Saint Paul Public Schools
Requesting A Change in Specialized Services
Increase or Decrease
Kathleen Nilles, Specialized Services Coach
Revised March 2015
Table of Contents:
1. Description of Federal Setting IV Specialized Services
2. Referral Process for Increased Specialized Services
3. “Request for Increased Specialized Services” Form
4. Referral Process for Decreased Specialized Services
5. “Request for Decreased Specialized Services” Form
6. Transition Rubric for Increased or Decreased Specialized Services
7. Data Collection Sheets
8. Intervention Support Documents
Items Needed For Request to Increase Services:
1.
Completed “Request for Increased Specialized Services” form
2.
Completed Transition Rubric
3.
Documentation of Interventions, including baseline and summative data on the frequency, intensity and duration of target
behaviors
4.
Observation sheets or data summary of the intervention data listed above
5.
Current Evaluation Report, Individual Education Plan and Behavior Intervention Plan (*if any of these are coming due, if it is the
responsibility of the sending school to update prior to a change in educational services)
Items Needed For Request to Decrease Services:
1.
Completed “Request for Decreased Specialized Services” form
2.
Completed Transition Rubric
3.
Documentation of successfully implemented interventions, including current data on the frequency, intensity and duration of
target behaviors
4.
Observation sheets or data summary of the intervention data listed above
5.
Current Evaluation Report, Individual Education Plan and Behavior Intervention Plan (*if any of these are coming due, if it is the
responsibility of the sending school to update prior to a change in educational services)
Description of Federal Setting IV Specialized Services
Saint Paul Public Schools provide a full range of academic and behavioral programming for students to succeed in school. Students participating in
federal setting IV specialized services programming may have serious social, emotional, learning, communication, functional and behavioral
disorders. Federal setting IV services provide individualized academic and behavioral programming designed to meet these unique needs.
Federal setting IV educational settings are designed to provide short-term educational services. The goal of these settings is to assist students in
developing and strengthening the skills necessary to successfully return to their home attendance area school. The Transition Rubric Tool included in
this packet is designed to help staff to determine each student’s current level of functioning across domains, and to determine the targeted,
individualized interventions needed for the student to progress toward return to a more traditional school setting.
Federal Setting IV Specialized Settings:
One of the goals of SPPS Federal Setting IV programs is to assist students to develop the skills needed to be successful in a traditional school setting.
Students who develop these skills and meet exit criteria will transition to their attendance area school at the first natural break in the calendar (quarter
break, after a holiday or vacation, etc.) Staff will facilitate student success by providing continued support and communication with the attendance
area school as the student transitions into the traditional school setting.
River East: River East is a specialized instructional setting designed to meet the needs of students in grades K-8 with severe behavioral and/or
mental health needs that significantly interfere with school success in a traditional educational setting. River East uses standard instructional
curriculum to meet state standards across the curriculum. Students attending River East may have one or more educational disabilities across
eligibility areas. A student may be appropriate for River East if there are significant, documented needs in the behavioral domain, and all levels of
service have been exhausted in the least restrictive setting. Students may exhibit significant mental health or behavioral concerns which may include,
but not be limited to extreme anxiety or withdrawal, depression, disordered thought, auditory or visual hallucinations, difficulty managing impulses,
or verbal, physical or emotional lability or dysregulation.
Journeys: Journeys is a specialized instructional setting designed to meet the needs of students in grades 9-12 with severe behavioral and/or mental
health needs that significantly interfere with school success in a traditional educational setting. Journeys uses standard instructional curriculum to
meet state standards across the curriculum. Students attending Journeys may have one or more educational disabilities across eligibility areas. A
student may be appropriate for River East if there are significant, documented needs in the behavioral domain, and all levels of service have been
exhausted in the least restrictive setting. Students may exhibit significant mental health or behavioral concerns which may include, but not be limited
to extreme anxiety or withdrawal, depression, disordered thought, auditory or visual hallucinations, difficulty managing impulses, or verbal, physical
or emotional lability or dysregulation.
Bridgeview: Bridge View School is a specialized instructional setting that serves the needs of students with severe and profound low-incident
developmental disabilities. Bridgeview uses adapted curriculum that embeds functional skills with state standards to meet the needs of the student
population, while increasing independent living skills. A student may be appropriate for Bridgeview if there are significant documented needs in the
areas of academic skills, functional skills, activities of daily living and behavior, and all levels of service have been exhausted in the least restrictive
setting.
