home, phone calls, etc.) in order to share information concerning their child’s progress so they may reinforce the student at home for being organized and being prepared for school.

12. Provide time at the end of each class period for the student to organize his/her materials.

13. Provide time at the beginning of each class period for the student to organize his/her materials.

14. Assign the student organizational responsibilities in the classroom (e.g., equipment, software, art materials, etc.).

15. Have the student identify a peer, friend, etc. who displays the ability to organize an assignment prior to beginning it. Have the student observe that person and try to model the behaviors which allow him/her to organize assignments.

16. Have the student organize his/her book bag everyday before going home. Place paperwork in folders, prioritize the next days assignments, and update his/her organizational calendar.

17. Have the student establish a routine to follow before changing activities (e.g., put away materials, assemble materials for next activity, determine which materials may need to be replenished, etc.).

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18. Reinforce the student for being organized/prepared: (a) give the student a tangible reward (e.g., classroom privileges, free time, etc.) or (b) give the student an intangible reward (e.g., praise, handshake, smile, etc.).

19. Limit the student’s freedom to borrow property if he/she is unable to remember to return borrowed items.

20. Encourage the student to develop a habit to ask himself/herself, “Do I have everything?” before leaving the house each morning.

21. Have the student discard items/paperwork that have no future use. 22. Provide storage space for materials the student is not using at any particular time. 23. Identify a peer to act as a model for the student to imitate being

organized/prepared for specified activities. FREQUENCY OF INTERVENTION: 2 to 3 times per class hour to assess the effectiveness of the intervention(s) selected from the above list PROGRESS MONITORING: Check off the appropriate boxes on the organizational chart and give to intervener once a week. Provide a daily report card to student which addresses the desired organizational behaviors. Reference: Rief, S.F. (1993). How to reach and teach ADD/ADHD children. San Francisco: Jossey-Bass. See Appendix L

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TEACHING DESIRED BEHAVIORS

RATIONALE: Teaching Desired Behaviors is an intervention that incorporates features of training frequently referred to as “behavior rehearsal” or “positive practice”, etc. It is an intensive, powerful intervention that gives students the opportunity to succeed in ways they may never have thought possible. Students learn appropriate behavior in the same way a child who doesn’t know how to read learns to read- through instruction practice, and encouragement. Daily Lessons are designed to teach the ADHD student a new behavior, a replacement behavior, or a strategy. Lessons provide ADHD students with guided practice in simulated and real life situations. GOAL: To develop desirable behaviors, and/or modify or change undesirable behaviors in ADHD students. PROCEDURE: Step 1: Develop a plan for using Teaching Desired Behaviors.

a. Review the problem and overall goal(s) for the student. b. Determine the behavior or strategies that the student can learn to replace

inappropriate behavior. c. Design lessons to teach the desired behavior.

i. Provide demonstrations and modeling. ii. Provide opportunities for verbal practice.

iii. Provide positive practice and feedback. iv. Gradually increase the difficulty of the Lessons.

d. Identify how much time will be needed for the lessons, and where conducted. e. Determine who will provide the lessons and when. f. Identify ways to determine whether the intervention is helping the student reach

the goal(s). g. Determine whether a reinforcement system and consequences need to be

integrated into the plan. h. Identify criteria and procedures for fading the intervention. i. Determine who will meet with the student to discuss the finalized plan.

Step 2: Meet with the student to discuss and finalize the plan.

a. Review the problem and goal(s). b. Review everyone’s roles and responsibilities. c. Conclude the meeting with words of encouragement.

Step 3: Implement the plan.

a. Get started.

i. At the beginning of each lesion, review the goal(s) of the plan with the student.

ii. Provide demonstrations and modeling. iii. Provide opportunities for practice.

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iv. Provide positive practice feedback. v. Gradually increase the difficulty of the lessons.

vi. Make a conscious effort to recognize the student success outside of the practice sessions.

FREQUENCY OF INTERVENTION: Three to five times a day for four weeks monitor the student to see if he/she is exhibiting the taught behavior(s). PROGRESS MONITORING: Provide continuing monitoring and support. Evaluate, revise, and fade the plan. (See Appendix M) Reference: Helping the student with ADHD in the Classroom. Bethesda, MD: National Association of School Psychologists. Retrieved July 19, 2006 at www.naspcenter.org/pdf/special%20needs%20template.pdf.

