# data[].attributes.headline
Phonics blending: An evidence-based literacy strategy

# data[].attributes.subject
Phonics blending: An evidence-based literacy strategy

# data[].attributes.attachment_link.title
Phonics blending: An evidence-based literacy strategy

# data[].attributes.attachment_link.description
Phonics blending is an effective, evidence-based word reading strategy to help all readers decode words.

# data[].attributes.headline
Phonics Intervention Strategies for Students with Learning Disabilities

# data[].attributes.subject
Phonics Intervention Strategies for Students with Learning Disabilities

# data[].attributes.attachment_link.readable_text
ETAP 623 Spring 2016 Gina's Porfolio Page

Reading is a lifelong skill that is an essential part of our society. Many children find this task of reading very challenging and some may never reach reading proficiency in school (Jenkins and O'Connor p.1) It is important as a teacher to be able to identify these reading difficulties and develop a plan to help your students. Early intervention in kindergarten, first and second grade is ideal but all elementary and special education teachers must know how to help students become better readers. This course will help you understand the components of phonics, special education students and utilize strategies in the classroom.

Purposes of the mini-course:

To provide an overview of phonics and the structure of spoken words

To know the common struggles in reading for children with learning disabilities

To provide instructional phonics strategies and interventions

You will be learning about phonics instruction and how to plan an effective lesson. You will be keeping an electronic learning log to write down what you have learned from the units and apply it to the case study. Each unit will feature the same case study and you will analyze a different component in each unit. There will be videos to you will be watching and you will also write reflections which will also serve as a discussion board to interact with your peers. Please be sure to ask your peers questions and comment on their thinking on these discussion boards. I will be providing you with feedback on your learning log. Check my comments for each unit. I will be assessing your lesson plan based on how you've applied your learning through your plan.

Teachers can usually recognize when a child is struggling in reading but often can not explain exactly why and don't know what to do next to help the child. To complete this mini course should have a positive outlook that all children have the potential to be successful. You must be motivated to help your students and work hard for their success.

Performance Objectives

Participants will plan and implement strategies to help learners become better readers using phonics

Participants will understand the needs of students with a learning disability

Participants will distinguish and utilize phonics learning strategies to help students with learning disabilities

Participants will identify the components of phonics instruction

This mini-course includes the following units. Click the title of a unit to go to its page.

Unit 1: What is phonics instruction?

Participants will be able to:

define phonics instruction

identify the structure of written words

describe the developmental phases in reading words

dentify the common spelling patterns

Unit 2: Why do children with learning disabilities struggle with phonics instruction?

Participants will be able to:

Determine why children struggle with phonics/literacy

Identify the misconceptions about learning disabled children.

Define a learning disability

Identify signs of a learning disability

Unit 3: What are effective phonics strategies to implement?

Participants will be able to:

Give examples of helpful phonics strategies for students with disabilities

Determine the benefits of the strategies

References

"Breakthroughs in Learning Blog | Reading Disability." Breakthroughs in Learning Blog | Reading Disability. Web. 30 Apr. 2016.

"Umatilla High School." Learning Disabilities. Web. 30 Apr. 2016.

Jenkins,Joe;O'Conor,Randi. Early Identification and Intervention for Young Children August 2001 ERIC database

# data[].attributes.attachment_link.title
Phonics Intervention Strategies for Students with Learning Disabilities

# data[].attributes.attachment_link.description
ETAP 623 Spring 2016 Gina's Porfolio Page Reading is a lifelong skill that is an essential part of our society. Many children find this task of reading very challenging and some may never reach reading proficiency in school (Jenkins and O'Connor p.1) It is important as a teacher to be able to identify these reading difficulties and develop a plan to help your students.

# data[].attributes.headline
10 Effective and Engaging Phonics Strategies to Support your Teaching

# data[].attributes.subject
10 Effective and Engaging Phonics Strategies to Support your Teaching

# data[].attributes.attachment_link.readable_text
What is phonics?

Phonics is just one of many reading strategies for kids, but unlike some others, its focus is on connecting letters with sounds. The idea is to equip children with the tools they need to 'decode' written language by helping them hear, identify, and use sounds to make different words in the English language. It's a proven way to teach children to read and write and is introduced to children in junior infants in primary schools across Ireland.

But how can you teach children how to use phonics to read and write? Each school will take a slightly different approach to their phonics teaching, but these top phonics strategies may help:

1. Focus on vowels

Almost every word in the English language contains a vowel, so teaching children vowel sounds is a great starting point for your phonics strategies. But, vowels have short and long sounds to differentiate between, so this is a big phonics skill to learn - for example, the letter 'a' has a short sound in 'cat' but a long sound in 'cake'. Learning the vowel sounds early on will provide children with solid building blocks of phonics learning, and will make more sense when you start adding consonants to make words. Try our wonderful Short Vowels Bingo Game.