Increased Specialized Services Placement Process – Within District
Goal:
Providing students with a premier education in the least restrictive environment.
Placement: Changing Student Placements to Specialized Services Fed Setting II, III or IV
Expectations for Current School:
1. Current school team, including building coach, meets to discuss student needs and to generate systematic interventions with the goal of decreasing interfering
behaviors and increasing student success in the current educational setting.
2. Systematic, targeted behavioral interventions will be completed over 9 weeks with fidelity. Interventions should include the direct instruction of replacement
behaviors. After interventions have been started, if behaviors are escalating, the team, including Building Coach, Social Worker and School Psychologist would
consult on behavior intervention ideas and would review and modify the BIP as needed prior to placement consideration. The team could also make a referral to
the District Behavior Intervention Team.
3. Documentation of both baseline behaviors, and the impact interventions had on the behavior of concern must be completed and submitted for review using the
Transition Rubric for Determining Increased or Decreased Services. Current school staff completes Request for Increased Specialized Services form and reviews
it with Building Coach prior to submission by fax or email to the District Coach and committee for review (see attached Increased Specialized Services Placement
form for documentation).
4. If the necessary components to document the need for specialized services are NOT included or are insufficient, the District Coach will contact the sending
school to explain what is needed, to provide recommendations for additional interventions, to give feedback regarding the type and amount of documentation
required and to plan next steps.
5. If the necessary components to document the need for specialized services ARE included and are sufficient, the District Coach will contact the Building Coach
who will work with Student Placement Center to identify the building where the specialized services will occur. Specialized services might be provided within the
student’s current school, or a change in building may be necessary. The current school provides an updated FBA, IEP and BIP that are interconnected, and that
address the behavioral concerns prior to any change in setting or services. If a change in building is needed, the current school completes a 3 yr ER if ER is due in
the current school year. If student is in 5th grade or 8th grade and ER is due before Nov. 1 of the following year, the sending school will complete the evaluation. A
new IEP is written to reflect the student’s current education needs.
6. Once new IEP is written and the PWN is signed, the building coach of the receiving school will contact parent to set up intake. A Building Coach or other
representative from the current school and new specialized services placement may attend an IEP meeting to answer any questions or concerns that the parent may
have.
Request Form for Increased Specialized Services
Date:
Student
Name:
CIF:
Address:
Birth date:
Zip:
Phone #1:
Phone #2:
Contact Person in Sending School:
Phone:
Parent(s):
Phone:
Date of Most Recent IEP:
Date of Most Recent ER:
Date of Most Recent BIP:
Primary Disability:
Secondary Disability:
Current Fed Setting:
Number of Unexcused Absences this School Year To Date:
Grade:
Proposed Fed Setting:
Number of Suspensions/Dismissals this School Year To Date:
Instructional Level in Reading/English Language Arts (include any alternate curriculum used, areas of strength and areas of continued need):
Instructional Level in Math (include any alternate curriculum used, areas of strength and areas of continued need):
Describe the student’s learning style (e.g., auditory, visual, kinesthetic). Include student strengths, areas of interest and potential motivators that may positively impact
student academic and behavioral success.
Target Behavior #1 (as described in the FBA/BIP):
Target Behavior #2 (as described in the FBA/BIP):
Does student have a current diagnostic assessment from an outside agency or through SPPS? If yes, please list all DSM diagnoses.
Is this student currently prescribed medication? If yes, please list the medication, dosage, and where administered.
Describe identified cognitive, learning, or mental health conditions that may be affecting behavior? How are these factors currently being addressed?
Does the student currently receive any outpatient therapy services, mentorship services, psychiatric services, case management, mental health services, etc? If yes,
please list the provider name and contact information below.
What are the student’s current unmet special education needs, and why can these needs not be met in the current placement?
How will placement in a more restrictive setting better address the student’s unmet needs?
Committee Recommendation:
_____Student has documented unmet needs requiring an increase in specialized services. Schedule IEP meeting with team and family.
_____ More information needed. Specify:
_____ Student does not have documented unmet needs requiring a specialized services placement at this time.
BEHAVIOR INTERVENTION DOCUMENTATION TO INCREASE SPECIALIZED SERVICES
Describe the specific, individualized interventions and supports your school has provided to address the target behaviors of concern. Using the Transition Rubric for
Determining Student Readiness for Increased or Decreased Services, provide baseline data prior to the implementation of systematic, individualized interventions,
and data after the interventions were implemented over time (3 weeks, 6 weeks, 9 weeks). Data should be measurable and reflect the frequency, intensity and/or duration
of behaviors of concern.