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THE HELP SIGNAL

RATIONALE: During independent seatwork, ADHD students may not have effective strategies to ask for teacher help. Instead when these students encounter a problem or work example that they cannot complete on their own, they may start to act out, distract peers, interrupt the teacher, or simply sit passively doing nothing. GOAL: To reduce inappropriate and/or disruptive behaviors in the classroom. PROCEDURE:

1. Select a Student Signal. • Prepare a ‘help flag’ (a strip of colored, laminated poster board) with the

word help or similar word written on it. Attach a Velcro tab to the flag and affix a corresponding adhesive Velcro strip to the student’s desk.

• Select a ‘secret’ signal for the student to use that is clearly observable to the teacher but is unlikely to draw the attention of other children. For instance, pick a red folder to hold the student’s alternative work and tell the student to simply pull out that folder and begin working from it whenever he/she needs instructor help. The instructor will then know to come over to assist the student.

2. Create an Alternative Work Folder. Fill the folder with alternative work assignments or worksheets that the student can work on independently. For example you might insert into the folder math worksheets, a writing assignment, or a list of vocabulary words to be practiced.

3. Introduce the Program to the student. Ste aside time to meet with the student privately to explain the Help-Signal and give the student a chance to practice it while you offer feedback and commendations.

4. Begin the intervention. Start the Help-Signal as soon as you feel the student understands and will comply with the system.

FREQUENCY OF INTERVENTION: This intervention is conducted three times each class hour (ten minutes after the start of the hour, halfway through the hour, and then the end of the hour) check to see if the student is using the Help Signal appropriately. This intervention is conducted for four weeks. PROGESS MONITORING: Evaluate and monitor the Help-Signal program. Provide rewards to the student for following the Help-Signal routine and include mild negative consequences (e.g., temporary loss of a classroom privilege) if the student refuses to comply. Help signal. (n.d.). Retrieved June 20, 2006, from www.interventioncentral.org/htmdocs/interventions/study/helpsignal.shtml.

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USING PEERS AS MODELS AND TUTORS

RATONALE: ADHD students often experience behavioral and academic problems as early as first grade. Research (Stanovitch, K.E., 1986) has shown that students with academic deficits early on never catch up to their peers. In fact the gap gets wider as the student goes to higher grades. A trained peer tutor can provide immediate corrective feedback when the student being tutored makes an error. The peer tutors can also serve as a behavioral model. GOAL: To improve academic and behaviors deficits through the use of peer tutors. PROCEDURE:

1. Select appropriate peer tutoring activities. Peer tutors are not teachers, so they do not teach new skills. However, peer tutors are ideal for the roles of reading or mathematics helpers. They have a motivating effect on the tutees.

2. Provide through training to peer tutors in the essential elements of the tutoring process. Peer tutors should be given lessons in behavioral expectations (e.g., how to move politely and respectfully through the hallway to and from tutoring sessions), use of praise (e.g., congratulating the tutee), and simple academic intervention strategies (e.g., paired reading).

3. Insure that the peer tutor has mastered the material to be tutored himself/herself. Give a brief assessment to the tutor.

4. Make sure there is a good tutor/tutee match in personality and gender (grades K-3 respond best to same sex tutors).

FREQUENCY OF INTERVENTION: Meet with the tutor twice a week for 20 to 25 minutes to discuss the tutee’s progress and clarify or adjust the program as needed. Meet with the tutee twice a week for 30 to 35 minutes to discuss the program and administer “teacher-made-test” to asses the tutee’s progress. Make frequency adjustments as needed. This is a six week intervention. PROGRESS MONITORING: A variety of measures are used to document progress associated with peer tutoring. These include tallying of peer tutoring points on an individual student basis, conducting curriculum based measurement probes (Shinn, 1989) several times per week, and the administration of teacher-made tests on academic material practiced during peer tutoring sessions both prior to and following each week’s tutorial sessions. These data are readily obtained and can be graphed for individual students, especially those with ADHD, to document progress, determine whether changes in instructional practice and content are necessary, and enhance motivation to participate in peer tutoring sessions. Keep ongoing assessment as simple and efficient as possible. Reference: Garcia-Vasquez, E., & Ehly, S. (1995). Best practices in facilitating peer tutoring programs. In A. Thomas & J. Grimes (Eds.). Best practices in school psychology-III, (pp. 403-411). Washington, DC: National Association of School Psychologists.