2. Try CVC words next

After vowel sounds, focus on CVC words (consonant - vowel - consonant). It will allow children to start to read simple, single syllable words - and if they can master this, they will soon be able to apply this knowledge to read multi-syllabic words too! You may like to start with teaching them the most common consonants first, such as m, s, f, c, p and t. These sounds are nice and simple to pronounce, and can open up a whole range of CVC words to get children started, such as 'mat', 'sit' and 'cup'. Take a look at our CVC Word and Picture Interactive Matching Activity.

3. Use your arm to sound out words.

This is one of many reading strategies for kids that involves kinaesthetic learning - that is, tactile learning using the sense of touch. It involves sounding out words on your arm and encouraging children to do the same. Here's how you do it: hold your arm out in front of you with your other hand at your shoulder, then tap down your arm, saying each sound in a word as you go. Once you've reached the end, return your hand to your shoulder and say the whole word, sliding all the way down your arm as you do so. For example, say 'c - a - t' with a distinct tap for each sound, then say 'cat' as you slide.

Visual and tactile tools, like the word slide, are beneficial for some visual learners: it can really help children focus in on the sequence of letters and how words are structured; improve memory and allow them to retain and recall information; enable them to work independently to decode a word (even if no other tools are available); and it can be more fun and engaging that other methods too!

4. Use nonsense words

Nonsense words are words like 'blurst' or 'terg' which sound like they could be real words, but have no meaning. You may ask, what is the point of teaching children words that are not real, and they will never use? Well, using nonsense or silly words is an important part of your reading strategy for kids. Firstly, it's important for children to practising reading all and any word, real or not! This will help them practice the sounds they have learnt so far and put their decoding knowledge to use. Secondly, it's a great way for teachers to assess children's phonetics ability by seeing if they know individual sounds, and whether they can blend them together to decode words they have never seen before. Check out this Phase 2 & 3 Phonics Screening PowerPoint.

5. Introduce word families

Word families are groups of words that have a common feature, for example 'bake', 'cake' and 'make' all belong to the word family 'ake'. If children can learn what these common feature are, then it will make reading and spelling new words in this word family easier. Great phonics strategies for teaching about word families include using onset and rime - onset are the sounds at the beginning of a word, and rime are the groups of sounds that follow. Breaking words down into these elements makes it easier for children to see different word families in action and improves phonological awareness. For example, take the word 'fig' - the onset is 'f' and the rime is 'ig', put them together to make the word 'fig'. Then when a child faces the word 'jig' they can spot the pattern (and the word family 'ig') and decode the word. Why not try our Onset and Rime Activity Pack?

6. Try chanting

It may sound very old-fashioned, like learning grammar in a turn of the century schoolroom, but chanting can be a very effective phonics strategy for children. This technique involves holding up a series of flashcards, each one featuring an individual phonics grapheme. You say the sound out loud and the children repeat, using the cards as a visual clue. It's a really simple, quick and easy activity to do at the start of each day to revise the sounds you are learning that week - you can make it fun too by doing a little dance, or some actions as you work through them! Repeating the sounds on a regular basis help children to retain the information. This Phoneme Phonics Flashcards Pack could help.

7. Use pictures and props

We mentioned using the word slide as a visual learning tool earlier, but there are lots of other ways you can use visual examples as part of a reading strategy for kids. Why not try using flashcards that feature the phonics sound as well as a bright and colourful image of an item with that sound? Picture examples are important for visual learners as they can help them make the connection between the sounds and their associations, and help them remember. Playdough or other toys can be used to add a visual element to words and bring some fun into the activity. Or you can even break words down using your fingers as props - for example, for the word 'car' hold up your index finger which represents the 'c' sound. Then hold up your middle and ring fingers together (so they are touching) to represent the two letters 'a' and 'r' that make the one sound 'ar'. Try these Phonics Playdough Mats.

8. Look for patterns

Children may grasp phonics when they are dealing with individual words or sounds, but when you put all these into the context of a sentence, paragraph or a larger text, they may get a little lost. Pattern searches make a useful addition to your reading strategies for kids, to help children spot repeating sounds, word families and categorise words which have the same form - and they can be fun too. Provide children with a piece of text, a story or even a magazine or newspaper and send them on a mission to hunt out a particular phoneme - can they find all the words that start with 'st'? Can they find all the words that end in 'ake'? Use highlighter pens to make the activity even more colourful and to make the patterns easier to spot!

