Interventions involve skill-building strategies that are designed to move special students to more advanced academic levels. {����}�6r�$ �f"�A���-!�b�\�p�S.��A7i�s�\3�E�q��e�7Ǽ�o�_���-�K`;�c\�Ħ��+�v�)dHh7�b2sn�o�[6���O�c�ﬓ����V��g}�ǻ�8��m���'����?Z�(�Z�� ��{��g�?w. Do you and your classroom have what it takes? Peer Support . endstream endobj startxref "#A�:�aRX�L���� ��@P�$�\� �F 0����i1 VGI0?SR��킰��N���,� � ���� �S�>�>�>u�:��� endstream endobj 56567 0 obj <>/OCGs[56592 0 R]>>/Pages 56561 0 R/StructTreeRoot 710 0 R/Type/Catalog>> endobj 56568 0 obj <>/Font<>/ProcSet[/PDF/Text]/XObject<>>>/Rotate 0/Type/Page>> endobj 56569 0 obj <>stream Check back with the student to ensure he/she hasn't forgotten. Effective Academic Interventions to Increase Success Tier I Checklist Student Name: Teacher Name: Date: Date Started Intervention/Strategy When I have a student with academic challenges, I have: Documentation/Specifics (i.e. Chunk your information, when 2 things are done, move to the next two. 56566 0 obj <> endobj %%EOF 56590 0 obj <>/Filter/FlateDecode/ID[<64151F7BD0BA14409D779635D214A013>]/Index[56566 47]/Info 56565 0 R/Length 106/Prev 937599/Root 56567 0 R/Size 56613/Type/XRef/W[1 3 1]>>stream %PDF-1.7 %���� h�bbd```b``�@$S����� `�Lr�I{0 ��,&O�I�ާ`�5���"��lƐf��0�D2n���;����p����q ��j�o `�r 56612 0 obj <>stream h�b```a``:������� �� @16�,���@���? Academic Behavior Checklist Student: Grade: Team/Teacher: Check the skills the student has difficulty in. close to teacher) _____ special study area (i.e. Complete the rating scale for each skill checked: Homework Completion. Please identify those you have used. A low intensity intervention might be one that could be used as part of your universal instruction to an entire class. The intervention-audit process is complex. Ask students to repeat the instructions or directions to ensure understanding occurs. Evaluating a Student’s ‘Non-Responder’ Status: An RTI Checklist When a school attempts to determine whether a particular general-education student has responded adequately to an academic RTI plan, it must conduct a kind of ‘intervention audit’—reviewing documentation of the full range of interventions attempted. ]>m�J� |[��10�����)���!��q��E�/���X0�LԵ����~�I����ȱ��AO'��~�,A>46_pU9kY���� �<3$�3$�t�Z�L�=v�A�;c�s�[�`�'�&�* 5A7c�� "��Md`�����t���X��E��V���&3��/��e�0 �p�1 For example, you might search according to the level of intensiveness. Interventions are provided below in a variety of categories to meet your needs. Here's a checklist of strategies to help you develop a classroom that should meet the needs of all your students. actions taken, description, results) 1. Successful Academic Intervention Strategies 1 Successful Academic Intervention Strategies by Michael D. Zides A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Arts Degree in Education Cal State University San Marcos Spring 2015. n9kR���8�����_����Rwf霜����+����&�r���K((2�E��h��1@� }��� ����۟={~�����X���A~0$�sg_ݞ�����뗯.�����Ǯ��gW.�������ُcm�wmŧ�7�r���5��`��^�r5n�v�'�]}�Փ��ߜ�]? \_���==����� p��"�mAoc����? �"�� �@�d� � Classroom Progress-Monitoring Methods Checklist Whenever teachers put an academic or behavioral intervention in place for a student, they will also want to collect classroom progress-monitoring data to judge whether that intervention is effective (Witt, VanDerHeyden, & Gilbertson, 2004). 0 the criteria for “evidence-based” as required in the determination of a student’s responsiveness to intervention. It is a rare event for students at risk to be able to remember more than 3 things at once. h��[ko7��+�1�"�`���ZL� N6�-�%V�eH��ɿ�s�%��[Rl'X`׆�l^�uI^�w咻߹]Fv�{��η�Zڅd�����Vv�4��ĬZ���������.�RU��XkR5�bw]ոK>X5�RjEռK�GU��� ����S �z�{��{�K���ogO}p��ū��*�����Ϟ|�g��zq��%��\�+P@���?� ?�ua�ˋW/n��'������.>������� �_ݢ�����\�={����7�//�F�����B�?��O��������}����� F}��Ο=4~>�z�>v�f��_�_>���s�M�����|�� zy���g�^��������G/�~����yc��9�yt�3x���㯞�)q½����v� Date Tried Environment change seating arrangements (i.e. CLASSROOM INTERVENTION CHECKLIST The following is a list of interventions that have been found to be helpful in working with individual students or groups of students experiencing difficulties in school. The student: Poor Fair Good N.O.