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Appendix A

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RtI Flow Chart

Define the problem

Measure Performance

Determine performance gap compared to peers

State a goal

Design intervention plan

Implement intervention over set time

Monitor progress

Evaluate results

Decision on data

Continue Intervention

More intense intervention(s)

Discontinue Intervention

Fade Intervention

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Appendix B

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Office of Psychological Services Tier 3: Individual Intensive Intervention

Name: Student DOB: ??/??/??

Grade: 1 Teacher: Teacher School: Higgins

Intervention Consultant:

Peter Dollar School Psychologist

Detroit Public Schools Office of Psychological Services

313-866-0868 [email protected]

mailto:[email protected]

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Office of Psychological Services Clinic No.____________ SUBSEQUENT RECORD

Name: STUDENT D.O.B. 6 years Date Action 1-2-06 Consultant received referral from teacher. 1-3-06 Sent out a notice of meeting to parent. 1-13-06 Parent signs consent form. 1-16-06 Baseline data is measured for phonemic awareness, and basic math. 1-17-06 Intervention session for phonemic awareness, and basic math. 1-18-06 Intervention session for phonemic awareness, and basic math. 1-19-06 Intervention session for phonemic awareness, and basic math. Assessment

for phonemic awareness, and basic math. 1-20-06 Intervention session for phonemic awareness, and basic math. 1-23-06 Intervention session for phonemic awareness, and basic math. 1-24-06 Intervention session for phonemic awareness, and basic math. Assessment


for phonemic awareness, and basic math. Feedback/Decision making session.

1-30-06 Intervention session for phonemic awareness, and basic math. 1-31-06 Intervention session for phonemic awareness, and basic math. 2-1-06 Intervention session for phonemic awareness, and basic math. Assessment



for phonemic awareness, and basic math. Feedback/Decision making session.

2-10-06 Intervention session for phonemic awareness, and basic math. 2-13-06 Intervention session for phonemic awareness, and basic math. 2-14-06 Intervention session for phonemic awareness, and basic math. Assessment


for phonemic awareness, and basic math.

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Goal: To increase word attack skills, as demonstrated by improved scores on the DIBELS (ISF, PSF and NWF).

The Student’s baseline for ISF is 6 per minute as measured by DIBELS R-CBM. The Student’s baseline for PSF is 2 as measured by DIBELS R-CBM. The Student’s baseline for NSF is 26 as measured by DIBELS R-CBM. The Student will achieve an ISF score of 25 per minute as measured by DIBELS R-CBM. The Student will achieve a PSF score of 33 per minute as measured by DIBELS R-CBM. The Student will achieve a NSF score of 44 per minute as measured by DIBELS R-CBM.

Materials:

• Prepare a list of words and phrases from the student’s curriculum that he/she does not recognize, ask the teacher to help with the identification and development of this list.

• A second sheet of paper to keep track of words known and not known. • Prepare index cards with the words written on them to be used as flash cards.

Procedure:

1. Use a 5 card scaffold strategy. From the prepared list of words/phrases write out the words/phrases on index cards.

2. The Interventionist should introduce five words/phrases to the student and practice connecting sounds to individual letters.

3. After the student has mastered the sound-symbol relationship for a word/phrase have the student repeat the word/phrase.

4. As the student shows mastery of word/phrase for 5 out 7 attempts, set that word/phrase in a box or some other visible placement labeled “mastered” and add in words/phrases as needed.

5. Remember practice only 5 word/phrase at a time. If, the interventionist would like to increase the number of word/phrases to practice, only increase it by 2 at a time and note student’s response to the increase. If it is positive continue, if it is negative revert back to practicing only 5 word/phrases.

Frequency of Intervention: This intervention will be conducted 3-5 times weekly for up to 24 sessions, for 20-30 minutes depending. Progress Monitoring: Progress monitoring will be completed once every 3 intervention sessions and feedback/decision making sessions will be scheduled every 3 data points (3 progress monitoring sessions).

