Assessing Your Interventions Grade K-3

STUDENT:         I.D.#:         BIRTH DATE:        

Circle Specific Interventions Used

Person Responsible

Specific Interventions and Date Initiated

Outcome and Specify Duration

1. Classroom Environment

1. Provide preferred seating (i.e., carrel, dividers, move with peer model/tutor).

2. Alter location of school supplies for easy access or to minimize distractions.

3. Assign to quiet area in classroom for short periods.

4. Post and explain rules and consequences for inappropriate classroom behavior.

5. Increased teacher proximity for targeted student.

6. Other:

2. Instructional Modification

1. Assess student’s prerequisite skills.

2. Provide small-group and/or one-on-one instruction by:

1. Teachers

2. Instructional assistant

3. Peer tutor

4. Cross-age tutor

5. Volunteer

3. Modify materials:

1. Address only essential skills

2. Simplify vocabulary of presented materials

3. Reduce workload

4. Alter pacing

5. Use programmed materials (e.g., SRA, computer drill, math kits)

6. Repeat and reinforce skills (e.g., record lesson, games, activity centers)

7. Change basal text

8. Provide assignments and tests in segments

9. Use calculator/computers

10. Provide study aids (e.g., highlight main ideas, outlines, study guides, number line, concrete materials)

4. Organize materials (e.g., folder, notebook, assignment sheet).

5. Set time expectations (e.g., use timer, set time allotment).

6. Use cues or gestures to indicate appropriate or inappropriate behaviors.

7. Vary student responses (e.g., writing on chalkboard, art projects, verbal response alone, recording, use manipulatives).

8. Modify instructions:

1. Preview questions/tests

2. Provide rewards/reinforcers

3. Ask student to repeat directions and then restate what he’s going to do to ensure understanding

9. Modify grades:

1. On specific reduced workload

2. Reflecting performance on essential skills

3. On report cards

10. Other:

3. Motivation/Behavior Strategies

1. Assess appropriateness of task.

2. Prioritize tasks to be completed.

3. Privately discuss and explain behavior and resulting consequences.

4. Use behavior modification techniques (e.g., reinforce appropriate behaviors, cueing, gestures).

5. Alter frequency of grouping changes to maximize or minimize child’s movements.

6. Change of schedule/group.

7. Adapt assignments (e.g., reduced workload, verbal responses).

8. Refer child to social worker/counselor/ psychologist.

9. Provide individual assignments/behavior sheets, charts, checklists, and so forth monitored by teacher, student, and administrator.

10. Set up reward/consequence system:

1. Goal setting—target individual behavior

2. Set up a contract

3. Provide reinforcers chosen from a menu (e.g., social praise, tangible/ stickers, activity/free time, games, good news notes)

11. Daily/weekly progress reports.

12. Parent/teacher/principal/child conferences, weekly, bimonthly, and so on.

13. Other:

4. Parent Contact/Support

1. Notes sent home (e.g., daily or weekly progress report, good news notes).

2. Parent/teacher check-in (e.g., mutually signed assignment sheets/notebooks).

3. Telephone contact (e.g., weekly, monthly, or as needed).

4. Home/school learning/behavior contracts.

5. Suggested in-district resources (parent group/TAP).

6. Other: