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Bradley-Bourbonnais Community High School District 307

Curriculum

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Tier 1 Interventions and Strategies

Attendance Concerns Defiance / Non-Compliance
Late / Incomplete Classwork or Homework Off-Task Behavior
Organization Skills Low Quiz or Test Performance
Reading Skills Math Skills
Writing Skills Learning Process Strategies
Learning Product Strategies Learning Environment Strategies

 

Interventions for Attendance Concerns

 

  • Have the student document personal attendance/promptness at the end of each school day
  • Following extended periods of absence, meet with the student to develop a plan for the completion of make-up work (e.g eliminate non-essential assignments, chunk assignments, utilize calendar with specific due dates.)
  • Write a contract with the student specifying what behavior is expected (e.g. being in attendance, etc) and what reinforcement will be made available when the terms of the contract have been met.
  • Involve the student in extra-curricular activities
  • Provide the student with many opportunities for social and academic success
  • Interact frequently with the student in a positive manner.
  • Help the student to develop friendships which may encourage his/her attendance
  • Privately and genuinely recognize the student when he/she does attend class.
  • Give the student an activity/responsibility to be performed at the beginning of each class
  • Determine if there are aspects of activities the student dislikes or tries to avoid.  Remove, reduce or modify the unpleasant aspect of activities
  • Make the student the leader of an activity or group

 

Interventions for Defiance / Non-Compliance

 

  • Allow the student a "cool-down" break.
  • Ask open-ended questions to collect more information as to what may have set the student off.
  • Assign a reflective “Processing" essay after the misbehavior.
  • Do not get entangled in arguments with the student. Keep responses calm, brief, and businesslike.
  • Give praise that is specific and does not embarrass students.
  • Have the student participate in creating a behavior plan.
  • Offer positive student attention across 10 instructional days.
  • Offer the student a face-saving time-out.
  • Proactively interrupt the student's anger early in the escalation cycle.
  • State teacher directives as two-part choice statements.
  • Use 'soft' reprimands or reminders to task.
  • Validate the student's emotion by acknowledging it.

 

Interventions for Late / Incomplete Classwork or Homework

  • Specify exactly what is to be done for the completion of an assignment or task (e.g., indicate definite starting and stopping points, indicate the minimum requirements, etc.)
  • Assign one task/assignment at a time.  Give the student ample time to complete it.
  • Assign smaller amounts of homework and monitor whether student can achieve this amount of work
  • Adjust late policy/due date.
  • Have the student develop a checklist/chart to follow which will allow him/her to complete all assignments.
  • Organize assignments by dividing them into small segments with deadlines.
  • Provide the student with a selection of assignments requiring him/her to choose a minimum number of problems or tasks from the total.
  • Work a few problems of the assignment with the student to serve as a model and start the student on the assignment.
  • Check over the student's class work when he/she is finished.  Return unfinished work to be completed for feedback.
  • Develop a contract or agreement with the student and his/her parents requiring that homework be done before more desirable activities take place at home (e.g., playing, watching television, going out for the evening, etc.)
  • Provide the student with written directions for doing homework assignments.
  • Allow the student to complete alternative homework assignments using a different learning style (compose a song, use a computer, etc)
  • Require the student to set up time during study hall or after school to finish work in the classroom.
  • Introduce the student to other resource persons who may be of help in performing homework assignments (e.g., intervention or resource teacher, counselor, CASH teachers).
  • Reduce writing requirements on assignments

 

Interventions for Off-Task Behavior

  • Set time limits for completing assignments.
  • Spend time getting to know the student's interests, hobbies, etc to establish a relationship of mutual respect.
  • Reward the student for concentrating for a specific length of time (water break, stand up, talk with a peer)
  • Provide seating that maximizes learning and limits distractions.
  • Redirect to a different activity
  • Provide the student with a pre-arranged signal (e.g. hand signal, verbal cue, etc) when he/she begins to display off-task behaviors.
  • Ask the student to provide a written goal for his/her behavior and suggest an incentive for meeting this goal for a period of time (e.g. homework pass, headphones, etc.)
  • Assign a job/responsibility to a student (hand out papers, write on the board, etc)
  • Have the student chart his/her on-task vs off-task behavior and discuss results.
  • Provide activities which increase the opportunities for "active participation."
  • Partner with a high achiever to model behavior.
  • Help the student develop attention-maintaining behaviors (e.g. maintain eye contact, take notes on the subject, ask questions related to the subject, repeat the directions back to you or another student, tell a friend three things he/she has learned, use colored highlighting tape or marks to have students focus on their work, etc.)
  • Allow for movement breaks
  • Encourage the student to develop a 30 second definition of his/her goal to stay on task and focused.  E.g.  “I will stay on task without a reminder from the teacher for at least half the period.”
  • Create an area of the room where silence must be observed

 

Interventions for Organizational Skills

 

  • Model organization of materials
  • Assist the student with finding a method of organization that works best for him/her.
  • Develop monthly calendars to keep track of important events, due dates, assignments, etc.
  • Have the student chart the number of times he/she is organized/prepared for class.
  • Periodically meet with the students to review their storage of materials.
  • Have the student list five qualities of an organized person.  Have the student choose one of those qualities to work on each week for five weeks.
  • Give the student one task to perform at a time.  Introduce the next task after the student has successfully completed the previous task in an organized way.
  • Require use of assignment notebook and monitor use.
  • Have the students develop a list of materials needed for each class
  • Have students organize major assignments by dividing them into small segments.  Set deadlines and provide the student with a reward after completing each segment of the assignment
  • Have the student establish a routine and utilize a weekly schedule.  Have the student develop an organizational checklist for daily assignments to be completed.
  • Set aside time each week for the student to organize his/her locker
  • Teacher check and highlight agenda
  • Procedure checklist
  • Have the student leave necessary materials in the classroom