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Basic Math Intervention Used Across Skills

Goal: To increase ability to work independently through practice and drill on math computation problems through Cover-Copy-Compare (CCC) worksheets.

Student’s baseline digits correct per minute is 3 as measured by AIMSweb M-CBM. Student will achieve 35 digits correct per minute as measured by AIMSweb M-CBM, within 24 intervention sessions.

Materials:

• Index Card • Cover-Copy-Compare Worksheet (available online; reference website below) • Pencil with eraser

Procedure:

6. Computation problems with answers appear on the left side of sheet. The same computation problems appear on the right side of the page, unsolved.

7. Interventionist instructs student to look at each correct item on the left side of the page. 8. The student is instructed to cover the correct model on the left side of the page with an index card

and compute the companion problem on the right side of the paper. 9. The student then uncovers the correct answer on the left and checks his/her own work. 10. Errors in computation should be reviewed with the student

Frequency of Intervention: This intervention will be conducted 3 – 5 times weekly, for 20 – 30 minutes. Progress Monitoring: The frequency of progress monitoring will be done after every 3rd session with AIMSweb M-CBM. Feedback/decision making sessions will be scheduled every 3 data points (3 progress monitoring sessions). Additional Considerations:

3. The student must be monitored closely initially to ensure that they do not simply copy the solved problem.

______________________________________________________________________________________ Reference: www.interventioncentral.org/htmdocs/interventions/ccc.shtml

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Academic Intervention Progress Monitoring

Date/ Time: Start & Stop

Initials INTV. Results of INTV. (Be Specific ex. note # of attempts at solving problem, # of success, sounds or calculations mastered and sounds and calculations not mastered).

1-16-06/ 22 min. 25 min.

PD PD

X Phoneme X Math

Other (explain specifically any and all changes)

7 attempts. Mastered-At, Cat, Bat Shows difficulties w/ medial and end sounds. 9 attempts. Mastered 1+ > 5. Shows difficulties w/ -.



1-17-06 24 min. 22 min

PD PD

X Phoneme X Math


5 attempts. Mastered-All, Ball , Call, Mall, Tall Shows difficulties w/ medial and end sounds. 10 attempts. Mastered 1+ > 7. Shows difficulties w/ -.



1-18-06 29 min. 18 min.

PD PD

X Phoneme X Math


7 attempts. Mastered- TH, SH, Dog, Log, Hog Shows difficulties w/ medial and end sounds. 11 attempts. Mastered 1+ > 10. -1, -2 Shows difficulties w/ -.> 3



1-19-06 20 min. 24 min.

PD PD

X Phoneme X Math


8 attempts. Mastered-Sh, TH, Y, V, I, Shows difficulties w/ medial and end sounds. 11 attempts. Mastered 1+ > 10. -1, -2 Shows difficulties w/ -.> 3

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1-20-06 26 min. 25 min.

PD PD

X Phoneme X Math

Other (any and all changes) explain specifically)

6 attempts. Mastered-Sh, TH, Y, V, I, & medial A Shows difficulties w/ medial and end sounds. 7 attempts. Mastered 1+ > 12. -1, -2 , - < 6 Shows difficulties w/ -.> 7

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Tier 3: Intensive Intervention Report

Reason for Referral: STUDENT was referred for an Intensive Individual Intervention (Tier 3), because Core Instructional Interventions (Tier 1) and Targeted Group Interventions (Tier 2) have been unsuccessful at improving his academic achievement and functional performance. Specifically, the RCT expressed concern that STUDENT is demonstrating behaviors associated with a reading deficit in the areas of phonological awareness and student shows difficulties with math computation and fluency. Results: Student was assessed using an RtI system to help determine special education needs and instructional supports. Two interventions were designed to increase word attack skills and two digit math computation (addition and subtraction). The goal of both interventions was determined by using LEA benchmark norms and an aim line which tracks relative improvement. The interventions met the standards of reliability and validity. They were both conducted a total of 24 times over a 6 week time period. Sessions lasted for 20-30 minutes. The Student’s progress was monitored 6 times and feedback/decision making sessions were made after every third monitoring session.