9. Break it down

When children have grasped single syllable words, they will be ready to move on to tackling more complex, multi-syllable words. But sometimes when faced with a long word, children can feel a little overwhelmed. The solution is chunking! This involves covering up the word with your hand, or a piece of paper, and revealing it in 'chunks' at a time, so that children can decode each syllable separately and finally put it all together. For example, the two chunks 'mon' and 'key' go together to make the word 'monkey'!

10. Play computer games

There are many digital games and apps out there to help children with their phonics, so don't be afraid to use them as one of your phonics strategies. Children love computer games, so it's the perfect way for them to learn and have fun at the same time. They provide an ideal visual tool to help children with all the reading strategies for kids mentioned above. It allows children to be creative, to experiment and to not be afraid to get things wrong - they can always try again! Plus, it encourages them to want to improve, to beat their score, or see if they can get it right next time. Why not check out some fun phonics games on TwinklGo!

Phonics is a crucial part of the Irish primary curriculum for children. Take a look at our phonics and reading resources for children in junior/senior infants and 1st/2nd class here.

# data[].attributes.attachment_link.title
10 Effective Phonics Strategies to Support your Teaching

# data[].attributes.attachment_link.description
If you're looking for reading strategies for kids, then these ten useful tips can help you develop a plan to help improve literacy skills using phonics.

# data[].attributes.body
for Attention Deficit/

Hyperactivity Disorder

Considerations Packet

# data[].attributes.attachment_link.readable_text
Goals are essential for making decisions regarding whether a student is demonstrating adequate progress in the intervention program or determining whether an instructional change is needed. These goals support teams in designing and implementing the progress monitoring plan aligned to the student's intervention plan.

Selecting the focus of the goal should be based on needs identified through formal or informal assessments. The goal setting process includes:

1. selecting a measure,

2. establishing baseline performance,

3. choosing a validated goal setting strategy, ​and

4. writing and sharing the goal.

When developing goals, educators must consider why and how the goal was set, how long the student has to achieve the goal, and what the student is expected to do when the goal is met. Whether teams are setting goals for students receiving tiered interventions or for an individualized education program (IEP), the goals should promote students' access to and benefit from the general education curriculum. Including students and families in the goal setting process can facilitate greater student engagement and successful problem solving.

Tools and Resources to Support Goal Setting:

# data[].attributes.attachment_link.description
Goals are essential for making decisions regarding whether a student is demonstrating adequate progress in the intervention program or determining whether an instructional change is needed. These goals support teams in designing and implementing the progress monitoring plan aligned to the student's intervention plan.

# data[].attributes.headline
Core Component 5: Research-Based Interventions

# data[].attributes.subject
Core Component 5: Research-Based Interventions

# data[].attributes.attachment_link.title
Core Component 5: Research-Based Interventions - Multi-Tiered System of Supports (CA Dept of Education)

# data[].attributes.attachment_link.description
Selected Web sites provide research-based intervention programs and tools created to support students achieve college and career readiness as defined by the Common Core State Standards.

# data[].attributes.attachment_link.readable_text
From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

# data[].attributes.attachment_link.description
From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

# data[].attributes.headline
Accommodations for Students with Dyslexia

# data[].attributes.subject
Accommodations for Students with Dyslexia

# data[].attributes.attachment_link.readable_text
Share This: `

Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures.

Accommodations, provided for both testing and instruction, change the way students access information and demonstrate their knowledge, skills, and abilities; they do not change academic standards or expectations. The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities (e.g., providing extended exam time for a student who has slow processing speed affecting academic fluency). Accommodations are adjustments made to allow a student to demonstrate knowledge, skills, and abilities without lowering learning or performance expectations and without changing what is being measured (e.g., providing text in audio-format when academic knowledge [e.g., history, biology, literature] is the target skill being measured). Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures. Accommodations make it possible for students with dyslexia to demonstrate their learning without being hindered by their disabilities.

Appropriate accommodations need to be an integral part of the normal cycle of teaching and testing- never reserved only for periods of assessment. Classroom accommodations make it possible for students to learn and demonstrate their learning through full participation in classroom instruction. Assessment (testing) accommodations are changes in assessment materials (e.g., large print) or procedures (e.g., extended time) that allow students to demonstrate their abilities-not their disabilities-during tests and exams. Without accommodations, an assessment may not accurately measure the knowledge and skills of a student with a learning disability (e.g., dyslexia). An accommodation does not change item or test validity.

