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MS LS Referral Process ((Intervention Resources, Websites:, https://www…

- - - - Discuss strengths and concerns, gather information from parent.
      - Let parents know that teachers will implement some strategies and discuss with members of the SST (if necessary)
      - record brief details from conversation with parents
      - After 6 weeks, discuss intervention updates during Advisory meeting.
        
        Document - Even if the interventions are successful, this helps us build history.
        
        Start/Stop/Continue interventions for another 6 weeks.
        
        Monitor progress and collect data.
        
        At 12 weeks, discuss updates during Advisory meeting
        
        Contact parents regarding: update progress, SST Meeting.
        
        documents in SOS referral form
        
        If strategies work. STOP
        
        If strategies do not work:
        
        Continue interventions for another 6 weeks
        
        Monitor progress and collect data.
        
        At 12 weeks, discuss updates during Advisory meeting.
        
        Contact parents regarding: update progress
        
        documents in SOS referral form.
        
        If strategies work. STOP
        
        If strategies do not work:
        
        (Student Support Team) Meeting
        Team: Counselor, LS, LS Assistant, EAL, Psychologist, Administrator
        
        Concerns are presented to the Team and discussed
        
        Team will discuss concerns and determine next steps.
        
        Post Meeting: Follow-Up with Parent
        
        Discuss results of the SST Meeting and the next steps.
        
        If testing, consent for evaluation will be obtained by the Psychologist.
        
        Psychologist Meeting: Once assessment is completed. Psychologist shares the results with the parents and LS Teacher.
        SST Meeting to discuss the results of the evaluation.
        
        2 more items...
- - - - Assignments written on board as well as presented orally (and left recorded on board or in an agenda notebook for reference later)
      - Assignment calendar used daily—with teacher monitoring and expectation of usage
      - Teacher, aide, or student buddy to assist with recording of assignments
      - End-of-day (block) clarification of assignments/reminder to students by teacher
      - End-of-day check by teacher/aide for expected books and materials to take home
      - Providing students with handouts that are already 3-hole punched
      - Student requirement to have notebook, dividers, plastic pouch with teacher checks
      - Provide assistance organizing materials (e.g., papers in proper place in notebook) No loose papers!
      - Color-coding books, notebooks, materials
      - ”Things to Do” list taped to desk
      - Breaking down long assignments into smaller chunks/increments—with teacher checking student and providing feedback with each increment
      - Reduced assignments
      - Limiting the amount of materials/clutter on the student’s desk
  - - - Daily or weekly home/school communication to be signed by parents (e.g., monitoring forms or charts indicating behavior and work completion)
      - Increased phone/email/Power School contact with parents (remembering to share positive observations as well as concerns)
      - More frequent conferences/planning meetings with parents (trying to build a partnership on behalf of student)
      - Communicating concerns with support staff members at the informal level
      - Involving your Student Support Services Staff (Learning Support Teachers, ESL Teachers, Counselor) at the informal level
      - Buddy up with another teacher for discipline, team-teaching, joint activities
      - Observe student in another classroom
      - Let student know you are interested in helping him/her; dialogue with student(s) about their needs, encourage open communication
  - - - Increasing the amount of structure and monitoring of behaviors
      - Clearly defined expectations and consequences (reviewed frequently)
      - Utilizing teacher “proximity control” (standing near disruptive student/ student off-task, eye contact)
      - Delaying instruction until it is quiet and teacher has engaged everyone’s attention
      - Providing significantly more positive reinforcement (e.g., praise, notes/calls home)
      - Praise specific behaviors (what student is “doing right”)
      - Use of a contract or charting/reinforcement system for specific behaviors (on-task, staying seated, raising hand/not calling out, work completion)
      - Private, personal cueing and signals with student
      - Providing for frequent breaks and opportunities to move
      - Extra assistance and structure during transitional times of day
      - Allowing student to participate in selection of rewards/consequences
      - Using short reinforcing periods with teacher evaluation of effectiveness
  - - - Allowing extra time for processing information (speak slower, give more “wait time”)
      - Increasing the amount of modeling, demonstrations, and guided practice
      - Many opportunities to work cooperatively with a partner or small group
      - Many opportunities to verbalize in class and respond in a “safe” climate
        
        without fear of ridicule
      - Regular feedback and progress check re: homework, class assignments, etc.
      - Teaching throughout the day with Multisensory techniques (using clear verbal
        
        presentation, many visuals, hands-on activities and movement)
      - More student participation in projects involving creative expression
      - Allowing and encouraging the use of computer, and word processor
      - Modified, shortened assignments
      - Short instructions
      - Simplify vocabulary
      - Give information both verbally and orally
      - Exempt from reading before peers until comfortable with doing that
      - Accommodating written output difficulties by:
        
        allowing extended time to complete written assignment
        
        allowing oral responses
        
        permitting student to dictate responses/someone else transcribes
        
        reducing written requirements/permitting alternative means of sharing
        
        allowing parent to initial or sign-off homework after student has spent specified amount of time on an assignment
      - Extra one-to-one assistance (from teacher, aide, parent volunteer, cross- age tutor, student/peer buddy)
      - Have student repeat directions/instructions prior to starting assignment
      - Allow extra time for taking/completing test
      - Provide student with color-coded, highlighted text
      - Provide student with outline or overview of lesson
      - Provide student with audiocassette of text (or allow them to tape class)
      - Use a variety of questioning techniques/allowing for more response opportunities
      - Allow student to use learning aids (e.g., Franklin Speller, calculators, reading markers)
      - Provide handouts that are clean, easy to read (no smaller than 12 point font)
      - Have students read assignments in pairs
      - Accept incomplete work (grade what is done and reteach what student was unable to do)
      - small groups,
      - talk through thought processes
        
        extended time (25% or 50%)
        
        Re-teaching
      - positive reinforcement
      - graphic organizer
      - preferential seating
      - visual aids
      - Auditory aids
      - immediate feedback
      - peer buddy
      - short breaks
      - standing desk
      - provide notes ahead of time
        
        Timers
      - use of color on whiteboard
      - movement breaks
      - check-ins for understanding
      - speech to text
      - Headphones
      - calculator/calculating tools
      - Chunking text
      - Color coded assignments/organizing tools