Results from the Word Attack intervention are as follows: The student’s baseline performance in the areas of Initial Sound Fluency, Phoneme Sound Fluency and Non Word Fluency were significantly lower than expected (see Word Attack chart). At the conclusion of the intervention Student’s ISF, PSF and NWF met LEA benchmarks and his relative goal. This means that the student has mastered the skill of recognizing and correctly identifying initial word sounds and he shows an understanding of the alphabetic principle. Although, the student met his Word Attack goals he is still performing lower than expected for a second grader in reading fluency according to Tier 2 results and therefore a Tier 3 intervention should be developed to address is reading fluency issues. Results from the Two-Digit Math Computation intervention are as follows: The student’s baseline performance in the area of Two-Digit Math Computation was significantly lower than expected (see Two Digit Math Computation chart). At the conclusion of the intervention Student’s Math Computation did not meet LEA benchmarks but he did meet his relative goal. This means that the student has mastered the skill of computing 2 digit addition and subtraction problems with 95% accuracy. However, he is still not functioning at age/grade level in math computation and therefore a Tier 3 intervention should be developed to address computing 3 and four digit addition and subtraction problems. Summary/Conclusion The results of the Tier 3 Word Attack and 2-Digit Math Computation interventions suggests that with high quality and intense intervention the student’s rate of learning improves relative to the rate of his same age peers. However, despite the progress in word attack and math skills the student still falls short of achieving grade level benchmarks in reading and math. The student should be reading connected text at > 44 words correct per minute; his baseline indicates he is at < 20. He should be performing 3-4 digit addition and subtraction problems at > 20 per minute and his baseline indicates that he is at > 2 per minute. Therefore, Student should receive Tier 3 interventions to increase reading fluency and math and three-four digit addition and subtraction. After 20 intervention sessions that target both the aforementioned skills a determination of the student’s

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educational needs should be addressed answering the question, is special education/intensive intervention needed to sustained adequate academic progress or can the student maintain the progress with low level general education supports. Recommendations:

• General The student should receive Tier 3 aimed at improving his academic weaknesses that contribute to his low school functioning. A school psychologist should be assigned to develop and monitor a Tier 3 Intervention aimed at improving reading fluency within connected text and computing 3-4 digit addition and subtraction math problems.

• Specific goals

A Tier 3 intervention targeting Reading Fluency with a goal of achieving > 60 words per minute as measured by assessments with demonstrated reliability and validity (DIBELS) will be conducted. On ??/??/2006 a meeting will be held and specific details will be discussed in regards to the Tier 3 intervention by the RCT. A Tier 3 intervention targeting 3 & 4 digit math computation, with a goal of achieving > 27 problems per minute as measured by assessments with demonstrated reliability and validity (AIMSweb) will be conducted. On ??/??/2006 a meeting will be held and specific details will be discussed in regards to the Tier 3 intervention by the RCT.

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Word Attack Intervention

0

10

20

30

40

50

60

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Sessions

Sco

res

Per

Min

ute

PSFNSFISF

Baseline

Two Digit Math Computation Intervention

0

5

10

15

20

25

30

35

40

45

50

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Sessions

Dige

ts C

orre

ct P

er M

inut

e

Digits Correct

Baseline

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Appendix C

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Detroit Public Schools Office of Specialized Student Services

PSYCHOLOGICAL SERVICES

EVALUATION REPORT

School: McGregor Elementary Clinic No.: DPS ID No.: 000111222

Name: Student Evans DOB: 7-22-97 C.A.: 8-10 Sex: F Address:

16266 Any Street Zip

48205

GR.:

2ND

Eligibility

GE

Program

GE

Parent/Guardian: Mother Evans Phone: 000-6088 ERM Date: 6-23-06 Evaluation Date: 6-26-06