Modifications Are Different from Accommodations

Modifications to curriculum content, homework assignments, or assessments change the nature of instruction and assessments and what students are expected to learn-but they have the advantage of allowing interaction with other students in the classroom and school. An instructional modification (i.e., homework assignments) might be assignment of math problems requiring a lower level of math knowledge-skill. A modification in curriculum content might be to teach different, lower level concepts and information (e.g., continuation of work on multiplication when other students move on to fractions). Assessment modifications might include use of a calculator on a test of math facts accuracy or text in audio-format when reading comprehension is the target skill being measured. Modifications can be allowed for both testing and instruction. If the validity of a test item or the content of instruction is affected or altered, the change is a modification-not an accommodation.

Accommodation or Modification?

Choosing between an accommodation or a modification is a decision critical for future educational choices. Modifications change instructional content and knowledge-and their assessment; accommodations do not. A student's IEP team is responsible for making formal decisions related to accommodations (or modifications, if warranted).

Choosing Accommodations Wisely and Purposefully

Each accommodation needs to be matched to the individual student's educational needs. Decide which accommodations are needed to ensure that the student is on equal footing with those who do not have a disability. Provide evidence to support choice of accommodation requests. Are the accommodations linked directly to the student's functional limitations? How? Keep in mind that the answers to these questions may not be the same for instruction and assessment.

Accommodations are only helpful if the student knows how to use them effectively.

Extra time alone rarely improves performance for students with dyslexia-or for students without learning disabilities. Not every student needs, or benefits from, extended time. Extended time provides students with time to use strategies needed to accomplish tasks inherently difficult for them (e.g., systematic decoding strategies for students with poor single word decoding skills; rereading text with complex syntax and grammar in order to comprehend). Some students, who may benefit from extended time, need to be taught how to use the extra time. Students who routinely read too fast for either accuracy or comprehension need to learn explicit word identification strategies as well as strategies for improving their reading comprehension.

Practice is the key to effective use of accommodations. Accommodations should be integrated into classroom practice before use is expected in assessment situations.

Types of Accommodations

Presentation, Response, Setting, and Timing/Scheduling are the four basic types of accommodations used during instruction and assessment:

Presentation accommodations allow students to access instructional materials in ways that do not require them to read standard print presented in a standard visual format:
Presentation Accommodations-Instruction

Verbal instructions

Repetition of instructions

Text/Instructions in audio-format

Larger print

Fewer Items per page

Visual prompts or cues (e.g., arrow pointing on page)

Alternative answer sheet

Information in songs or poems (e.g., facts, definitions).

Presentation Accommodations-Assessment

Calculator

Speech-to-Text software

Text-to-Speech software

Electronic dictionary

Spelling checker

Grammar check.

Response accommodations allow students alternatives for completion of activities, assignments, and tests. Students may be permitted to demonstrate their knowledge and skills in alternate ways, or to solve or organize their work using an electronic device or organizer.

Mark answers in test book instead of on separate answer sheet

Dictate to scribe or record oral responses on audio-recorder

Record oral responses on Livescribe pen

Point to response choices

Type (keyboard) response.

Setting accommodations change the location in which a test or assignment is given or the conditions of the assessment setting.

Individual or small group

Reduce visual and/or auditory distractions (e.g., separate desk or location within classroom-"private office")

Distraction-free setting (separate room)

Alternative furniture arrangement (e.g., facing frontèteacher for whole group lessons vs block of tables for small group work).

Timing/Scheduling accommodations change the length of time allowed for completion of a test, project, or assignment and may also change the way the time is organized (e.g., breaks):

Flexible scheduling (e.g., several sessions vs one)

Extended time

Allowing for more frequent breaks (as appropriate)

Changing order of tasks or subtests.

Organization, Study Strategies, and Increasing Accessibility to State/District Tests
Organization
In addition to the types of accommodations and examples listed, devices and strategies that help students to organize their time and their work can sometimes be helpful. Some examples are listed:

Timers to keep track of time

Highlighters to mark text

Planners for tracking assignments

Graph paper to organize math problems on paper

Color Coding (e.g., subject areas, categorization within notes).

Study Strategies

Visualization

Retelling as soon as possible after a lecture

Putting new learning into own words as soon as possible after class-talking about learning

Organizing a study group for discussion (practice).

Accommodations and State/District Tests
Accommodations provided, and routinely used, should be the same, or similar, during classroom instruction, classroom tests, and state/district tests. However, some accommodations are only permitted during instruction and cannot be used on state/district assessments. Requirements vary from state to state and from district to district, but accommodations that are written into students' IEPs and 504 plans should be available.

