SIDR Common Interventions
Handouts can be found in Interventions folder on laptop. Print/Provide each for parent and teacher as listed in SIDR.
Letter/Sound Acquisition
 Letter Practice with picture cards (handout LS1)
 Letter & Sound activities practice (handout LS2)
 Memory games with cards (handout LS3)
 Letter & Number recognition activities (handout LS4)
 Memory Games – objects (LS5)
 Letter Sort Activities (LS6)
Combine Oosting, Vipa and Ferris info into one sheet
READING
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Daily small group reading instruction in classroom
Daily Title Reading support (Level 2)
Daily reading at home (handout R13)
Daily RTI level 3 support
Lexia Computer Program (____ times per week)
Reading Plus Computer Program (____ times per week)
Review “Signs of Vision Problems” handout (R0)
Obtain vision exam & report
Complete Visagraph screen (RTI teacher)
Complete Vision & Auditory Cognitive Screen
Complete VIPA exam & obtain report (Dr. Oosting info handout R10)
o What is Vision Therapy? Handout (R15)
obtain glasses
Begin “wearing glasses” plan CREATE THIS
Complete hearing exam & obtain report
Begin use of colored tracking strip
Begin use of colored overlays (see your title or special ed teachers for these)
Begin use of “whisper” phone
Begin use of Reading Strategies at home (handout R1)
Play rhyming games at home (handout R2A for pictures, R2B for words)
Begin Sight word activities at home (handout R9)
Sight word practice at home (handout R3A-Dolch 220, R3B Fry words)
Begin visual tracking activities (looping, mazes, fill in the letters, B/D reversal pages)(tracking folder handouts)
Visual & Auditory Memory activities at home (handout R4)
Begin Dolch word phrases for fluency (handout R5)
Begin Sound Boxes practice (handout R6)
Begin Basic Concepts activities (handout R7A Parents, R7B Teacher)
Begin Phonemic Awareness activities (handout R8)
Lazy 8 Practice (MT4)
Word Wall Activities for teachers (R14)
Vocabulary Practice L3A-Parent, L3B-Teacher and Center Activities)
Vocabulary Memory (R16)
MATH
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Letter & Number Recognition Activities (handout LS4)
Large font 100s chart for home (handout M1)
110 Chart for home (handout M2)
Math flashcard activities (handout M3)
o Addition/Subrtraction flashcards (M9A)
o Multiplication flashcards (M9B)
Begin use of TouchMath at home (Parent directions M5B, Parent cards M5A)
o TouchMath (numberline M4) website: www.touchmath.com
o TouchMath Teacher cards M6)
Practice “number sense” activities at home (handout M7) from Math Mom’s & Dad Program
Begin/continue title math support ___ days a week
Visual Memory activities at home (handout R4)
Begin computerized math practice program
Begin use of visual organizers (chart paper, graph paper)
BEHAVIOR/EMOTIONAL
 Complete Classroom observation
 Begin Homework completion plan
 Begin individual behavior plan/privilege chart
 Begin daily notebook communication between school and home
 Provide daily motor breaks
 Allow student to stand while working
 Provide “office” space for student to work away from distractions
 Begin use of FM amplification system – (request from Abbie Herrera @ #7891 or www.NCRESA.org “services” tab
 Begin/continue counseling with ____________
 Complete Rating scales
 Complete medication review with doctor
 Obtain doctor report (Mac Release of Information form handout)
 Complete RTI OT sensory screen (request in email to OT and copy Patti)
 Obtain Play based assessment (must have prior authorization from Patti and parent signature on Diagnostic form)
 Begin play therapy ONLY at recommendation of school psychologist or NCRESA social worker
 teacher complete NCRESA behavior referral form (B1) (with prior authorization from Patti Wildfong)
 Complete classroom observation by NCRESA behavior consultant (must be coordinated through Patti Wildfong)
 Begin behavior plan based on Behavior Consultant recommendations
 Begin strategies listed for home and school ADD Resource (B2)
LANGUAGE
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Begin Oral Language Activities at home (handout L1)
Complete RTI oral language screen (Y5-1st speech therapist)
Complete Speech/Language Screen (complete screen form and give to Patti Wildfong for processing)
Practice Basic Concepts of Language activities (Parent handout R7) (Teacher handout R9)
Complete classroom observation
Complete hearing exam and obtain report
Obtain observation by NCRESA hearing consultant (coordinate with Patti Wildfong)
Provide sufficient wait time when calling on student
Provide visual cue before calling on student (teacher handout L2)
Begin interventions/accommodations recommended by Speech Therapist (in classroom RTI binder or screen form)
See RTI Oral Language Manual for interventions (K-1st)
Begin Vocabulary activities (handout L3)
MOTOR
 Begin Fine Motor Activities (MT2)
 Begin Gross Motor Activities at home (MT3)
 Complete RTI fine motor checklist (K-2nd) (completed forms in teacher RTI notebook in classroom)
 Complete OT screen (hard copy to Patti Wildfong for processing)
 Begin OT recommendations from RTI screen or OT screen(list those to be used)
 See RTI Motor Manual for interventions (K-1st)
 Begin Visual Tracking & Directionality activities (Y5-1st grade) (MT1)
WRITING/SPELLING
 Complete RTI fine motor checklist (K-2nd) (completed forms in teacher RTI notebook in classroom)
 Complete OT screen (hard copy to Patti Wildfong for processing)
 Begin OT recommendations from RTI screen or OT screen(list those to be used)
 Provide graphic organizers for planning of writing assignment
 Provide list of spelling words for practice at home
 Complete Cognitive Vision and Auditory screen
 Complete Visagraph screen (only if tracking difficulties are observed in Cognitive Vision & Auditory screen)
 Begin memory games at home (handout R4)
 Begin spelling activities at home (handout R9)
 Reduce length of written assignments
 Begin use of Alpha Smart (4th grade on up)
 Allow oral answers on tests
 Reduce number of weekly spelling words
 Obtain Vision Exam and report
 Begin use of alternate paper for writing- (highlighted, larger/smaller lines, Handwriting Without Tears, raised line)
 Begin use of Lazy 8 before writing; attach on inside cover of student’s writing journal (MT4)
 Teacher Word Wall Activities (R14)
 Midline Activities (MT5)
 Picture Plan for Writing (W1)
 Handwriting Activities (W2)