Suggestions for IAP Goals, Interventions, and Progress Monitoring

Area of Concern: Math

Math Facts (Addition/Subtraction)Sample: Student will increase automaticity with math facts.Intervention: Peer support/partnerships for extra practice and reinforcement.

Math Facts (Multiplication)Sample: Student will improve math facts and solve more automatically.Intervention: Math games, flash cards, timing student and having student record the time.

CalculationSamples:Student will improve calculation skills in addition (with regrouping)Student will improve math calculation skills in addition (without regrouping)Student will add (up to 100) without regroupingStudent will add and subtract fractions with like denominators.Student will add and subtract fractions with unlike denominators.Student will add with regrouping.Student will add without regrouping.Student will count with one-to-one correspondence.Student will demonstrate an understanding of math fact families (addition/subtraction).Student will demonstrate an understanding of math fact families (mixed practice of addition/subtraction)Student will demonstrate an understanding of math fact families (multiplication/division)Student will identify the value of any digit in a number to 1,000,000.Student will increase fluency with math (addition) facts.Student will increase fluency with math (multiplication) facts.Student will make sense of equations and perservere in solving them.Student will multiply a two, three or four digit number by a one-digit nmber.Student will read and write numbers to 1,000,000 in expanded form.Student will read and write numbers up to 1,000.Student will read and write numbers up to 1,000,000.Student will read and write numbers up to 10,000.Student will read and write numbers up to 100.Student will read and write numbers up to 100,000.Student will recognize written numbers.Student will solve a two, three or four digit number by a two digit number.Student will subtract with regrouping.Student will subtract without regrouping.Student will use the order of operations to evaluate a numeric expression.Student will improve calculation skills.Interventions:Explicit instruction: Teacher will provide clear models for solving the problem using an array of examples.Teacher will provide extensive practice in use of learned strategies and skills.

1 | P a g e

Student will be provided with opportunities to think aloud (i.e., talk through the decisions they make and the steps they take).

Student will be provided with consistent and extensive feedback.Extra guided math group (small group). Teacher will model the skill and provide think alouds. Teacher will repeat

instruction and allow student time for repeated practice and reinforcement.

Math Reasoning SkillsSample: Student will understand and solve math word problems.Intervention: Explicit instruction: Teacher will provide clear models for solving the problem using an array of

examples. Teacher will provide extensive practice in use of learned strategies and skills.

Number SenseSamples:Student will improve number sense.Student will count with one-to-one correspondence.Student will improve understanding of number conservation: He/she will understand that a number remains fixed, despite its appearance and arrangement.Student will compare and order 2-digit numbers.Student will compare and order numbers up through thousands place.Student will compare and order numbers up to hundred thousand place.Student will compare and order numbers up to millions place.Student will compare and order numbers up to ten thousands place.Student will compare quantities (more/less, greater than/less than, bigger/smaller, etc.).Student will demonstrate the ability to “count on” from any number.Student will find and articulate a rule for a number pattern.Student will order and compare numbers (up to hundreds).Student will understand and show that number can be represented in different ways.Student will accurately compare quantities (more/less, bigger/smaller).Student will recognize written numbers.Student will understand place value (up to hundred-thousands).Student will understand place value (up to hundreds).Student will understand place value (up to millions).Student will understand place value (up to ten-thousands).Student will understand place value (up to thousands).Intervention: Cooperative learning groups.Extra practice of skillsFrequent review and repetition of place value.Increased use of manipulatives, 100s chart, and exercises reinforcing place value.Teacher will repeat models and examples of number place values. Teacher will use a # chart (100s) to show

patterns in numbers. Teacher will allow student to discover patterns in numbers and encourage student to share his/her thinking.

Word Problems

2 | P a g e

Samples:Student will make sense of word problems and persevere in solving them.Student will solve multi-step word problems involving all four operations.

Area of Concern: Reading

ComprehensionSamples:

Interventions: Teacher will provide a story map and/or blank spaces or boxes for student to use to fill out what happened 1st,

2nd, etc.Teacher will explain the meaning of a prediction. Teacher will model predictions using a book cover, pictures,

story title, etc. Teacher will "think aloud" making a prediction. Teacher will provide guided practice of predictions and independent practice.