REASON FOR REFERRAL: The McGregor RCT referred Student for Tier-Three Intensive, Individual Interventions because Core Instructional Interventions and Targeted Group Interventions have been unsuccessful in improving her academic achievement. BACKGROUND INFORMATION: Student attends McGregor Elementary where she is in the second grade. She is repeating the second grade and her records indicate that she has had problems with mathematics since she enrolled in kindergarten. Student was diagnosed with ADHD eight months before this writing. She has since been taking Ritalin once a day before she leaves for school. Her teacher stated that she appears to be less active since she started taking the medication; however, she is still struggling with mathematics. Student also stops working when she gets stuck on a problem and starts day dreaming. CLASSROOM OBSERVATION(S): Student was observed in her second grade mathematics class. She quickly took out her mathematics book but when the assignment page was given she had difficulty finding the page. She appeared to forget what page number was given. After looking at the page number of the child sitting next to her she was able to turn to the correct page. Student started work on the assignment about five minutes after the rest of the class. Shortly after she started she stopped working and began to look out of the window. While she looked out of the window she hummed softly to her self. Some of the children sitting closest to her began to laugh. Student appeared not to notice them. When the teacher called for the assignment to be turned in, Student’s paper only had her name and a one with nothing written next to it. INTERVENTION(S):

• Using peers as models and tutors • The Help Signal

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A peer tutor (a girl the same age) was assigned to work with Student three times a week the last 20 minutes of the mathematics period. The days were Tuesdays, Wednesdays, and Fridays. Student and the tutor worked on the previous day’s lessons and/or current assignments. The tutor was also seated next to Student so that she could help her find the page and start at the correct point. Meetings were held with the tutor and Student twice a week to monitor the progress. The meeting with the tutor were held on Mondays and Thursdays and lasted for 20-25 minutes. The meetings with Student were also held on Mondays and Thursdays and lasted 30-35 minutes each. They were held at the end of the day. Student and intervener established a Help Signal. A red Alternative Work Folder was chosen as the signal (see Help Signal intervention). The student was given an opportunity to practice the Help Signal and during the bi-weekly meetings it was reviewed and she was given an opportunity to ask questions and/or make adjustments. RESPONSE TO INTERVENTION(S): After six weeks Student is completing more in-class assignments. With a baseline of 5% completions, to currently complete 75% of her assignments. There is much less day dreaming. With a base line of 5% on task behavior, she is on task about 80% of the time. However, she continues to evidence a several mathematics deficits. On teacher made test, Student continues to score in the bottom 20% of the class which was her baseline. When she is working with the tutor she is able to solve the problems accurately but when she works on her own she does not get the concepts and makes several re-grouping errors. (See attached charts) ACHIEVEMENT TESTS: KTEA-II WRAT-4: SS: %ile: Grade Equiv.: Word Recognition 84 14 1-7 Reading Comprehension 76 5 1-5 Reading (WRAT-4) 77 6 2-3 Sentence Comp. 82 12 2-6 Math Computation 67 1 k-10 Math Comp. (WRAT-4) 65 1 k-3 Achievement tests results indicate that Student is functioning two grade levels below her current placement in mathematics calculating. She has not mastered basic skills in re-grouping. SUMMARY: Student responded well to the behavioral interventions. However, she continues to have difficulty with mathematics calculations. Her response to intervention in this area was not favorable. Student is functioning two grade levels below her current placement in mathematics calculating. She therefore meets the eligibility requirement for LD and OHI eligibilities under Rules 340.1713 and 340. 1709a.

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RECOMMENDATIONS:

• Resource Room placement for remediation in mathematics. • Continued peer tutoring support. • Consideration for school social work services.

_____________________________________________ Dr. W. L. Slack-Williams Certified School Psychologist

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DATE TIME ACTIVITY ANTECEDENTS EXACT BEHAVIORS CONSEQUENCE STUDENT’S REACTION

5/2/06

9:00 MATH CLASS

Teacher gave assignment

Student was looking for her math book

She did not hear the assigned page

Student did not notice-off task

9:05 Class is working on the assignment

Book found- she opens it and looks for page

She does not know the page

Looks on a neighbor’s book for page number

9:10 She starts the assignment

Turns to correct page Starts assignment Student is now on task

9:15 She is working on the assignment

Writes name on paper and puts the number 1.

Task started Student on task

9:20 Student still working

Reading the first problem in the book

Task continued Student on task

9:25 Student has puzzled look

She closes the book and looks out window

She need assistance Student off task

9:30 Not working on assignment

She is staring out window and humming

Task not worked on Student off task













9:55 Teacher calls for assignment

She looks at book but does no work


10:00 Class turns in assignment

She turns in paper Task not turned in No reaction shown

Total time off task=40 minutes Each time that the Subsequent Record indicates an observation was done, an Observation Log was competed as shown above.