The 2004 reauthorization of IDEA requires states to have accommodation guidelines for assessments and to report the number of students using accommodations during state and district assessments. All fifty states currently have published guidelines indicating the specific assessment accommodations that are permitted. Policies in some states also include instructional accommodations. The purpose of these state guidelines is to ensure that test scores actually reflect what students know and are able to do. For those states that have adopted Common Core State Standards, CCSS testing companies have created universal accessibility features (e.g., magnified text, repetition of instructions, scratch paper, digital notepad for note-taking, spell-check software, use of a highlighter) available to all students taking these tests. Details of accessibility features and requirements and guidelines for provision of accommodations, different for each of the two CCSS testing companies, are included in the following documents:

PARCC Accessibility Features and Accommodations Manual (link)

Road to Success for Students with Dyslexia: Intervention and Accommodations-with Appropriate Intensity and Duration

An accommodation is not a substitute for appropriate intervention-remediation. An accommodation, such as extended time, can be the bridge between success and failure for a student with dyslexia-the critical difference that levels the playing field. To achieve this success, students with dyslexia usually require a purposefully planned combination of intervention-remediation (with appropriate intensity and duration) and accommodations:

Intervention specific to the patterns of individual strengths and challenges of each student provides the opportunity for academic achievement; this specialized instruction is not a crutch but a lifeline.

Accommodations level the playing field for students with dyslexia and other learning disabilities; they do not give an unfair advantage.

As either a parent or a teacher, do not assume a student learns the same way you do.

Always keep the goal in mind-and plan instruction, assessment, and accommodations accordingly.

Please note that this fact sheet does not provide a comprehensive list of accommodations-only a sampling of options. It is up to families and each student's instructional team to explore alternatives as they plan the optimal combination of instruction and accommodations that is the best match for each student.
Helpful Resources
National Center for Learning Disabilities (NCLD): www.understood.org; Accommodations: What They Are and How They Work

ADA-Americans with Disabilities Act-Testing Accommodations https://www.ada.gov/regs2014/testing_accommodations.pdf

Accommodations, Modifications, and Alternate Assessments: How They Affect Instruction and Assessment

High-Stakes Assessment (Teaching LD) http://www.dldcec.org/ld_resources/alerts/4.htm

Forum on Accommodations in the 21 st Century: Critical Considerations for Students with Disabilities. Joint Publication of National Center on Educational Outcomes. https://nceo.umn.edu/docs/OnlinePubs/AccommodationsForumReport2011.pdf
The International Dyslexia Association (IDA) thanks Nancy Cushen White, Ed.D., BCET, CALT-QI, for her assistance in the preparation of this fact sheet.
The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this fact sheet.
If portions of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale. © Copyright 2020. The International Dyslexia Association (IDA). For copyright information, pleaseclick here.

# data[].attributes.attachment_link.title
Accommodations for Students with Dyslexia - International Dyslexia Association

# data[].attributes.headline
Accommodating Students with Dyslexia in All Classroom Settings

# data[].attributes.subject
Accommodating Students with Dyslexia in All Classroom Settings

# data[].attributes.attachment_link.readable_text
You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

# data[].attributes.attachment_link.title
Accommodating Students with Dyslexia in All Classroom Settings

# data[].attributes.attachment_link.description
The International Dyslexia Association prepared this fact sheet describing reasonable accommodations involving materials, interactive instruction, and student performance to help children with learning problems in general education and special education classrooms.

# data[].attributes.attachment_link.readable_text
Classroom Management

Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she is aware of all activities by students in the classroom.Teachers with good classroom management skills meet the educational and personality needs of their students, regardless of their students' abilities and special needs. Student misbehavior especially misbehavior related to ADHD symptoms, can be prevented by careful attention to the following:

the physical environment of the classroom (including minimizing distracting classroom displays)

establishing and practicing with the students rules and procedures for routines and classroom tasks

organizing lesson plans and instruction in a way that minimizes interruptions

increasing teacher awareness in the classroom by letting students know you are aware of their actions at all times

Accommodations are intended to help students with ADHD learn the same information as other students. They are changes to the structures and/or the environment that provide support to help students access the curriculum. Accommodations work best when they are tailored for the individual needs of the student based on the severity and symptoms of their ADHD and any other co-occurring conditions. It is important to observe the student to see which accommodations are effective - and effectiveness of accommodations can change over time. Students can also be enlisted in figuring out what helps them the most. This will also ensure that the accommodations are seen as support instead of punishment. Teachers, parents, and students should partner together to address needs and supports.

The Diagnostic and Statistical Manual, Fifth Edition lists two categories of symptoms of ADHD-inattentive and hyperactive-impulsive. Students may have only one type, or they may have both types of symptoms. The accommodations that are appropriate for each student depend on the symptoms and on how much they impact the student.

