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Effective Classroom Push-In Support & Academic Interventions

Edna Brewer AmeriCorps Team 2012-2013

+Think – Pair - Share

Write about one success and one struggle you are having supporting students.

Share experiences with partner.

What are TWO expectations you have of this workshop?

+Outline of effective Push-in support

1. Push-In Defined and Teacher Communication

2. Be a Teacher for All Students

3. Promote Independence

4. Give Positive Specific Praise

5. Use Positive Behavior Supports

6. Provide Accommodations

+1. Push-In Defined and Teacher Communication Push-In: entering into classroom to assist cohort

student with subject matter Things to Keep in Mind (when approaching teacher…)

1. It’s Not Your Classroom…2. It’s A Part of Your Job…3. Communicate at An Appropriate Time…4. Creating (Push-In) Schedule...

Be a “Teacher” For All Students

+Participate…

Why is it important to be a “teacher” for all students?

+2. Be a Teacher for All Students

Circulate throughout the classroom Monitor all students for on-task behavior, work completion,

etc. Provide praise, redirect as needed Build relationships with all students, learn students’ names Avoid HOVERING – do not sit and stand next to focus

student KNOW YOUR LIMITS!

+Participate…

What is one thing YOU can do to promote independence in target students?

+3. Promote Independence

Prompt student to do the task for him/herself Provide Modeling, give examples Ask guiding questions Use peer modeling and peer supports

+Participate…

In a small group, how many ideas can you come up with to provide immediate praise and enforcement in a push-in setting?

+4. Give Positive & Specific Praise Students learn through reinforcement, not punishment Praise should be specific- name the behavior “3 strokes and a poke” (give 3 positives for every

correction or redirect [re-focus: bringing student back to lesson])

+5. Use Positive Behavior Supports PREVENTION is key! Avoid power struggles, restate

the expectation Praise every time the student

is demonstrating the expected behavior

+Participate…

Review the handout and talk to your partner about:

1. One accommodation they have already made…

2. One accommodation you would like to use in the future…

+6. Provide Accommodations

Highlight or write down key words/ideas Summarize key concepts from lesson and write on a

post-it for student Allow student to dictate answers (Sage and Scribe) Provide additional paper to do work Carry back-up school supplies (charge 1 “ticket” (or

per item)

+Questions or Comments?