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MATH PROGRESS

0

5

10

15

20

25

30

1 2 3 4 5 6 7 8

TEACHER MADE TESTS

PER

CEN

TILE

S

BASELINE

115

Appendix D

120

Appendix E

121

Curriculum-Based Assessment Progress-Monitoring Data Recording Sheet Student Name: _________________________________ Grade: _______________ Skill(s) Assessed: ______________________________________________

Comments: Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________

Date:_____ TD:_____ E:_____ CD:_____ %CD:_____ _________________________________ TD= Total Digits (Total # of items presented) E= Errors CD= Correct Digits (# correct) % CD=Percent Accuracy (CD/TD)

122

Appendix F

126

Appendix G

128

Appendix H

129

Sample "discrete" trials with a beginning, middle and an end:

A B C Antecedent (SD, or instruction)

Behavior of Student

Consequence (reinforcement)

"touch juice" touches juice with great attention Big reinforcement "Great"

"touch cookie" Touches cookies w/good attention Big reinforcement "Terrific"

"touch juice" touches juice w/poor attention "ok" reinforcement not as big

"touch cookie" touches JUICE good attention "lets try again"

"touch cookies" no response no reinforcement, "you need to look"

130

Appendix I

131

Sample Question and Response Chart

Question Response (1) Identify Object (2) Label Object (3) State Function

1. Write with / Pencil

2. Drink from / Cup

3. Eat with / Fork

4. Read / Book

5. Cut with / Scissors

6. Sleep in / Bed

7. Sit on / Chair

8. Talk on/ Phone

9. Color with / Crayon

10. Wash with / Soap

11. Sweep with / Broom

12. Blow nose with / Tissue

13. Throw / Ball

14. Brush hair / Hair Brush

(1996 by Pro-Ed, Inc., p.87)

132

Appendix J

137

Appendix K

138

INCREASING POSITIVE INTERACTIONS

NEGATIVE STATEMENTS

POSITIVE STATEMENTS

Stop running

Let’s walk now

You’re not listening

Are you listening?

You never follow the rules

Let’s remember the rules

You’re so messy

Remember to put your things away

You don’t follow directions

Let me repeat those directions for you

Stop talking

Save that for the discussion later

You’re too hyper

You are very energetic

Don’t talk so loudly

Let’s speak softly

You did it wrong

This is the way I thought it should be done

You are such a liar

You have a good imagination

139

Appendix L

140

WEEKLY ORGANIZATIONAL CHART

BEHAVIOR 1ST Hour

2ND Hour

3RD Hour

4TH Hour

5TH Hour

6TH Hour

Daily Plan Followed Good transition with materials needed/put away

Homework put in book bag Homework turned in All supplies present Assignment neatly copied Assignment turned in Unneeded papers discarded Individual folders neat and organized No lost items Everything in its place Model peer imitated Evidenced good organizational skills

141

Appendix M

142

TEACHING DESIRED BEHAVIORS

MANIFESTING BEHAVIOR BEHAVIOR TAUGHT Running in the hall

Walk to the right, arms folded

Blurting out answers

Raise your hand and wait to be called on

Refusal to follow rules

Teach class/school rules

Disorganization

Organization skills

Difficulty following multi-step directions

Follow one step at a time

Poor study skills

Make a study chart; and have study area and time

Difficulty working independently

Use of an Alternative work folder

Inconsistent performance

Daily review of work

Tapping on the desk

Tapping on soft surface (e.g., hand)

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Additional Resources

House, S. N. (Ed.). (2002). Behavior intervention manual: Goals, objectives, and intervention strategies. Colombia, MO: Hawthorne Educational Services. House, S. N. (Ed.). (2004). Learning intervention manual: Goals, objectives, and intervention strategies. Colombia, MO: Hawthorne Educational Services

