Student Intervention Checklist

1. Student Intervention Checklist By StaciaKohlstedt Information from Jim Wright -provide supplemental instruction -give extra tools as supports (notes, study buddy, formula sheet) -aid reading comprehension by using strategies (examples below) *Question Generation -read paragraph to find main idea -summarize in “gist” statement -put gist statement on note card -generate a ? for statement on other side -use these to review *Active Reading -make copies to write on or use post its -model reading in which you question, make connections, find important details, etc. *Sentence Combining -use to work on language arts & memorizing -take two important facts from text and combine into one sentence Does the student have the cognitive ability to complete the work? No Yes -complete Academic Enabler checklist to narrow down areas he/she struggles *use results to determine intervention: -study tools for different learning styles -organizational sheet for homework, study hall, locker, home -reinforcers for use of assignment book -refer to PRIM Does the student have the appropriate organizational/study skills? No Yes -“Chunk” assignments into smaller parts -Sequence- problems from low response effort to high response effort (easy to hard) so they experience success (momentum) -Intersperse low response effort problems in with high response effort problems -Use guided notes -Always begin reading aloud (instead of students reading all – “finish up what we started”) -Use any means to help them experience success; build confidence Does the student perceive the response effort as low enough? **Response effort=amount of effort appears too difficult No Yes

2. -eliminate other competing stimuli (change seats, incorporate interaction, relate it) -make sure material is challenging enough -give high opportunity to respond (written or orally) -move at a brisk pace -empower by giving choice (ex. Give two assignments; give them choice where to start) Is the work engaging enough? No Yes -high self-efficacy=high achievement -because we have already established cognitive ability is there, challenge faulty thinking with evidence *show an assignment completed well *alter assignment to tap in to interest; if they can do it then, they can do it for assigned topic -start a dialogue by asking questions about what is too difficult; focus on those skills -help students experience success by giving problems they can do; confidence = increased motivation to try something more difficult Does the student have high self-efficacy for the task? **self-efficacy=confidence in own ability No Yes -relate to real life skills (may not be specific, but big picture – i.e. employability skills) -provide reinforcers when appropriate Does the student see the pay-off of doing the work? No Yes -greet students by name; look in eye -provide positive enforcement (doesn’t need to be excessive; some suggest 3:1 positive : negative) -make “I notice” statements (I notice your homework was done on time today) -immediately address teasing/harassment of any type -adopt positive phrases to avoid power struggles (ex. Avoid “If you don’t get over in your seat…” Instead, try “I’ll be over as soon as you are in your seat…”) Does the student have a positive relationship with the teacher and environment? No Motivation= expectation of success x value placed on skill By StaciaKohlstedt Information from Jim Wright