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Student: Sarah

Intervention #1: Pomodoro Method - Breaking down the class period into manageable chunks with breaks built in. This could help with overall focus.

Intervention #2: Help student prioritize the "do now" assignments versus the assignments that are lower priority.

Intervention #3: Seat student next to a group of motivated peers who could influence her or help her.

Intervention #4: Preview important topics with student at the beginning of class.

Intervention #5: Give student the option to get their ideas down in writing before speaking.

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Student K

Intervention # 1: 1 on 1 support

Intervention # 2: ESS testing

Intervention # 3: Trauma Support with Social Worker

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Barry is a tenth grade student that struggles across all academic subjects. Barry does not manage time well, and does not self motivate. Barry also has problems receiving and following instructions, both written and verbal.

Frequent check ins

Hallway conversations

Homework reminders

Asking to write down information

Enrolled in study center

Redirection back to tasks

Conference with Barry and his parents

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Jaden, 10th grade

This student struggles with focusing in class, completing and turning assignments that are complete, interacting with peers, appropriate technology use and test anxiety.

Frequent check-ins and redirection

Provide classroom supplies

Give positive feedback often

Use Lightspeed to monitor technology use

Hallway conversation

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Peggy PE struggles to bring her clothes and participate during class. Her grade continues to drop and the further behind she gets more and more absences occurs.

Interventions:

1. One on one check in

2. Offering to borrow clothes for the day

3. Pair her with positive influences.

4. Offering options to make up past classes.

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Breaking up assignments into smaller pieces

Have a conversation with the student outside the classroom, attempt the RJ practices.

Communicate with families through email and talking points, invite them to parent/teacher conferences.

Seating Chart and intentional grouping

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Challenges

-popping off on teachers

-attendance is dropping in the last month

-low functioning, has an IEP

-mom doesn’t speak English and seems low functioning herself

-parents are divorced, student is angry about life in general

Interventions

-consult with case manager

-spoken with kid about her attendance and attitude

-conversation with parent and or dean about her attitude towards teachers

-talk with teachers to fill them in on interventions

-meeting on nearly a daily basis

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The student doesn't say engaged in a project.

Strategies.

Take time to do a dance/stretches.

Allow movement breaks around the woodshop to explore new textures.

Work with student in Responsive Scheduler

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Student: Emily

1. Determine an organizational system that Emily can use to manage her assignments and her level of overwhelm (planner, Google Calendar, Chrome extensions like "Ace Your Time", etc.)

2. Small group testing, when possible

3. Check ins with parents to determine if anything is going on at home that could be contributing to her overwhelm/anxiety

4. Refer to counseling/mental health supports

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Student Description:

Freddy K. has attendance issues which impact his academic work. When he does attend class, he is more focussed on being social than getting work done. This is not only because he's an extrovert, but also because he has a hard time grasping the content.

Interventions:

Contact home

Positive reinforcement (this also provides individual attention) and rapport building

Checking for understanding

Giving opportunities to share their work with the class (because he enjoys the attention).

Chunked directions and visual supports (handouts, lessons, exemplars)

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Student does not participate in a Lab Group.

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Seating Chart (closer to point of instruction / positive peers)

Responsive Scheduler to make up priority assignments

Check list of priority assignments

Guided notes / access to notes to address focus/understanding

Frequent check ins for on task behavior

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Student hasn't come to class, and then shows up the ninth week of the semester. Mom emails how can we get their child to pass the class.

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Student: Emily (adapted to specific senior who's performance has declined throughout high school and from semester 1 to semester 2)

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Student: Sarah

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Student Description Here: {example one sarah student is struggling with missing assignments, disengaged in class, etc.}