3 | P a g e

Teacher will directly model and reinforce: Locating characters in the picture, identifying feelings of the character, the setting, making predictions from the pictures and identifying the problems from the pictures.

Direct instruction in the term, Cause (The reason why something happens) and the Effect (what happens as a result. Teacher will model using "signal words" such as: if, then, because, as a result of, before, after, therefore, etc.) to demonstrate cause and effect. Allow for practice.

Direct instruction and explanation on : How good readers make personal connections to a story. Teacher will reinforce how a personal connection helps one understand how the characters feel and helps one understand the book better!

Provide explicit instruction on the author's purpose to: Entertain, Inform or Persuade. Provide examples for student. Repeat examples to ensure student retains the skill. Allow frequent opportunities for student to identify author's purpose. Frequent checks for understanding.

Use a graphic organizer to identify author's purpose to: Entertain, Inform or Persuade. Use organizer to find text that supports author's purpose. Organizer will also be used as a reference/guide to reinforce author's purpose.

Extra guided reading group. Teacher will model making a personal connection. Teacher will provide examples.Provide student with guided practice and then independent practice. Student will share his personal connections

in writing and/or speaking.Activate prior knowledge. Preview vocabulary. Have student continuously review vocabulary.Before reading: Activate prior knowledge using KWL chart, defining new words. Use pictures (student will

illustrate as well) to retain meaning of vocabulary. Predict meaning, relate words in books to words in spoken vocabulary. During reading: Teacher will explain meaning of new words and concepts.

Build Meta-Cognitive Awareness Strategies:Teacher will model and teach making connections, visualizing, and responding via a connection to the text. Teach student how to identify examples in the text where he/she used a specific strategy.

Build understanding of story structure: Student will learn to identify the categories of content (characters, setting, events, problem, resolution). Story Maps can be used to build story structure.

Chunk Text: Teacher will model and provide reinforce on breaking up text into smaller sections (or chunks) to make the page more manageable. The student will draw a horizontal line between paragraphs to divide the page into smaller sections.

Click or Clunk: The student will self-check own understanding. Student will "click" (or make a check) if he/she understands the sentence, passage or story, or "clunk" if he/she doesn't. If "clunk", student will re-read, visualize, or use an organizer.

Close Reading exercise: Teacher will model how to number each paragraph, section or stanza in the left hand margin. When student refers to the text, he/she will state which paragraph they are referring to.

Close Reading Strategy: Teacher will model and provide practice on how to CIRCLE specific items or “Key terms” in the text. Teacher will define key terms as words that: 1. Are defined. 2. Are repeated throughout the text. Teacher will demonstrate that even if you circled five key terms in the entire text, you would have a pretty good idea about what the entire text is about.

Direct explanation: Explain to student why the strategy helps comprehension and when to apply the strategy.Modeling: Model, or demonstrate, how to apply the strategy, usually by "thinking aloud" while reading the text

that the students are using.Guided practice: Guide and assist student as he/she learns how and when to apply the strategy.Application: Help student practice the strategy until they can apply it independently.

4 | P a g e

Repetition: to Retain SkillDirect instruction in "Looking Back" in the text. Model look backs. Provide guided practice/coaching to remind

student to "look back".Direct instruction in vocabulary (review new vocabulary, illustrate vocabulary, word banks). Summarize main

points. Review and question student frequently. Model story mapping. Have student create a story map (teacher will provide graphic outline)

Explicit Information training: Teacher will provide direct instruction in how to find details and information directly from the text. Model "look-backs", model answering questions (using part of the question in the answer); teacher will provide repetition to help the student retain and refine skills.

Focus will be on retell. Beginning, middle and end graphic organizer. Stop and jot. Teach student to visualize in order to retain story.

For expository text, student will: Previewing headings,and subheadings; Generate questions; Read text and answer questions. Teacher will model this procedure, provide guided practice and allow for independent practice.

Graphic and semantic organizers, such as Venn Diagrams, Storyboards/Chains of Events, Story Maps, Cause and Effect organizers.

