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1st tried fidgets. Some were not ideal, tried many Breaks worked instead...leave the classroom. Took a processt to find the right intervention.

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Student movement and interruptions during mini lessons. Moved to a place where he had more space. Successful for a while. Gave moveent time before activity. Stand behind the carped. Time before mini-lesson in Sensory room. Some at the same time.

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Enslisting students strenghts to bring into group. Sspeak with clarity and directly.

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Focus on a specific time of day.  Frequency, time of day, times per day.  Photographic reminders.  Specific time period.  Anectodal notes. Looked for improvement over time.

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Behavior chart reflected on with student, take notes (jot down), share about student with team, hear different perspectives.

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Use "exit ticket" to gather data. Kkeep track of the ticket.

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social-emotional: peer engagement, motivation, self-esteem

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Student having hard time staying in class.

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Core Challenge:
Behavior impacting academics and social relationships

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Core challenge: A student did not speak English or Spanish.

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Providing student with a bubble cushion to improve posture and help him sit in the correct position for writing.

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Providing students with specialized paper (bigger lines, dashed lines in the middle) to help with more organized and clear writing.

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A child preferred sitting in a floor chair (with back) rather than cross legged on the carpet. He was able to focus more, stay still, and asked for this chair on his own.

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A student with motor skill disability. It's difficult for her to play tag. So she used a noodle to extend her reach. But then everyone wanted to use the noodle and it turned out to be better for all.

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A student was using bathroom frequently. Teacher began noting the time student left and came back to classroom on the whiteboard. Teacher let them know that this was happening. Behavior began to lull. Needed to revisit several times, but student became more aware.

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Used to check how often and what time of the day behavior occurred.

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Helpful when done across classes in different contexts.

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To quickly record observations and then later record more formally, perhaps on a spreadsheet.

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loved engaging with Gracie; so excited and became a "Lincoln author" of a book about Gracie. Result was motivation and self-empowerment.

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Used a toy or stuffed animal at recess as a tool to role play at PE, but then connect with other children. The item became a connection point for another child also.

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Teamwork/collaboration between teachers because all were aligned. Teachers were more secure in the planning for accommodations.

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Collecting reading and pre-literacy skills in Spanish & English.

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Visual documentations (photo & video) for social interactions and celebrating those.

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Targeted sequence to work up to full oral sentences from no response, to words, to phrases, then sentences.

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Giving the student the opportunity to have moments to do other things and then go back to the main task/work.

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Allowing the student to go to the safe place or go for a walk down the hallway.

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Reducing the schedule so the student doesn't get too tired and has time for other activities outside school.

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Charts with options.

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Time on task.

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Teacher's log/notes.

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Student who has trouble focusing/sustaining attention. Used brain breaks and mindfulness, especially during transitions. Observed changes in time on task.

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Working on sharing, not grabbing toys. Used modeling and explicit teaching for how to use words.

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Executive functioning - organizing materials. Used a visual chart in the classroom for all kids. (Step 1: Step 2:...)

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Tally marks

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Use rubber bands to track observed behavior - start with all of them on one wrist and move to the other.

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Student check-ins or charts (ten frames, Google Form, etc.)

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Student had trouble expressing himself in English. Intervention: Listening to student express the story orally. Took individual words and then would scribe the letters he already knew to support encoding, leaving blanks for the letters he didn't know. Supported sentence by sentence.

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Intervention possibility:  Provide sight words so he could use this scaffold to build the sentences.

Other possibility:  Building sentences using parts of speech using a word bank to scaffold vocabulary. (Who?  What did he/she do?  What happened there? (detail)

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Pictures of the child's writing.

Make the effort to record/actually WRITE down the small interventions, strategies you made (even if you made it on the fly).  Make a google doc for each child in the class or that you're supporting. Find a few minutes each day to quickly update these docs to record the (small) interventions used. This info could also inform reporting. Could even use voice typing to help yourself quickly record these interventions.

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Building connections with teachers / assistants and homeroom

*a small moment with students : HT = Child (drawing together, playing a game together )

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Visuals around the class helped him learn his routine and feel safe and gain confidence //
Adapt activities to student interests: sticking snap words on legos since the child likes building

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Walking around the circle during rug time on morning circle/ with teacher s guidance

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pictures of student work

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note class observations

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Fine and gross motor skills impacted on other aspects such as emotional and academic.
Strategy 1 used: During Comm Mtg (or any other group activity) she would he/she often be the leader in order to help her focus and feel a greater sense of belonging and confidence. (worked at the moment, but not for long)

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Give her breaks: play dough, go outside,

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Adapting activities in order to support her/him visually: color, spacing, size..etc

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Assign her/him special activities (on the run) in order to help her/him become more engaged.

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Her/his acompanante would make anecdotal notes.

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Use classwork as evidence.

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Could use: taking pictures and/or recording so student can self-reflect.

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Core challenge: not alphabetized in he/she/ they home language or English - upper elementary.

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Sensory tools to work on identify phonims, games.

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modified activities that where focused on their own academic needs - focused on foundation skills during specific moments in the classroom

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letter/sound screening to see which letter sounds did the student know in both languages

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teacher observation and asking about knowledge of content knowledge from home, the students birthday, favorite things.
consulting and discussing student concern with ELL teacher, HR and Spanish teacher to gather anecdotal information.

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teacher notes, to keep record of the student progress -

Use of a rubric to register - daily, weekly or monthly -

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Allowing a student to draw what they did/wanted to say

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Using Google translate to communicate. This could be done simultaneously while you were giving a lesson, or check-ins after the group has started on a task. Used for social and academic purposes.

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Use of visuals, with written translations into the students' native language.

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Observational data and/or checklist collected on daily, common language use. ex. does the student greet you or respond to a greeting?

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Audio journal of student speaking in order to share with them their progress

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When to move from tier I to tier II.

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How can we get the teamwork started?
How can we better support teachers to modify curriculum?
How do we ensure that we are incorporating student engagement into the classroom sooner when s/he/they have social and communication needs?
How do we collaborate to get expertise when the need is to differentiate "down" when we have no experience with that particular aspects of teaching and learning?

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How can we gather data without adding more work to the teachers?

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How can SSS teachers and HR teachers effectively work together to implement Tier 1?

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is it possible to have LC teacher in K4 at least weekly check ins/ collaborative shared time as well as K5 to assist teachers with behavior and learning needs

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We would like to better understand the difference between what tiers 1, 2 and 3 look like. Is tier 1 intervention meant for the whole group, or is it still considered tier 1 if only 1 or 2 get it? Example: a student uses play dough in order to help him/her focus (as a transition to the next task) while other students are writing.

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how can we unified the information between what happens in spanish class and in english class to allow better early interventions?? how can be protect teaching meetings to allow for those exchange of data gathering?

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How can we document? Can we have common forms?

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We need a parent letter/template to inform them of interventions.

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Can we record students (in PE) to share behavior with student support/counselors/teachers?