Social Skills

Accommodating ADHD in the Classroom
ADHD: Inattentive Symptoms
Students with inattentive symptoms are easily distracted and have trouble focusing. Everything competes for their attention. They often struggle to follow through with instructions and have difficulty with organization.

To help students with managing inattentive symptoms, the following accommodations can be effective:

Seating the student in an area with fewer distractions where he or she can focus on the lesson. For example, near the teacher's desk, away from windows and the doorway, or in another area that has few distractions.

Seating the student next to positive role models, peers who are less likely to provide distractions and can help them stay on task.

Breaking long assignments into smaller parts. This allows students to see both the start and end of the task.

Making sure all assignments are clear and provided in writing in addition to giving them out loud.

Checking with the student before they complete an assignment to see if they heard and understood instructions. Ask them to repeat it back to verify understanding.

Allowing them to take tests in a different room, one that is quiet and has few distractions. Or using aids such as headphones or privacy boards to create quiet spaces in the classroom.

Giving more time to complete assignments, projects, and tests.

Using a timer or alarm to help with time management.

Providing breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Students are most able to pay attention to tasks that present some challenge but are within their current learning zone.

Making sure that the student has the opportunity for physical activities because active movement increases the ability to focus. Recess should never be taken away as a punishment for misbehavior.

Providing tools to help with organization, such as different colored folders, a notebook with dividers, or a homework assignment book.

Using computers or tablets for work. Computers are visually stimulating and allow for more engagement and also help students organize their thoughts.

ADHD: Hyperactive-Impulsive Symptoms
Students with hyperactive-impulsive symptoms move a lot. They fidget, squirm, and have difficulty staying seated. They often talk excessively, blurt out answers, and have trouble taking turns.

To help students manage their hyperactive-impulsive symptoms, the following accommodations can be effective:

Seating the student in an area of the room where there will be the least disruption. This might be towards either side of the classroom rather than the center.

Allowing for the student to move around. You could allow the student to do their work while standing, sitting on the floor, or moving between desks.

Pairing the student with a peer who is a good role model and can model appropriate behavior.

Providing activity breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Ignoring minor misbehavior.

Allowing the student to move or fidget in a non-distracting manner. They might tap their foot in the air or rotate their pen back and forth in their hands. Asking the student to offer suggestions is always a great way to get more ideas.

Allowing them to take tests in a different room. One that is quiet, has few distractions, and lets them move around without interrupting other students.

Praising when they exhibit appropriate behavior such as raising their hands and waiting to be called.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Fidgeting is often a symptom of boredom or overstimulation.

Making sure that the student has the opportunity for physical activities. Recess should never be taken away as a punishment for misbehavior.

Using a speaking stick or other object that gets passed around during class discussions as a cue to indicate whose turn it is to speak.

ADHD: combined symptoms
Many students with ADHD show a combination of inattention and hyperactive-impulsive behaviors. You can use a combination of accommodations from both lists. One of the best ways to identify which accommodations might work best is to observe the student's natural behavior.

Some sample behaviors and accommodations include:

Constantly moving in their seat

Try giving them options for how they can do their work and provide breaks.

Attention wavers, but when focused blurts out answers

Try consistent praise for raising their hands and seating them in an area with minimal distractions.

Has trouble completing assignments and tests in the allotted time because of distractions

Try an alternative test setting or breaking up assignments and tests into smaller sections. Allow extra time to complete tests.

Taps a pen constantly that is distracting to other students

Let the student know privately that tapping their pen is a distraction. Ask them if they have other suggestion for how they could focus. You might offer that they could wave their pen in the air, wiggle it between their fingers, or replace the pen with a soft object to tap that won't make noise.

References
Barkley, R. (2008). Classroom Accommodations for Children with ADHD. ADHD Report.

Dendy, C., Durheim, M., & Ellison, A. (2006). CHADD Educator's Manual. Lynchburg, VA: Progress Printing.

Parker, H. (2012). Accommodations Help Students with Attention Deficit Disorders. A.D.D. WareHouse.

Zentall, S. (2006). ADHD and Education Foundations, Characteristics, Methods, and Collaboration. Upper Saddle River, NJ: Pearson Education.

Chaban, P., McAuley, T., & Tannock, R. (2009). ADHD and Social-Emotional Abilities. www.AboutKidsHealth.ca.

# data[].attributes.attachment_link.description
Classroom Management Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she...

# data[].attributes.attachment_link.title
PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

# data[].attributes.attachment_link.description
PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

# data[].attributes.headline
The Ultimate Guide to Tier 2 Behavior Interventions in PBIS

# data[].attributes.subject
The Ultimate Guide to Tier 2 Behavior Interventions in PBIS

# data[].attributes.attachment_link.readable_text
The most commonly used school-wide intervention framework for behavior is the Positive Behavior Interventions and Supports, or the PBIS Tiers.