 

Interventions for Low Test/Quiz Grades

  • Allow the student to demonstrate mastery of skills/content through non-traditional means (e.g. verbal response, simulations, etc)
  • Have the student complete a study guide prior to taking tests/quizzes
  • Have the student complete a sample test/quiz before taking the actual test/quiz
  • Arrange a time for the student to study with a peer tutor before taking tests/quizzes
  • Allow the student to take the test/quiz in a quiet place in order to reduce distractions (e.g. study carrel, library, etc)
  • Provide the student with an alternate version of an objective test/quiz which limits choice options (e.g. eliminate "none of the above" and "all of the above", breakdown matching sections into smaller sets, etc)
  • Provide the student with modified instructions that include more concrete examples
  • Provide a scribe for written answers
  • Allow tests to be taken in sections/chucks
  • Allow the student extra time to complete tests/quizzes
  • Model how to study for tests
  • Give shorter tests/quizzes but give them more frequently
  • Ask the student to research test taking strategies and practice them

 

Interventions for Reading

  • Draw upon a student's background knowledge to connect what he/she already knows to the new topic(s) being taught
  • Have the student use specific strategies to learn new vocabulary (e.g. match pictures with words, mnemonic devices, etc)
  • Have the student use a highlighter to mark important details
  • Provide the student a copy of the written materials on which important information/terms have been highlighted or underlined
  • Choose a peer to participate in daily drill activities with the student.
  • Pair the student with a peer who demonstrates good comprehension skills to read with the student and help him/her understand the meaning of words not understood
  • Have the student maintain a vocabulary notebook with definitions of words whose meaning he/she did not know
  • Provide reading materials in an audio format to supplement the students' reading experience with the material
  • Reduce the amount of information on a page if it’s visually distracting to the student
  • Have the student prepare test questions based on information read
  • Vocabulary notebooks
  • Reading partner

Interventions for Math

 

  • Encourage students to draw to clarify understanding
  • Emphasize real-life applications
  • Give formulas and/or examples on assessments
  • Use of manipulatives
  • Assist with reading/comprehending word problems
  • Model a variety of problems the student may encounter
  • Peer helper
  • Reduce amount of new information in lesson
  • Highlight key components of problem
  • Use pictures to assist with new concepts
  • Reduce assignment load

Interventions for Written Expression

  • Have the students write every day to increase fluency
  • Build an outline by talking through the topic
  • Reverse outline the draft
  • Brainstorm to break the idea logjam
  • Use selective proofreading with highlighting of errors

 

Learning Process Strategies

  • Flexible Grouping
  • Learning Contract

Learning Product Strategies
 

Pre-Assessment Strategies

  • Administer a pre-test or informally assess the students through dialogue or interest surveys.
  • Determine if the students are at the beginning stage, approaching mastery, have mastered the subject, or exceeded expectations.
  • Group students accordingly.
  • Try out one of these pre-assessment activities:  Corner of the Room, Boxing Facts-Card, or KWL

Assessment While Learning Strategies

  • High Five - Students raise their hand and hold up fingers to show their understanding on a scale of 1 (I need help with this) to 5 (I can teach this to others).

After Learning Informal Assessment Strategies

  • The Circle "Think" - Students form a circle and each student takes a turn saying something he/she will use from information learned.
  • Give One, Get One - Students get partners.  A tells a fact to B.  B gives another fact back.  Students keep swapping facts back and forth.
  • We Know... - Charts with heading about the subject are posted around the room.  Each chart has a different heading.  Small groups move to each location and give views on the topic of the chart.  A recorder fills in the chart with the information given.  The groups continue to move to each chart until they have given information about each topic.
  • Pass the Paper - A different subject heading is at the top of each large piece of chart paper.  The groups each brainstorm and write down what they know about the topic.  They pass the paper to another group.  The next group reads all of the information that was written.  They write down anything else they know about the topic and then pass the paper to the next group.  This continues around the room.
  • Theme Song - Each group chooses a theme song to describe what they have learned about the subject.
  • The Happy Ending - Students write down the best thing that happened from studying the subject area.  If a student feels that he/she does not understand the subject sufficiently, the student writes what it would take for him/her to have a happy ending.

Learning Environment Strategies
 

General Classroom Behavior

  • Establish expectations for your classroom to lay a solid foundation for classroom management.
  • Write a class pledge or promise.  This will help create a shared sense of responsibility in the classroom.
  • Establish overall classroom rules and procedures.  Some general procedures may include simple gestures or signals to communicate basic messages to students.
  • Develop positive relationships with students.  Remember every day is a new day and give students a fresh start.
  • Give student's academic responsibility such as assisting with developing evaluation rubrics, writing project proposals, completing self-evaluations, completing group evaluations, tutoring other students.
  • Provide examples and models of expected student behavior.
  • Design the layout of the classroom to facilitate a smooth flow so students move around the room with ease.
  • Give praise and positive feedback.
  • Deal with misbehaviors promptly, fairly, consistently, and equitably.
  • Consistently reinforce the classroom expectations.  

Beginning and Ending the Class Period

  • Beginning and ending the class period well sets the tone for the classroom and helps students know what to expect.  
  • Greet students at the door as they enter the classroom.
  • Start the period out with a warm-up activity.
  • Establish shared activities that reinforce class unity.
  • Close with activities that reinforce learning and discipline.

Transitions and Interruptions

  • Establishing rules and procedures for transitions and interruptions is an important aspect of classroom management.
  • Set time limits for activities and for the transition of one activity to another.
  • Have students practice the behavior expectation for the transition.  For example, have students practice arriving on time to class and what to do if they arrive late to class.
  • Provide "transition time" for students to follow through and/or prepare before the next activity begins or before instructions begin.