Target Behavior #1:
Location(s) of Interventions. Circle or underline all that apply:
General Education Setting
Co-Taught Classroom
Special Education Setting
Co-Taught Classroom
Special Education Setting
Intervention(s) Implemented, including the replacement behavior(s) taught, and where taught:
.
Target Behavior #2:
Location(s) of Interventions. Circle or underline all that apply:
General Education Setting
Intervention(s) Implemented, including the replacement behavior(s) taught, and where taught:
Decrease in Specialized Services Process – Within District
Goal:
Providing students with a premier education in the least restrictive environment.
Placement: Changing Student Placements from Specialized Services (Fed Setting III or IV) to federal setting I or II
Expectations for Current School:
1. Current school team, including building coach, meets to review the systematic interventions implemented that resulted in a decrease in interfering behaviors and
an increase in student success in the current educational setting.
2. Documentation of baseline behaviors, and the positive impact interventions had on behavior of concern must be completed and submitted for review. Current
school staff completes Documentation of Decreased Specialized Services form and reviews it with building coach prior to submission by fax or email to the
District Coach and committee for review (see attached Documentation of Decreased Specialized Services form). Once the due process paperwork has been found
to be in compliance, the form is submitted to the District Coach via school mail, fax or email.
4. The sending school provides an updated FBA, IEP and BIP that are interconnected, and that address the student’s current academic and behavioral functioning
and positive intervention strategies prior to any change in setting or services. The current school is responsible for completing a 3 yr ER if ER is due in the current
school year. If student is in 8th grade and ER is due before Nov. 1 of the following year, the sending school will complete the evaluation.
5. If the necessary components to document the need for reduced services are NOT included or are insufficient, District Coach will contact the sending school to
explain what is needed, to give feedback regarding the type and amount of documentation required and to plan next steps.
6. If the necessary components to document the need for decreased services ARE included and are sufficient, District Coach will contact the Building Coach who
will work with the Student Placement Center to identify the building where the federal setting I, II or III services will occur. A Building Coach or other
representative from the current school and new school may attend an IEP meeting to answer any questions or concerns that the parent may have. No staff member
from the sending school should contact any school for any reason prior to the scheduling of an intake meeting.
Request Form for Decreased Specialized Services
Date:
Student Name:
CIF:
Address:
Zip:
Birth date:
Phone #1:
Parent(s):
Phone:
Date of Most Recent IEP:
Date of Most Recent ER:
Date of Most Recent BIP:
Primary Disability:
Secondary Disability:
Current Fed Setting:
Number of Unexcused Absences this School Year To Date:
Contact person in sending school:
Grade:
Phone #2:
Phone:
Proposed Fed Setting:
Number of Suspensions/Dismissals this School Year To Date:
Instructional Level in Reading/English Language Arts (include any alternate curriculum used, areas of strength and areas of continued need):
Instructional Level in Math (include any alternate curriculum used, areas of strength and areas of continued need):
Describe the student’s learning style (e.g., auditory, visual, kinesthetic). Include student strengths, areas of interest and potential motivators that may positively impact
student academic and behavioral success.
Target Behavior #1 (as described in the FBA/BIP):
Target Behavior #2 (as described in the FBA/BIP):
Describe the specific, individualized interventions and supports your school has provided that have positively impacted the student’s educational progress and promoted
mainstreaming?
Does student have a current diagnostic assessment from an outside agency or through SPPS? If yes, please list all DSM diagnoses.
Is this student currently prescribed medication? If yes, please list the medication, dosage, and where administered.
Describe the supports that this student will need to be successful in a less restrictive setting.
Does the student currently receive any outpatient therapy services, mentorship services, psychiatric services, case management, mental health services, etc. If yes, please
list the provider name and contact information below.
Committee Recommendation:
_____
Student has made documented progress to support a decrease in specialized services. Schedule IEP meeting with team and family.
_____
More information needed. Specify:
_____
Student does not have documented unmet needs requiring a specialized services placement at this time.