Guided instruction in which the teacher questions, prompts and cues the learner. Teacher will gradually release responsibility so that student will dig deeper into the meaning of the text, ask questions, and have discussions with other students.

Mind mapping: Used to help student connect main ideas and supporting ideas. This will be used to help student recall and record information more rapidly and effectively. The student’s mind map will be his/her own individual creation.

Point of View: Teacher will use this creative and critical thinking strategy to help the student understand different perspectives; To empathize and understand why characters (people) may have different points of view. This will also help the student be more “connected” to the text.

Provide explicit instruction in monitoring for meaning when reading. Intervention will focus on teaching student to: Be aware of what he/she understands when reading. Be aware of what he/she does not understand (and jot it down on a pad or post-it). And, use strategies to gain meaning, such as a story map or guide.

After the student reads a sentence, paragraph or passage (student and teacher can decide), the student pauses briefly to recall the main points of the reading (orally or in writing). If the student has a question or is uncertain about the content, the student re-reads to gain understanding. This strategy is useful both for students who need to monitor their understanding, as well as those who benefit from breaks when reading.

Comprehension (Inferential)Sample: The student will think about what the writer means, but has not stated.

Difficulty reading fluently and answering comprehension questions about the text.

5 | P a g e

DecodingSamples:

Interventions:Extra practice with segmenting and blending sounds. Tapping sounds. Sound cards.Extra Word study lessons. Teacher modeling. More frequent guided and independent practice.Manipulate letters, sounds and even words using magnetic letters and/or sound cards.Model segmenting sounds and blending. Teacher with "talk aloud" segmenting each sound and blending sounds

to decode. Teacher will provide many opportunities for student to practice.Multi-sensory instruction. Repetition to retain skillsRepetition. Teacher will ensure student is mastering skills before moving onReview skills from previous lesson before introducing new skill. Continuously weave previous skills throughout

new lesson.Review vowel sounds before each lesson. Model segmenting sounds. Model blending sounds. Guide practice. Provide time for independent practice.Segment and Blend sounds: Using letter cards, identify each sound (tap or segment each sound) and then blend

sounds to decode. Teacher will model and repeat. Teacher will provide guided practice. Teacher will allow for independent practice.

Systematic and explicit phonics instruction of letter-sound relationships. Teacher will model sound segmenting and blending, provide guided practice. Student practices with decodable text.

Teacher will model segmenting and blending sounds. After segmenting each sound, student will practice a "return sweep" to the beginning of the word and blend the sounds.

Teacher will provide practice sheets containing c-v-c words. Student will receive points every time he/she practices the targeted words.

Use letter cards and or magnetic letter cards to segment sounds and blend them together. When student is presented with a c-v-c word, ask "what says". For example, for "m-o-p", ask student, "what says the sound /m/ in mop, what says /o/ in mop, what says, /p/?

6 | P a g e

Explicit instruction much practice in letter-sound identification. Once student is fluent in sounds, Teacher will specifically teach segmenting and blending sounds to decode c-v-c words (closed syllables) including digraphs and blends.

Explicit instruction. Teacher modeling. Guided practice. Independent practice.Teacher will reinforce phonological skills. Review vowel sounds and digraphs in isolation. Teacher will model

segmenting sounds to decode words containing digraphs (/d/a/sh/--dash). Teacher will provide guided practice and independent practice. Student and teacher will track/monitor progress for reinforcement.

Teacher will use letter cards to practice vowel sounds and digraphs in isolation. Teacher will model segmenting sounds and (underline digraphs) model blending the sounds to decode the word. Provide guided practice.

Student will work in cooperative pairs to practice. Student will write each sound to spell the word as wellUsing sound cards or underlining each sound, the teacher will explicitly model segmenting each sound (and

digraph) in a word (i.e., f-i-sh). Teacher will model blending each sound to decode. Provide ample guided and independent practice.

Teacher will model sounds in isolation (and provide picture cues to help student retain sounds). Student will chant sounds, play games(i.e., memory/matching games) to retain sounds. Teacher will model sounds in context (am-ham, unk-junk., etc.). Student will practice. Teacher will provide guided and independent practice.

