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Work with math reading interventionists/ specialists, para pulls small group of students needing urgent intervention, work small group/individual with me. Modified content practice (fewer problems/ practice previous grade level content)

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Work with math reading interventionists/ specialists, para pulls small group of students needing urgent intervention, work small group/individual with me. Modified content practice (fewer problems/ practice previous grade level content)

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Create challenge activities and work in small groups on the challenge activities. Students at or above grade level buddy with a struggling student to help teach the material to others. Paras pull a challenge group and work on extending content.

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Students on watch are often times defined as on the bubble. These students can benefit from small group instruction where multiple strategies can be applied to find the one that best clicks with them. Oftentimes these students just need repeated instruction with the opportunity to practice the skills a little longer then the regular curriculum pacing guide allows for. This extra practice can take the form of morning work, choice boards, partner work, group work, or one on one.

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Students needing urgent intervention should be carefully looked at for possible learning disabilities or reasons why they are struggling. By collecting data in the form of assessments, observations etc. we can potentially identify reasons and plan accordingly. Meeting students where they are and building upon that knowledge will also promote growth as they can begin to make progress in their skill levels. Using materials from other grade levels to find appropriate work for these students can give them the opportunity to experience success in a small group setting and begin to build their " I can" mindset.

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Be sure to make note of this on the SRSS and begin the PST process. Look at the data from assessments and conferencing with the student. Give the student opportunities with guided practice, manipulatives, and materials at their instructional level. Celebrate small steps of growth and cheer them on. Know that they need lots of repetition and practice over a longer period of time to show growth, but the growth will come! Break material down into manageable chunks of learning. Modify assignments and assessments as needed. Be sure to communicate with parents, specialists, and get a PST completed right away so further testing can begin if needed.

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Use the PST process to make sure the student is getting all of the services he/she needs. Continue to use the PST interventions to gather data and give feedback. Use assessments to place a student in small groups and give them repetition/practice in guided groups. Use intervention materials for Bridges online as needed, talk with specialists about placement in BAR, use as many hands/sensory pathways to support memory as you can.

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Use enrichment materials and projects to support higher levels of thinking.

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These students need to be/are referred to PST to help put interventions in place to help support them in the classroom. This data then needs to be tracked and reevaluated to see if the intervention is working or if further evaluation is needed. This is important to help support the teacher and learner. It also helps gather more specific data to help understand the needs of the child. 

# data[].attributes.subject
These students need to be/are referred to PST to help put interventions in place to help support them in the classroom. This data then needs to be tracked and reevaluated to see if the intervention is working or if further evaluation is needed. This is important to help support the teacher and learner. It also helps gather more specific data to help understand the needs of the child. 

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These students need to be seen regularly by interventionist (math and reading). They also could benefit from 1 on 1 pull outs with a para and possible Oasis tutor. Many students in this area benefit from a small group setting and excel when placed in these groups. We need to provide as many opportunities for this as possible. If these settings do not seem to be benefiting the student they need to be referred for a PST and more specific data driven interventions need to be put in place.  

# data[].attributes.subject
These students need to be seen regularly by interventionist (math and reading). They also could benefit from 1 on 1 pull outs with a para and possible Oasis tutor. Many students in this area benefit from a small group setting and excel when placed in these groups. We need to provide as many opportunities for this as possible. If these settings do not seem to be benefiting the student they need to be referred for a PST and more specific data driven interventions need to be put in place.  

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These students also typically benefit from intervention or small group instruction. Utilizing the expertise of our interventionists or paras to help support the child may benefit. Many students just need the repeated exposure or opportunity for small group with the teacher in this area. Again, if these supports that are put into place are not working. The student needs to go to a PST where everyone at the table can help to develop interventions that can be tracked.

# data[].attributes.subject
These students also typically benefit from intervention or small group instruction. Utilizing the expertise of our interventionists or paras to help support the child may benefit. Many students just need the repeated exposure or opportunity for small group with the teacher in this area. Again, if these supports that are put into place are not working. The student needs to go to a PST where everyone at the table can help to develop interventions that can be tracked.

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Students at this level need small group instruction from the teacher and differentiated instruction/independent work at a higher level. They need to be pushed to work beyond their current level. It may also benefit this learner to learn about a topic of interest. It would then be up to the teacher to include skills that they need work to on to put in the project or skills that may be a grade level beyond. 

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Students at this level need small group instruction from the teacher and differentiated instruction/independent work at a higher level. They need to be pushed to work beyond their current level. It may also benefit this learner to learn about a topic of interest. It would then be up to the teacher to include skills that they need work to on to put in the project or skills that may be a grade level beyond. 

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Seeing your reading groups everyday for kids who are in this category is essential, as well as them going to a second reading pull out with reading teachers each day. This should be consistent and day to day.

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Seeing your reading groups everyday for kids who are in this category is essential, as well as them going to a second reading pull out with reading teachers each day. This should be consistent and day to day.

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Seeing your reading groups everyday for kids who are in this category is essential, as well as them going to a second reading pull out with reading teachers each day. This should be consistent and day to day.

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Teaching a specific phonics programs in addition to BAR/Making Meaning, etc significantly improves reading skills of students at this level especially for students with dyslexic traits.

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Teaching a specific phonics programs in addition to BAR/Making Meaning, etc significantly improves reading skills of students at this level especially for students with dyslexic traits. 

# data[].attributes.body
Teaching a specific phonics programs in addition to BAR/Making Meaning, etc significantly improves reading skills of students at this level especially for students with dyslexic traits.

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Pretest/Formatively assess students and when they show mastery or understanding, have alternative activities or tasks on hand that challenge or deepen level of understanding. Students can work on these while the rest of the class works on the daily lesson with you. They can work on their own or in a group in the back of room, at a table, or using technology to guide them through the objectives. It may take some time up front to create and gather for each unit or topic, but once gathered and created, they can be saved and laminated for use again and again. Teachers can team up to divide and conquer. You can team up with Alpha teachers to aide in creating higher level thinking activities within grade level topics as well that will challenge and extend for on target and advanced learners.

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At this level often times, there is lack of exposure or it takes time to process so the more a student can be exposed or take in, manipulate, hear the content over and over the more it can benefit them. Especially with those who lack the exposure with math and numbers at early ages of development.

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Sending home dojo messages periodically celebrating the success of passed goals, but then sharing what goals they are "on watch" for but I say that they are struggling with and need to work on in order to pass this next set of goals has so far proven very helpful in getting parents to willingly work on these areas at home to give additional practice to students. I even provide a Seesaw playlist of self-made teacher videos of all the goal areas where they can watch me teach it so they know exactly what it is, what they have to do, and how the skill should be done. This has helped students progress and pass struggling goals in a timelier fashion and increase learning in those areas.

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Sometimes these students just need extra daily practice on a specific skill and yet are pulled out of the classroom for 40 min. Skill practice could just be a 10 min pull out in the hallway near the classroom.