Transition Rubric for Determining Student Readiness for Increased or Decreased Services
Directions: Please have your team meet to determine present levels using the rubric. Above each skill area is a space for entering the date above the present level. This allows
your team to monitor progress over time. Green shaded areas indicate mastery level and readiness for a less restrictive educational setting. Yellow shaded areas indicate
significant progress toward goals, and may also indicate readiness, or near readiness for a less restrictive educational setting. Areas shaded in red indicate ongoing areas of concern
that require the development of individualized, systematic intervention. Teams should plan to meet as student’s skills move into the yellow shaded areas, to determine what
additional interventions or supports could be implemented to support the student toward a less restrictive educational environment.
Skill/Area
Indicators of Success
You can use the descriptors
in each shaded box as a
guide in determining
present levels as related to
FBA information, IEP
goals and objectives and
BIP data.
Date:
IEP instructional goal(s)
and objectives – List goal
Date:
IEP behavioral goal(s) and
objectives – List goal
Date:
School and classroom rules
and routines
1
2
Student has demonstrated
9 weeks of ongoing
success as measured by:
 66 to 79% success on
points or levels
 Success in 3 out of 4
opportunities
 Intensity level of 1 or
2, or mild intensity
3
Student has
demonstrated 9 weeks
of ongoing success as
measured by:
 51 to 65% success
on points or levels
 Successful in 3 out
of 4 opportunities
 Intensity level of 2
or 3, or mild to
moderate intensity
4
Student has demonstrated
instructional and
behavioral performance
measured by:
 41 - 50% success on
points or levels
 Successful in 2 out 4
opportunities
 Intensity level of 3 or
4, or moderate
intensity
5
Student has demonstrated
instructional and behavioral
performance measured by:
 41% or less success on
points or levels
 Successful in 0 or 1 out
of 4 opportunities
 Intensity level of 4 or 5,
or significant intensity
Student has met his/her
instructional goal on the
IEP
Student has achieved 75%
or 3 out of 4 opportunities
towards meeting IEP goal
Student has achieved
50% or 2 out of 4
opportunities towards
meeting IEP goal
Student has achieved 25
% or 1 out of 4
opportunities towards
meeting IEP goal
Student has achieved less
than 25% or 1 out of 4
opportunities toward
meeting IEP goal
Student has earned 80%
or higher on daily
points/levels
Student has earned 70 to
79% of daily points/levels
Student has earned 60
to
69% of daily
points/levels
Student has earned 50 to
59% of daily points/levels
Students has earned 49 or
fewer daily points/levels
Student is able to
routinely follow school
and classroom rules with
minimal reminders or
redirection (3 or less per
hour)
Student is able to
routinely follow school
and classroom rules with
infrequent adult reminders
or redirection (3 or less in
45 minute period)
Student is able to
routinely follow school
and classroom rules
with intermittent adult
reminders or redirection
throughout the school
day (3 or less in 30
minute period)
Student is able to follow
school and classroom
rules with extensive and
repeated adult reminders
and redirections
throughout the school day
(3 or less in 15 minute
period)
Student is unable to
routinely follow school and
classroom rules or needs
extensive supports and
redirections throughout the
school day (3 or less per 10
minute period)
Student has
demonstrated 9 weeks of
ongoing success as
measured by:
 80% success or
better on points or
levels
 Success in 4 out of 4
opportunities
 Intensity level of 1,
or mild intensity
Date:
Academic Stamina/Rigor
Date:
Work Completion [indicate
subject(s)]
Student is able to work
on academic tasks to
completion with minimal
adult reminders or
redirection during a 60minute instructional
period.
Student is able to work on
academic tasks to
completion with
infrequent adult reminders
or redirection (once every
30 minute period).
Student is able to work
on academic tasks to
completion with
intermittent adult
reminders or redirection
(once every 15 minute
period).
Student is able to work on
academic tasks to
completion with extensive
and repeated adult
reminders or redirection
(once every 10 minute
period).
Student is unable to work on
academic tasks to
completion, even with
extensive adult supports and
frequent redirections.
81- 100% completed
71-80% completed
61 – 70% completed
51-60% completed
59% or less completed
Student is able to accept
corrective feedback from
any adult.
Student is generally able
to accept corrective
feedback from familiar
adults.
Student may argue or
withdraw when given
corrective feedback by
any adult.
Student predictably
escalates verbally when
given corrective feedback
by adult.
Student predictably
escalates physically when
given corrective feedback
by adult.
When presented with
stressors, student can
consistently self-regulate
verbally and physically
using coping strategies
80% or more of the time
with no or minimal adult
prompts.