Teacher will use letter cards to show glued sounds in each sound word. Practice glued sounds in isolation. Pair with a key word and picture (/ing/ in ring). Model blending the sounds to decode the word. Provide guided practice. Student will work in cooperative pairs to practice. Student will write each sound to spell the word as well.

Teacher will use cards to show each sound in isolation. Pair sounds with key word and picture for each word (i.e., /ar/ as is "car"). Model reading words with r-controlled syllables in isolation and context. Provide guided practice. Student will work in cooperative pairs to practice. Student will write/spell the word to increase retention of skill.

Direct instruction in vowel-consonant-e combination. Specify the e is silent and causes the first vowel to be a long sound. Model. Will provide think alouds when modeling decoding.

Teacher will use letter cards to show each sound (sound segmenting) in a word. Practice digraphs and blends in isolation. Model segmenting sounds (emphasizing blends and digraphs). Teacher will model blending the sounds to decode the word in isolation and context. Provide guided practice. Student will work in cooperative pairs to practice. Student will write/spell the word to increase retention.

Extra practice with segmenting and blending sounds. Tapping sounds. Sound cards.Extra practice with syllable division. Use index cards to divide syllables (nap-kin). Continue to reinforce tapping

sounds in each syllable. Review skills from previous lesson before introducing new skill. Continuously weave previous skills throughout new lesson.

Frequent modeling of reading words with fluency. Frequent practice/repetition.Teacher will model and guide practice in initial sounds of everyday objects and substitute sounds as a child talks

about the strange creatures around the house, such as the "zamp in the lamp." Children can make up their own strange creatures in the classroom such as the "zuk in my book. Expose student to " There's a Wocket in My Pocket" (Seuss, 1974)

Build phonological and phonemic awareness skills.Text based rhyming. Build awareness of sounds in the environment. Direct instruction in phoneme identity, deletion, addition, substitution, segmenting and blending sounds. Building concept of word. Model sounds. Chant sounds.

7 | P a g e

Incorporate technology, listening centers, and practice time with peers.Review skills from previous lesson before introducing new skill. Continuously weave previous skills throughout

new lesson. Provide ample time for repetition to retain skills.Sound synthesis or sound blending. Teacher will model blending an initial sound onto a word by using the jingle,

"It starts with /l/ and it ends with ight, put it together, and it says light." When they have the idea, the children supply the final word. Play games such as, "It starts with /b/ and it ends with etsy, put it together and it says <u> </u>. Or play: "What's in the bag?" activity. Instead of describing what is in the bag, the teacher says the word syllable-by-syllable or sound-by-sound and the children guess the word. A correct response is confirmed when the teacher brings the object out of the bag.

Systematic and explicit phonics instruction of letter-sound relationships. Teacher will model sound segmenting and blending. This also includes instruction in syllabication for multi-syllabic words and structural analysis (e.g., roots and suffixes). Teacher will provide guided practice. Student practices with decodable text.

Teach advanced phonics explicitly. Use familiar word families and phonics rules as the basis for reading unfamiliar, but more complex multi-syllabic words.

Decoding unknown words, reading fluently Decoding words and distinguishing between long and short vowel sounds Fluency

Samples:

Interventions:Explicit instruction on the importance of punctuation. Demonstrate how different sentences and/passages

sound without punctuation. Teacher will model attending to punctuation when reading. Provide frequent read-alouds.

Individual conference to model and provide instruction.Explicit, systematic instruction in phonics to improve accuracy; Repeated readings to improve rate; and partner

reading and reader's theater to improve prosody/expression.Have student participate in choral reading and/or reader's theater.Have student practice appropriate expression with familiar texts. Teacher will model fluency and provide

opportunities for frequent practice throughout the day.HELPS ProgramModel and teach reading in longer, meaningful phrases with appropriate expression. Provide opportunities for

frequent practice.Model reading with fluency. Train/Coach student to stop and re-read when something doesn't make sense. Teach student to heed punctuation. Model heeding to proper punctuation. Model intonation. Student will

practice this using any text throughout the day.Teacher will model how to make a "return sweep" at the end of each line.Teacher will provide explicit instruction in phonics to ensure decoding skills are in-tact and fluent. Provide

modeling of proper tracking of words and lines during reading. Provide student with guided and independent practice. Model accurate rate, expression and phrasing. Provide guided and independent practice. Student and/or teacher will monitor words correct per minute.

