Low Or No Work Completion (Examples of low or no work Completion (Have…
Low Or No Work Completion
Before you start you should consider the following:
Try for a minimum of 4 weeks, & more than 1 intervention may be implemented at the same time
Collect and track specific data on each intervention tried & its effect
try multiple interventions
If your data indicates no progress after a minimum of 6 months, you may consider moving to tier 2 interventions
Examples of low or no work Completion
Have poor organizational skills
Become frequently frustrated and discouraged with work
Fail to study
Fail to consistently follow expectations for work completion
Have low academic ability
Have trouble focusing and attending
Have low energy and motivation
Assignments turned in incomplete
Tier I Interventions for low or no work completion
Break Down Assignment
When a student shows signs of being overwhelmed, anxious or unfocused.
When a student is reluctant to complete work.
When an assignment is longer, larger, more complex, or has many parts or sections.
When a student doesn’t know where to start “scattered”
Take a blank sheet of paper and cover up every item other than what you want the student to complete. After they complete that, teach them to move the sheet down.
Determine what might be hardest/easiest for student.
Have them do the easy items or the hard items first.
Allow a break after student completes a portion of the work
Some students get overwhelmed by too much information.
Provides student with small, frequent, attainable goals
Makes larger tasks look more manageable and feasible
Prevents students from becoming discouraged at the quantity of work.
Helps students focus on one problem at hand.
Improves students’ perceptions of the work and assignments.
Helps disorganized students maintain better organization and order
When students are poorly organized.
When students miss and lose work frequently.
When students exhibit low motivation.
When students fail to do work and home work.
When students get overwhelmed with work.
When students have trouble keeping up with the class
Give the student a planner.
You may type up a page with the students schedule and routine.
Explain how they will use the planner.
Check the students planner daily.
Have the parents sign the planner to engage them.
Helps students get and remain organized Promotes responsibility.
Helps students sort and keep track of assignments and other responsibilities.
Provides students with structure
Alternative Modes Of Completing Assignments
Alternative modes of completing assignments should be regularly used in all classes and students given the choice as to which method they will use
Verbally giving answers
Drawing a picture, graphic, diagram.
Using a computer to type out an assignment
Putting answers on index cards.
Have student act out assignment.
Make a small comic book out of assignment.
Have student do a demonstration or experiment.
Do homework in Power Point Make assignment into a song or rap
Students learn in various ways and modes
Students respond better
Students are more likely to complete work
Students will become more engaged
All learners will have better opportunities to understand and correctly complete expectations
Data Tracking for Tier 1
Self Monitoring Assigment sheet
Card Flip Tracking sheet
Tier 2 Interventions for low or no work completion
When students exhibit poor organization.
When students chronically loose, misplace, and fail to turn in work.
When a student looses work, materials, and supplies in their locker/desk
Keeping a planner or calendar.
Organizational folders with a “to do” and “done” side.
Turning in all complete work to one location and/or person
Provides increased order for the student.
Improves student awareness of belongings.
Increases student success.
Improves work completion and returning or handing in of work.
Helps to establish routines.
Increases student responsibility and follow through.
Decreases missing and lost assignments. Improves time management
Individual and Visual Schedule
When students exhibit significant disorganization.
When students get lost or have difficulty figuring out what is next in the daily routine.
When students are frequently off task, inattentive, and unfocused.
When students fail to complete tasks in a timely manner and/or lose or misplace work.
When students need more structure
Sit down and explain the schedule to the student and how they will use it, where they will put it.
You might tape it to the student’s desk or in their planner or folder.
Laminating the schedule can allow the student to make marks next to items as they complete them and then wipe it clean for the next day.
Structures and organizes time for student.
Decreases wasted time.
Reduces confusion and down time.
Helps student to initiate tasks more quickly and efficiently.
Helps students to gain more accountability for their academic work and expectations.
When a student is inattentive and unfocused.
When a student needs frequent one on one help.
When a student gets overwhelmed and frustrated.
When a student needs extra help starting assignments
Peer tutors should be those students that are capable of working with others well and who grasp the concepts and ideas well enough to explain to others.
Peer tutors may be assigned or chosen by students.
Teachers should always ensure the peer tutors have grasped the concepts themselves before moving on to help others
Allows students more opportunities for assistance.
Increases academic support.
Provides frequent and constant redirection and refocusing.
Gives students one on one help and attention.
Helps to free up the teacher to instruct and help other students
Data Tracking for Tier 2
Weekly scatter Plot
Student learning Style Survey
Tier 3 Interventions for low or no work completion
When students are unsuccessful academically.
When other intervention seem to fail.
When students do not seem to care about work.
Keep the student with one mentor.
Mentors should be supportive, encouraging, and engaged.
Mentors should help students to set goals, plans, and solutions.
Helps student to feel like someone “has their back”.
Improves student motivation.
Helps student to perceive school, teachers, work in a more positive light
Response To Intervention (RTI)
When student’s act out due to being unable to do the work or avoiding work.
Determine the academic deficit areas.
Implement an academic intervention targeting the specific academic deficit area.
Test the student again after delivering the intervention
RTI is an academic based intervention addressing primarily academics.
Improves grades and achievement.
Boosts student confidence, work completion, and willingness to work
Check In Check Out (CICO)
When a student is competing little to no work. - When a student is not doing home work.
When a student is not participating, being involved, or taking part in the learning process.
When student have attention, focus issues.
When a student demonstrates low motivation and effort
The program consists of students daily checking in with an adult at the start of school to retrieve a goal sheet and encouragement, teachers provide feedback on the sheet throughout the day, students check out at the end of the day with an adult. The student takes the sheet home to be signed.
Increases structure. - Improves student academics when other interventions have failed.
Improves student organization, motivation, incentive, and reward.
Students get involved and excited about the program.
Data Tracking for Tier 3
learning style survey
CICO Tracking Form