When presented with
stressors, student can
consistently self-regulate
verbally and physically
using coping strategies 70
- 79% of the time when
presented with minimal
adult prompts or supports.
When presented with
stressors, student can
consistently selfregulate verbally and
physically using coping
strategies 60 - 69% of
the time when
presented with minimal
adult prompts or
supports.
When presented with
stressors, student can
consistently self-regulate
verbally and physically
using coping strategies
50- 59% of the time when
presented with minimal to
moderate adult prompts or
supports.
When presented with
stressors, student routinely
becomes verbally and
physically dysregulated, and
cannot effectively access
coping strategies, even
when presented with
extensive adult prompts and
supports.
Student can self-advocate
to get wants and needs
met. Adults are viewed
as allies from whom to
seek support and
guidance. Student can
generally function
independently.
Student can respond and
accept support and
guidance with minimal
adult prompts to get wants
and needs met. Adults are
trusted and student
function independently
with intermittent adult
supervision.
Student may withdraw
and need extensive
adult prompting to get
wants and needs met.
Adults are generally
trusted and sought out
for support, but student
requires close
supervision.
Student may escalate
verbally when frustrated
about around not getting
wants and needs met, or
having to wait to get
wants and needs met.
Adults are generally not
trusted or seen as a
consistent source of
support and guidance.
Student requires constant
supervision.
Student may escalate
physically when frustrated
about around not getting
wants and needs met, or
having to wait to get wants
and needs met. Adults are
generally not trusted or seen
as a consistent source of
support and guidance.
Student requires constant
supervision.
Date:
Accepting corrective
feedback from adults
Date:
Maintaining verbal and
physical self-control/
emotional self-regulation
Date:
Self-advocacy, autonomy
and seeking support from
adults
Date:
Personal Safety
Student does not show
incidents of selfinjurious or impulsive
behavior that could lead
to self-harm.
Student exhibits one or
two incidents of selfinjurious or impulsive
behavior per month that
could lead to self-harm.
Adults must monitor the
student and general
environment for safety.
Student exhibits two or
fewer incidents of selfinjurious or impulsive
behavior per week that
could lead to self-harm.
Adults must closely
monitor the student and
environment for safety.
Student exhibits daily
incidents of self-injurious
or impulsive behavior per
week that could lead to
self-harm. Adults must
constantly monitor the
student and environment
for safety.
Incidents of self-injurious or
impulsive behavior that
could lead to self-harm
occur on a daily or hour
basis. Adults must
constantly monitor the
student and environment for
safety.
Student initiates and
reciprocally responds in
an age appropriate
manner during social
interactions with peers
with little to no adult
support.
Student initiates social
interactions with peers,
but needs minimal adult
supports to maintain age
appropriate social
interactions with peers.
Student does not initiate
social interactions with
peers, but will
participate with
moderate supports from
adults to maintain age
appropriate social
interactions with peers.
Student does not initiate
social interactions with
peers, but will participate
in structured social
activities with peers with
adult support.
Student does not initiate or
participate in social
interactions with peers, even
during structured social
activities with extensive
adult supports.
Student can perform the
skills of daily living
(eating, dressing,
hygiene, etc.) with few to
no reminders or prompts
from adults
Student can perform the
skills of daily living
(eating, dressing, hygiene,
etc.) with infrequent adult
reminders or redirection
(once every 30 minute
period).
Student can perform the
skills of daily living
(eating, dressing,
hygiene, etc.) with
intermittent adult
reminders or redirection
(once every 15 minute
period).
Student can perform the
skills of daily living
(eating, dressing, hygiene,
etc.) with extensive and
repeated adult reminders
or redirection (once every
10 minute period).
Student needs significant
adult support and direct
assistance to perform the
skills of daily living.
Student could not perform
skills independently.
81- 100% mastered
71-80% mastered
61 – 70% mastered
51-60% mastered
59% or less mastered
Date:
Social Interactions
Date:
Functional/Daily Living
Skills
Date:
Other Behavior(s) Team is
Tracking
Intensity Recording Data Sheet
Student
Dates
Observer
Location
-
Target Behavior
Intensity Scale
1. Behavior is confined only to observed student. May include such behavior as refusing to follow directions, scowling, crossing arms, pouting, or muttering under his/her breath.
2. Behavior disrupts others in the student’s immediate area. May include slamming books, dropping items on the floor, name calling, or using inappropriate language.
3. Behavior disrupts everyone in the class. May include throwing objects, yelling, open defiance of teacher directions, or leaving the classroom.