What is PBIS?

PBIS is a tiered system targeting student behavior and is depicted as a pyramid. The PBIS pyramid goes from the bottom up.

At the base is Tier 1. Tier 1 includes all learners and represents basic student behavior expectations and skills. In the middle is Tier 2. Tier 2 interventions are strategies to support some learners, sometimes labeled "at-risk." Tier 2 focuses on developing the skills that students need to succeed in class. At the top of the pyramid is Tier 3, which are strategies for a few students that require intensive, individualized support to ensure success.

In this article, we will explore Tier 2 behavior interventions.

Tier 2 Behavior Interventions

Tier 2 behavior interventions offer support for students who are not successful with Tier 1 supports alone. Tier 2 targets students who are deemed at risk of developing more serious behavior problems and challenges - with the goal of preventing it.

Tier 2 is more focused than Tier 1 interventions, which are implemented in a blanket approach. Tier 2 is also less intensive than Tier 3 interventions, which are provided individually.

Tier 2 behavior interventions are applied to small groups of students and include practices like social skill groups, restorative justice circles, and academic support.

According to the Center on PBIS, there are 6 key practices for Tier 2 behavior interventions:

Increased Instruction and Practice with Self-Regulation and Social Skills

Increased Adult Supervision

Increased Opportunity for Positive Behavior Supports

Increased Pre-Corrections

Increased Focus on Possible Function of Problem Behavior

Increased Access to Academic Supports

Tier 2 Examples

1. Check-In/Check-Out

Check-In/Check-Out is a Tier 2 behavior intervention in which students are assigned a mentor in the school building. Students meet with their mentor every morning to review their goals and discuss behavior strategies. Then, at the end of the day, they meet with their mentor again and review feedback the student received throughout their day from teachers and staff.

The check-in and check-out intervention can be implemented in many ways. One way it can be done is for one teacher and one student to complete the check-in. In this approach, you identify an adult that has a positive relationship with the student displaying disruptive behavior. It's important for the teacher to be consistently available for check-in.

How Check-In/Check-Out Works

At the start of the day, the student visits the teacher with the main goal of having a positive interaction. They can talk about what they did the day before, their morning, questions or concerns, what they are looking forward to for the day, etc.

The teacher and student can set a goal for the day: participate in class, ask questions when needed, or complete classwork. The teacher ends the check-in with a positive message to encourage the student to have a positive day and remind them to return at the end of the day. When the student arrives at the end of the day, they review student behavior throughout the day. The behavior can be tracked in a manual system like Google Forms and Sheets or a more comprehensive PBIS system like LiveSchool. By looking at the feedback, the student and mentor can identify what went well and/or any challenges.

The goal is that the student leaves with positive and constructive teacher interaction.

For more on CICO, check out our guide to implementing check-in/check-out with LiveSchool.

2. Home and School Plan

The communication of behaviors, the good/bad/ugly as I call it, is necessary to create a supportive learning environment.

When students have behavior needs in school, parents are often brought in to identify if they observe similar behaviors at home. When the school team shares their observations and replacement behaviors being taught, a home and school plan can increase the likelihood of positive behaviors.

Parents can help by identifying a reward and consequence that will be followed up with at home based on the child's in-school behavior. The home and school plan show alignment between teachers and parents, which helps to reinforce the importance of acting appropriately throughout the school day.

3. Take a Break

Often, disruptive behaviors occur in class due to a lack of self-regulation. At times, students are overstimulated or bored and they act out in a way to gain attention.

The Take a Break intervention in Tier 2 aims to mitigate this. In Take a Break, your PBIS team develops approved mechanisms for students to decompress, pause, and regulate their emotions and behaviors. To reduce class disruption, your team can also conceive of signals for teachers to use that signal to a student they need to apply this intervention.

Ideas for Take a Break

Your team can develop these Take a Break strategies and signals and communicate them to teachers and Tier 2 students. Teachers can also do this individually within their classrooms.

The break can include walking around the hall, getting a drink of water, or looking out a window - among many others.

It's key to also have a time period for this break. otherwise, students may miss out on too much in class, making it challenging for them when they return to class. They can use a watch or a timer to help them with time management.

The student can have a universal pass they take with them because many schools have policies around having a pass with students when they are in the hallway.

The break can help release energy or support the student to focus on the class activity.

4. Self Monitoring Form

A self-monitoring form can be a powerful Tier 2 behavior intervention to identify how students perceive their own behavior.

