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Caprice Schupp, :question: Did accommodations and interventions improve…

- - - - make 1st contact with parent about concerns. Share strategies that are used in class with the parent to use at home (Edgerly, 2020)
      - :question: Are there any health issues: visual, hearing or motor? Is there emotional disturbance? Are there cultural factors? Is the student limited in English proficiency?
        
        No to all of these :red_cross:
        
        Contract examples Click blue words to see examples from PBIS World (PBIS World, n.d.). Contracts can focus on: organization, behavior, class work, peer interactions, reactions/attitude to tough situations, cooperation, and lots more.
        
        2nd contact with parent about student progress
        
        make learner style accommodations for gender considerations. Create progress charts or behavior contracts. Meet with student once a week to check in about how they feel they are doing.
        
        Differentiations based on the learner can be found at this link to the infographic produced by Echo Li and myself from our previous unit in the TEACH-NOW Module 2. (Li & Schupp, 2020) Link here
        
        Yes to any of these :check:
        
        2nd contact with parent about student concerns and interventions
        
        Consult with school nurse or counselor where necessary to determine what types of interventions need to be made.
    - - Nothing to change - keep going with current methods
- - - - Team may recommend more in class interventions from teacher. Parent may not accept referral. Student may not qualify as being negatively impacted enough. (DoDEA, 2017) page 33-34 in this link
    - - meet with LS team and parents after results of testing
      - begin assessing by Learning Support team for a learning disability
      - provide input for a great individualized learning plan to accommodate students needs