4. Behavior disrupts other classrooms or common areas of the school. May include throwing objects, destruction of property, yelling, open defiance of school personnel’s directions, or leaving schoolgrounds. Limited social interaction but requires frequent prompts assistance to initiate and/or respond to social interaction.
5. Behavior causes or threatens to cause physical injury to self, or other or causes severe property damage. May include displaying weapons or assaulting others. May include social withdrawal that
results in extreme isolation and inability to interact with others.
Episode # Date
Description/Activity/Context
Interval Recording Data Sheet
Intensity Rating
Student
Dates
Observer
Location
-
Target Behavior
Observation Time:
Start Time:
Stop Time:
Directions
Mark “+” in the interval if the target behavior occurred; mark “-“ in the interval if it did not occur.
Target Student:
Interval
Total number of intervals
Intervals target behavior occurred
Percentage of intervals target behavior occurred
Intervals target behavior did not occur
Percentage of intervals target behavior did not occur
Interval
Peer 1
Peer 2
Total number of intervals
Intervals target behavior occurred
Percentage of intervals target behavior occurred
Intervals target behavior did not occur
Percentage of intervals target behavior did not occur
Duration Recording Data Sheet
*Should be a minimum of 20 minutes
Student
Dates
Observer
Location
-
Target Behavior
Episode
Date
Starting Time:
1
2
3
4
5
6
7
8
9
10
Frequency Recording Data Sheet
Stopping Time:
Total Length:
Activity/Context
Student
Dates
Observer
Location
-
Target Behavior #1:
Target Behavior #2:
Target Behavior #3:
Date
Time Period
Behavior 1
Behavior 2
Ex: 3/2/15
Period 3
(55 minutes)
(Interrupting)
lllll lllll ll
(Out of Seat)
llll
Behavior 3
Frequency/Time Period
1 – 12/55
2 – 4/55
3 – N/A
A-B-C Recording Data Sheet
Student
Date
Description of Target Behavior:
Date
Time
Antecedent
Behavior
Consequences
Language Samples of Targeted, Individualized Interventions
Nonspecific Information
Measurable, Individualized Interventions
Social work time in or out of classroom
Weekly small group social work sessions to learn and practice self-regulation skills using
the Zones of Regulation curriculum
Support from a paraprofessional
A paraprofessional will accompany this student to class and assist in the transition to get
seated and have materials ready.
Paraprofessional will provide verbal prompting for behavioral expectations.
Paraprofessional will clarify academic instructions and modify or adjust expectations as
described in student’s IEP.
Paraprofessional will escort student from class to class through delayed passing time.
Student is offered opportunities for breaks.
Sensory breaks in a designated space were built into the student’s daily schedule to
decrease heightened anxiety throughout the day.
Student Monitor Sheet
Student is given hourly feedback on getting to class on time and work completion using a
daily monitor sheet. Staff complete the sheet at the end of each class period, and student
can “cash in” points earned at the school store twice weekly.
Individualized Schedule/Change in Schedule
Student is presented with an accommodated schedule in picture form that includes a
preferred activity after every academic task.
Student’s daily schedule has been adjusted to provide small group support for first period
for check-in with a trusted adult, and to provide an opportunity for the student to calm after
the am transition to school.
Placed in Co-Taught or Pull Out Classroom
Student is attending a co-taught class in algebra so that s/he can receive direct instruction in
introduction of new concepts.
Student is attending a pull out class for reading so that s/he can receive direct instruction in
introduction of new concepts, and re-teaching of reading comprehension skills with
opportunities for guided practice.
Samples of Specialized Interventions By Category
Behavior/Category
Intervention
Classroom Environment
 Provide a consistent physical layout of the classroom and establish predictable rituals
and routines
 Attempt to improve the personal rapport and interactions between adult and student
 Seat student with sensory needs/sensitivity in mind (lighting, noise)
 Use preferential seating (e.g., 2nd row behind well-behaved student)
 Provide frequent breaks for regrouping
 Allow additional time, support and movement between activities
 Reduce visual distractions/keep workspaces free of unrelated materials
 School and classroom rules and expectations clearly posted and frequently reviewed
 Periodic classroom check-in times to review schedule, organize and refocus
 Use eye contact and address the student by name to first gain attention
 Vary your speech patterns (loudness, inflection, speed, etc.)