8 | P a g e

Model fluency with proper phrasing and intonation. Allow student to re-read phrases and passages. Tracking and rate practice: Teacher reads a sentence or passage as student tracks with finger. Stop periodically and ask student to "catch " the next word.

Specifically teach proper tracking when reading, along with self correcting miscues when reading. Time students to ensure student's wcpm (words correct per minute) is increasing

Teacher will model fluency. Choral read with student. Play, "Catch the Word". Student follows along while teacher reads aloud, teacher randomly stops and student " catches the word" the teacher stops at.

Direct instruction in fluency and expression. Model fluency. Student will practice re-reading familiar text. Teacher provides feedback. Choral reading. Reader's theater.Echo Reading: Model fluent reading of grade level text using appropriate speed, accuracy and expression.

Student will repeat.Model fluent reading using appropriate speed, accuracy, and expression. Echo reading: Student will repeat as

teacher models fluency. Teacher will provide explicit feedback; Teacher will encourage self monitoring and self correcting.

Student will record or graph own words correct per minute (wcpm).

Letter Names Letter sounds Phonemic awareness

Samples:

Interventions:Explicit instruction and much practice in letter-sound identification. Once student is fluent in sounds, Teacher

will specifically teach segmenting and blending sounds to decode c-v-c words (closed syllables). Teacher will move to include digraphs and blends.

Frequent review of letter sounds, including vowels (without key words or pictures). Teacher will model sound segmenting (using letter-sound cards); Model blending sounds to decode. Provide frequent modeling. Provided extra guided practice; Then independent practice.

Phonemic Instructional Practices such as: 1. phoneme isolation ("what is the first sound in "van"2.Phonemic deletion and addition (what is smile without the /s/? What word do you have if you add /s/

to mile?3. Phoneme segmenting and blending: How many sounds in /c/ /a/ /p/? Tap and blend sounds to

decode "cap"Teacher will model segmenting and blending sounds to decode. Teacher will provide guided practice and many

opportunities for repetition and review. Instructions will be repeated and clarified. Independent practice provided.

Use letter cards to show each sound (segment) in a word. Model segmenting sounds. Teacher will model blending the sounds to decode the word. Provide guided practice. Student will work in cooperative pairs to practice. Student will write each sound to spell the word as well.

Blending onset and rime: Blend word parts to make known words (/d/-og= dog). Frequent modeling. Provide many examples.

Build phonological and phonemic awareness skills.Text based rhyming. Build awareness of sounds in the environment. Direct instruction in phoneme identity, deletion, addition, substitution, segmenting and blending sounds. Building concept of word. Model sounds. Chant sounds.

9 | P a g e

Frequent practice of phoneme deletion, addition and substitution: For ex., for deletion: "what is "price" without the /p/. Frequently model examples. Play "silly word" games with class or partner.

Rhyming word pairs: Do these sound the same (nose/rose) or different (bed/car).Odd word out: Which one doesn't belong? (weed, bead,pill, seed) Rhyming word pair concentration: Name the

pictures out loud. Find two that rhymeWord, Syllable, and Phoneme counting: Count the number of words in a sentence or syllables in a word. This

can be used as initial steps leading to isolated phoneme synthesis and segmentation. Teacher will also model and guide on how to count syllables in words (clapping hands, tapping the desk, or marching in place to the syllables in children's names (Ma-ry)). Use items in the immediate environment (win-dow), or words from a favorite story (wi-shy, wa-shy). Initially, two-syllable words can be targeted, building up to three. Visible, manipulable representation of sounds also helps to clarify and guide counting and segmentation tasks.

Phonological awareness and fluency Reading comprehension Reading level

Sample: The student will be at reading level ___ by the end of _____.Interventions:Daily review of sight words; Modeling decoding and word attack strategies (beginning sounds); Guided and

independent practice of decoding and word attack strategies; Modeling fluency; Practice of fluency; Extra Guided Reading Group.