With this intervention, students are instructed to complete their form to provide a snapshot of their class performance. The monitoring form can focus on 3-4 items such as participation, work completion, on-task behavior, and being prepared for class.

Students can provide their input on their behavior and then check in with a teacher to see if they have the same observations of their behavior.

These open dialogues can help the student "see" their on-task and off-task behaviors consistently. Students can set goals for their behavior and earn the opportunity to gain a reward for showing consistent positive behaviors.

5. Targeted Social Skills Instruction

Social skills instruction is a coordinated effort to increase the likelihood of positive behaviors. In this Tier 2 Intervention, students receive instruction that explicitly targets areas where the student shows social skills deficits.

Social skills include interpersonal communication, self-discipline, self-management, and problem-solving. Social skills instruction both equips students with new behavioral skills as well as strategies to replace problem behaviors.

Social-Skills Instruction Strategies

It's essential to focus on one behavior at a time. Identify what behavior is the biggest roadblock to achieving success, then determine what is the replacement behavior that you need to teach the student.

It's helpful to have examples and modeling of what the behavior looks like and doesn't look like, followed up with time to practice the behavior. If possible, having peers in the class to practice would be extremely beneficial.

6. Restorative Justice Circles

Restorative Practices are an alternative approach to suspension and punishment for behavior and can aid Tier 2 students - and even Tier 3 - in a PBIS school. Restorative practices improve behavior and the harm it does by building empathy, responsibility, and restitution.

Restorative justice circles are a specific intervention to facilitate this Tier 2 strategy. Restorative justice circles can look similar to peer-mediated small group meetings where students meet to talk through conflicts.

Topics discussed can include behavior and bullying and give the offender the opportunity to understand the harm the words and actions inflict and take responsibility for it. In the end, the goal is that the student develops empathy as well as a plan to repair the harm done.

Restorative practice circles also give the victim a chance for healing and recognition of the harm they've endured.

How I've Used Restorative Justice Circles

In my experience, I've used this method to bring together two students in which a statement about one's race and physical appearance was brought up.

Both students were able to share what happened according to their points of view, they both agreed to listen to their peers and not interrupt. They were both free to ask questions to one another.

Then, I encouraged them to share their boundaries out loud, what was acceptable and unacceptable for their peers to say to them. Including students in the conversations on how to resolve peer conflict is necessary, instead of creating a plan or consequence and then delivering it to them.

Monitoring Tier 2 Behavior Interventions

When beginning PBIS interventions with an individual student or small group of students, it's essential to monitor progress.

Document their current behavior with your PBIS system, this will be the baseline information where you can track whether you see a positive or negative trend. Then, document their daily or weekly progress. If you have an aide or additional adult support in class, you can have them support you in monitoring behavior data.

Allow 6-8 weeks for the intervention to determine if it is moving in the right direction or if tweaks need to be made to increase positive behavior. For best results you can scale up your PBIS behavior plan by taking PBIS district-wide and creating a cohort to bounce ideas off of and improve behavior throughout your entire school community or if your looking to start on a smaller scale we also have some great resources on how to start your PBIS program. Work with younger students? Try our resources on using PBIS best practices by reading our guide to PBIS in Elementary Schools. Or if you're having success and looking for a way to reinforce positive behaviors we created the ultimate database of rewards that rock. Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.

Looking for a place to start your school culture journey? Check out our database of Behavior Rubric examples or our free PBIS template where you can download a sample to get started.

To learn what other educators are saying take a look at our PBIS reviews. How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district. Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.

Looking for more help with interventions in your school? Check out episode 34 of our podcast where we discussed a practical guide to check-in/check-out for school leaders like you.

# data[].attributes.attachment_link.title
The Ultimate Guide to Tier 2 Behavior Interventions in PBIS | Article

# data[].attributes.attachment_link.description
Tier 2 behavior interventions support at-risk students by developing the skills they need to succeed in class.

# data[].attributes.headline
Tier 2: Intervention Toolbox Response to Intervention: Behavior

# data[].attributes.subject
Tier 2: Intervention Toolbox Response to Intervention: Behavior

# data[].attributes.body
Intervention Toolbox

Response to Intervention: Behavior

# data[].attributes.attachment_link.readable_text
CVC

Consonant Digraphs

Consonant Blends

Long Vowel: CVCe

Special Situations

Predictable Vowel Teams

R-Controlled

Unpredictable Vowel Teams

Multisyllabic Words

Supporting Documents

# data[].attributes.attachment_link.description
CVC Consonant Digraphs Consonant Blends Long Vowel: CVCe Special Situations Predictable Vowel Teams R-Controlled Unpredictable Vowel Teams Multisyllabic Words Supporting Documents