 Anticipate and explain
 Use focus words (“Start now”)
 Model and rehearse social situations
 Use objects (props) and visuals
 Be brief, concrete and carefully define directives
 Ask student to paraphrase
 Check for understanding mid-assignment
 Give adequate time for task completion and transition from one task to another (e.g.,
timer, visual or auditory cues, alert in advance of change)
 Complete directions before handing out materials
 Limit down time, lag time
 Change seating arrangement
 Reduce excessive visual and auditory stimuli
 Gain attention before presenting material through cueing (timers, alarms, turning off
lights), use of proximity, pre-recorded directions, etc.
 Simplify instructions
 Have student “rephrase” to check comprehension
 Allow for physical movement (distribute/collect materials, erase white board, run
errands)
 Assign short tasks with clear terminal objectives (explicit, limited, concrete, brief,
carefully defined instructions)
 Give assignments with consistent follow-up
 Use binders, calendars, notebooks, note cards, etc.
 Give extra time to complete tasks
 Provide adequate time between activities for student to organize materials
 Use visual cues
 Sort/differentiate important details from less significant details
 Teach “how” to think, analyze, synthesize
 Build on prior knowledge and student strengths
To Increase Attention and Control Impulsivity
Teaching Organizational Skills
To Reduce the Impact of Hyperactivity
General Instructional/Curricular
Reading Skill Deficits
Math Skill Deficits
 Recognize successes of each day
 Recognize partially correct answers and encourage stress that mistakes provide an
opportunity to learn and correct work
 Limit the number and type of new situations
 Utilize sensory supports during high motor times (e.g., squeeze ball, koosh ball, etc.)
 Avoid long periods of seatwork/deskwork
 Provide opportunity for movement
 Develop and implement alternative plan when student is overwhelmed
 Teach appropriate responses to over-stimulation (self-monitoring)
 Keep tasks simple
 Use both oral and printed directions
 Change order of activities so that aversive activity is not immediately required
 Determine student’s interest and try to incorporate it into the lesson
 Allow student to choose the medium of response
 Give directions in small steps
 Have student repeat directions or paraphrase back to you
 Provide visual aids as needed
 Increase time for completing assignments
 Decrease length of assignments/number of responses
 Oral dictation as an alternative to writing when appropriate
 Permit students to rework missed items for a better grade
 Shorten assignments to focus on mastery of key concepts
 Provide audio books for texts when appropriate
 Provide summaries or outlines of chapters
 Teach highlighter skills to identify important textbook concepts
 Modify assignments to functional level
 Work with a peer/friend
 Except for reading instruction purposes, do not have the student read aloud unless
s/he volunteers
 Monitor vocabulary words for accurate pronunciation
 Emphasize relationships between concepts and ideas
 Use graphic organizers on texts or worksheets to show how ideas are related
 Provide typed rather than handwritten worksheets or tests
 Provide an alternative text, worksheet or assignment as appropriate
 Give recognition (multiple choice, matching) test questions rather than total recall test
questions
 Consider giving take-home and open book type tests
 Have the student listen to an audio version of the text
 Highlight or color-code text, study guide or worksheet for essential information
 Use study guides
 Use worksheets which ask for specific information to be learned
 Provide speculation and prediction questions; students then have increased
investment in the subject and read to discover how well they were able to predict
 Use concrete aids
Written Expression Skill Deficits
Absences/Truancy/Tardy
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Teach and reinforce number sense
Teach math vocabulary skills prior to introducing new concepts
Allow students to use calculator or fact tables when appropriate
Draw arrows on text or written materials to show ideas which are related
Provide flow charts with steps for math operations
Simplify directions; scaffold multi-step processes
Provide class notes
Teach note-taking skills
Omit spelling as a factor in grading some types of written work
Have student answer test questions orally or dictate them for someone else to write
Omit assignments which require writing or copying in a timed situation
Ask questions which require short written answers instead of essays
Use assistive technology for longer written assignments or essays
Allow additional time for lengthy assignments
Provide a sample of what the finished paper should look like to help him/her organize
the parts of the assignment
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 Provide a warm, welcoming, positive environment when student is present; express
sincere interest in the student
 Determine the cause for the absence
 Acknowledge the student’s entrance with eye or hand signal, but do not draw undue
attention by reprimanding or sending them out
 End class a few minutes prior to bell to allow students to organize and prepare for the
next class
 Establish a place the student can go (social worker’s office, counselor, nurse) rather
than wandering the halls/hiding in school
 Provide opportunities for academic success.