Pre-reading: Preview vocabulary/content specific vocabulary/repetitive phrases throughout the book.

Reading sight words Reading stamina Self-correcting miscues Sight words

Samples:

Interventions:Frequent review of words in isolation and in context. Flash cards. Will also have student write the words to

increase retention of words. Students will also play games to reinforce: (Sight word BINGO, Sight word Matching game, etc.).

Teacher will model reading words and will model ways to remember word visually. Teacher will have student come up with his/her own ways to visually remember the word. Teacher will use flash cards and repeat exposure of words.

Teacher will provide practice sheets or cards containing sight words. Student will receive points every time he/she practices the targeted words.

10 | P a g e

Increase retention of sight words through spelling: Teacher will write the sight word. Student copies the word on dry erase board. Student traces the letters of word with the eraser, stating the letters as he/she erases, and then writes the word again. Student will read word after he/she spells it.

Teacher will present words (using flash cards and/or on the Smartboard) daily. Student will receive an extra dose of words during center time (via games, flash cards with a partner, etc.). Student will also practice words on dry erase board (Spell the words to further reinforce).

Repetition, Flash cards, Coloring sight words, visualization, sight word dictionary.

VocabularySamples:

Interventions:Teacher will practice new words through reading, writing, speaking and conversations.Teacher will associate new words with pictures and create semantic maps that show relationships among words.Word games for reinforcement.Cooperative learning groups. Acting out vocabulary words and presenting it to the class.Student will receive a new vocabulary word each day. Teacher will define. Give a synonym and use it in the

sentence. Student will make an illustration using the word. The student will use the word and a synonym for the word throughout the day.

Teacher will give student a new vocabulary word of day(and/or week). Student will receive points every time he uses the targeted new word in a sentence or during the school day.

Teacher will practice new words through reading, writing, speaking and conversationsTeacher will associate new words with picturesCreate semantic maps that show relationships among wordsPlay word games for reinforcement.Integrate vocab. Development into instruction throughout the day.Teacher will set up a role-playing activity that the student acts out. Student can do alone or with a partner. Student studies word, comes up with synonyms and acts it out.Vocabulary word wall. Illustrations with words (student and teacher made). Teacher will provide synonyms for

each word. Student will use vocabulary word in a sentence, and then repeat the sentence using the synonym for that word (and vice versa)

Vowel soundsSample: Student will identify vowel sounds with fluency.Interventions:Pair vowel sounds with key words and/or pictures. Provide much repetition. Slowly remove picture and or key

word. Sound cards: Initially teacher will pair vowel sounds with key word or picture (a apple /a/). Repeat frequently,

exaggerate vowel sound, chant vowel sounds, color pictures containing vowel sounds, slowly teacher will remove the key word and/or picture cue.

11 | P a g e

Area of Concern: Writing Applying punctuation to writing Fine motor skills are very weak Grammar Punctuation

Samples:

Spelling Summarizing

Sample: Student will write a complete summary.

Interventions:Collaborative writing: Allow students to work together to plan, write, edit, and revise their writing. Teacher will

provide a structure for cooperative writing and explicit expectations for individual performance within their cooperative groups or partnerships. Have students take turns listening and providing constructive feedback, or identifying several sentences that could be enhanced with details or punctuation.

Explicitly teach procedures for summarizing a paragraph or story they have read (or heard). Summarizing intervention will allow student to practice concise, clear writing to convey an accurate message of the main ideas in a text. This will involve involve explicit strategies for producing effective summaries or gradual fading of models of a good summary as students become more proficient with the skill.

Inquiry Writing Practices: Writing assignments are set that require use of inquiry skills. Successful inquiry activities include establishing a clear goal for writing (e.g., write a story about conflict in the playground), examination of concrete data using specific strategies (e.g., observation of students arguing in the playground and recording their reactions), and translation of what was learned into one or more compositions.

Writing complete sentencesSample: Student will write clear, complete sentences.Interventions:Extra guided practice in writing sentences. Direct instruction on a sentence being a complete thought with

subject and verb. Student will read sentences and identify the subject and verb. Student will be given practice in turning fragments into complete sentences/thoughts.