Naglieri, J. & Pickering, E. (2003). Helping children learn: Intervention handouts for use in school and at home. Baltimore, MD: Paul H. Brooks. National Association of School Psychologist. (2004). Helping children at home and at school II: Handouts for families and educators. Bethesda, MD: NASP. Neuhaus Education Center. (2000). Practices for developing accuracy and fluency. Houston, TX: Neuhaus Education Center. Wood, J. (2002). The saale model for reaching the hard to teach. Midlothian, VA: Virginia Commonwealth University. Internet Resources www.interventioncentral.org www.nasponline.org http://pals.virginia.edu/scores/Activities Fluency Ways to help Children Improve Fluency and Skills- http://www.dccc.edu/academics/depts/cah/reading/webpage15.htm Phonemic Awareness APAR-Assessment of Phonological Awareness and Reading http://elr.com.au/apar/index.htm Mega Phonemic Awareness Links www.expage.com/page/woodshop13 Phonics Phonics Worksheets http://worksheets.teach-nology.com/language_arts/phonics/

http://www.interventioncentral.org/

http://www.nasponline.org/

http://pals.virginia.edu/scores/Activities

http://www.dccc.edu/academics/depts/cah/reading/webpage15.htm

http://elr.com.au/apar/index.htm

http://www.expage.com/page/woodshop13

http://worksheets.teach-nology.com/language_arts/phonics/

144

Reading Comprehension Reading Comprehension Free Worksheets www.rhlschool.com/reading.htm Vocabulary Word Parts www.resourcesroom.net/Comprehension/wordparts.asp Vocabulary-Reading Instruction Handbook www.pasd.com/pssa/reading/rihand15.htm ABC Activities http://abcteach.com/directory/basics/abc_activities/ Get Ready to Read http://www.getreadytoread.org Math Computation and Math Concepts Charting Progress Monitoring http://www.jimwrightonline.com/pdfdocs/cbmresources/excel/cbmExcelChart.xls Song for doing addition (numbers 1-12) http://www.abc.net.au/countusin/resources/episode-07.htm Various primary activities to help with early/emerging math skills http://www.abc.net.au/countusin/resources/default.htm Compose your own math worksheets for drill (with pictures for young students) http://www.mathplayground.com/wpindex.html Explains number sense: how well a child is familiar with math facts in general (i.e. 8 is 3 bigger than 5 or 4+4=8) http://www.ldonline.org/article/5838 http://www.usd.edu/cpe/math.htm#k2 http://www.marcopolo-education.org (online flashcards)

http://www.rhlschool.com/reading.htm

http://www.resourcesroom.net/Comprehension/wordparts.asp

http://www.pasd.com/pssa/reading/rihand15.htm

http://abcteach.com/directory/basics/abc_activities/

http://www.getreadytoread.org/

http://www.jimwrightonline.com/pdfdocs/cbmresources/excel/cbmExcelChart.xls

http://www.abc.net.au/countusin/resources/episode-07.htm

http://www.abc.net.au/countusin/resources/default.htm

http://www.mathplayground.com/wpindex.html

http://www.ldonline.org/article/5838

http://www.usd.edu/cpe/math.htm#k2

http://www.marcopolo-education.org/

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Various games for K-4 http://www.gosbr.net/screening http://www.intervention.central http://www.time-for-time.com/swf/myclox.swf (teaches how to tell time.) http://www.softschools.com http://www.lessonplanspage.com/Math23.htm http://mathforum.org

http://www.maththatcounts.com/page20.html

Autism Spectrum Disorder www.fcps.K12.va.us/ss/its/howtos/socstor/socstories.htm Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder www.childdevelopmentinfo.com/learning/teacher.shtml www.interventioncentral.org/htmdocs/interventions/study/helpsignal.shtml www.naspcenter.org/pdf/special%20needs%20template.pdf

http://www.gosbr.net/screening

http://www.intervention.central/

http://www.time-for-time.com/swf/myclox.swf

http://www.softschools.com/

http://www.lessonplanspage.com/Math23.htm

http://mathforum.org/

http://www.maththatcounts.com/page20.html

http://www.fcps.k12.va.us/ss/its/howtos/socstor/socstories.htm

http://www.childdevelopmentinfo.com/learning/teacher.shtml

http://www.interventioncentral.org/htmdocs/interventions/study/helpsignal.shtml

http://www.naspcenter.org/pdf/special needs template.pdf

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