Individual conference for instructional purposes: Provide instruction, model and guided practice during individual conference. Teacher will also informally assess progress during conferencing.

Sentence combining: Teacher will explicitly teach student to write more clear, yet complex and sophisticated sentences. Sentence combining will involve teacher modeling of how to combine two or more related sentences to create a more complex one. Student will be encouraged to apply the sentence construction skills as he/she writes or revises.

Writing paragraphsSamples:

12 | P a g e

Student will improve in written expression.Student will write paragraph with topic sentence and supporting detail. Interventions:Build Pre-Writing Skills: Student will visualize the topic before beginning the writing assignment. Teacher will

provide a think aloud and model this. Student will draw a picture (s) about the topic, or brainstorm what he/she knows (Teacher think alouds and models continue). Student will research the topic (can research online). Write a plan independently and/or with a group.

Increase student engagement. Student can choose topic. Student can also illustrate, research topic, provide pictures, etc.

Student will be explicitly taught to use a multi-step writing process (planning, drafting, revising, and editing). Teacher will provide examples. Student will also work in pairs or small groups at various stages of the writing process. Student will receive regular/consistent feedback from teacher and peers, as well as a self-administered rating or rubric.

Student will set his/her own writing goal. Student will share goal with teacher or peer and monitor his/her own progress towards goal. Examples of goals: Add more details, provide examples, write a clear topic sentence, use punctuation, write clear, complete sentences, etc.

Teacher will assign a topic and the student will generate ideas and words associated with the topic.Teacher will demonstrate how to brainstorm. Teacher will model. Think aloud.Teacher will give examples of how to answer "why" questions and ask student with "because" answers.Teacher will pose "why" questions and ask student to answer with several "because" answers.Teacher will provide student with a guide or framework for writing: Teacher will have student choose a 1. Topic

2. Draw a picture or provide a graphic that summarizes the topic 3. List key words about the topic 4. Use the information in previous steps to write sentences in a cohesive manner.

Collaborative writing: Allow students to work together to plan, write, edit, and revise their writing. Provide a structure for cooperative writing and explicit expectations for individual performance within their cooperative groups or partnerships. He or she can take turns listening and providing positive feedback, noting several instances of how using descriptive vocabulary, a clear topic sentence and/or details could enhance writing.

Writing sentencesSample: Student will increase # of sentences written.Interventios:Inquiry: To increase motivation, teacher will set writing assignments that require use of inquiry skills. Successful

inquiry activities include establishing a clear goal for writing (e.g., write a story about conflict in the playground), examination of concrete data using specific strategies (e.g., observation of students arguing in the playground and recording their reactions), and translation of what was learned into one or more compositions.

Pre-Writing: Prewriting tasks that encourage student to access what he/she already knows, do research about a topic he/she is not familiar with, or arrange their ideas visually (e.g., graphic organizer) before writing/

Writing strategiesSample: Student will use writing strategies (Planning, Revising, and Editing their written products).Intervention:Teacher will explicitly teach Planning, Revising, and Editing. Including general processes (e.g., brainstorming or

editing), or more specific elements, such as steps for writing a paragraph or essay. In either case,

13 | P a g e

strategies are explicitly modeled. Think Alouds used. Extra guided instruction, then independent practice.

Written expressionSamples:

Intervention: Direct instruction in meta-cognitive aspects of writing. Teacher will directly teach questioning skills and teach an

awareness of himself/herself as a writer. Teacher provides direct instruction and think aloud (and modeling) of "What he/she is writing about"; What he/she knows about the topic, and how to "make a connection" to the topic or connect it to something else.

Area of Concern: Behavior Asking teacher for assistance when needed.

Attention/focusing issues.

Calling out.Sample: Student will decrease instances of calling out during lesson.Intervention: 2 X 10 Strategy: The teacher will spend 2 minutes/day for 10 consecutive days talking with the

student about anything she or he would like. Teacher will build a trusting relationship to help decrease calling out.

Compliance with teacher requests.Samples:Student will increase instances of complying with teacher requests.Student will initiate tasks when instructed to do so.Interventions:2 X 10 Strategy: The teacher will spend 2 minutes/day for 10 consecutive days talking with the student about

anything she or he would like. Teacher will build a trusting relationship to help decrease resistance to tasks.

Enlist student in the interest or excitement of an activity by piquing his/her curiosity ("Now, I wonder what made that happen?!"), challenging him/her, (i.e., " I wonder what you will like best about this assignment?"), build suspense, allow wait time and offer help. Positive praise and reinforcement for effort.

Self Scheduling: Teacher allows student to self schedule the order in which he/she completes assignments. Teacher will model examples of self scheduling and provide positive reinforcement on a consistent basis.Teacher and student will develop a plan to improve task initiation. Student and teacher will identify what they

notice, what's working, and areas that need improvement. Student will be involved in his/her progress monitoring.

Teacher will provide: Breaks; Allow legitimate movement and/or send student on water break or errand.Teacher will provide praise and reassurance. Acknowledge positive behavior consistently and authentically;

Praise when good attitude and involvement occur; Praise when on task14 | P a g e

Teacher will teach and model having a "Growth Mindset" for student. Teacher will make comments when student puts forth an effort to initiate assignments. Teacher will make statements such as, "you're willing to try and I see how it's helping you grow" or "you're willing to try to get started, and that's great!" or, "you're working hard and I see it paying off for you!" , etc.

To help decrease resistance and build student autonomy, teacher will provide student with a choice (no more than 2-3 at a time) of which task/assignment the student will do 1st. Student will receive on-going praise and positive reinforcement for initiated tasks.

Initiating task and/or assignmentsSample: Student will initiate classroom assignments.Intervention:Student will receive points every time he/she initiates assignments. Teacher will show student his/her progress

on a card or chart.Teacher will provide student with a script and/or "How to" sheets on choices and actions student can take to

start an assignment.

Non-ComplianceSample: Student will increase compliance and follow teacher directives.Intervention: Attribution Training: Direct instruction in how student's actions affect their success and failure.

Teach student their actions can affect their success.

Staying seated during lessons

Area of Concern: Study Skills Compliance with teacher directives

Samples:Student will improve compliance with teacher directives and follow directions.Student will increase times he/she complies with teacher directives.Interventions:Student and teacher will discuss the goal of following directions. Student and teacher will develop a chart for

student to self monitor his/her own progress. Student will choose a reward.Teacher will continue to build a positive relationship with the student. Teacher will train student to self monitor

following directions. Student will keep own record of when directions are followed.Teacher will provide clear, short directions (using visuals, graphics/posters, repetition, etc.). Teacher will

decrease level of difficulty to stimulate student engagement and confidence and provide praise for task initiation

Teacher will provide: Breaks; Allow legitimate movement and/or send student on water break or errand.Teacher will provide praise and reassurance. Acknowledge positive behavior consistently and authentically;

Praise when good attitude and involvement occur; Praise when on task

Executive functioningSample: Student will improve in organization and task initiation in order to increase work production.Interventions:

15 | P a g e

Cooperative work groupsTake step-by-step approaches to work; and rely on visual organizational aids.Use tools like time organizers, computers, or watches, timers.Prepare visual schedules and review them several times a day.Ask for written directions with oral instructions whenever possible.Plan and structure transition times and shifts in activities.Teacher will establish quiet area for student to work (Student can help choose the area). Teacher will break

tasks down into smaller chunks. Teacher will provide student with a checklist (student and teacher can design together) for student to follow.

Sustaining attention during independent work time

Time managementSample: Student will improve time management skills in order to more readily initiate and complete tasks.Interventions:Cooperative learning groupsCreate checklists and "to do" lists, estimating how long tasks will take. Student will be involved in creating the

"to do" list.Break long assignments into chunks and assign time frames for completing each chunk.Use visual calendars to keep track of long-term assignments, due dates, chores, and activities.Be sure to write the due date on top of each assignment. Provide praise and positive reinforcement.

Weak focus during tasks and/or assignments

Progress Monitoring Suggestions: 1 minute fluency timings of a passage Behavior chart CBM and teacher observation Checklist Comprehension questions following reading a passage Data Classroom tests District Assessments

16 | P a g e