Embedded Files
WHAT IS THE CONCERN?
What is the reason for your nomination to the progression of supports?
Attendance:
tardy, whole days absent, dismissed, skipping class
Academic:
reading, writing, numeracy,
Executive Skills:
organization, sustaining attention, inhibiting responses (impulsivity), planning or prioritizing, initiating tasks(getting started), completing classroom tasks, time management, handling change/transitions, _
Social Behavior:
peer or adult conflicts, disrespect to peers or adults, socially withdrawn or isolated, disruptive to learning environment, social skills concerns, inflexible, non-compliance, confrontational, shuts-down communication, head down or hides
Emotional Self-Management (Emotional Regulation):
managing stress or anxiety, managing anger or frustration, managing sadness or depression
Other:
WHAT ARE THE DATA TELLING YOU?
ACADEMIC:
What does the data show? Does their performance on standardized tests match their performance in class? Not sure how to read the Performance+ data: https://ftc-nh.perfplusk12.com/help/resources/PerformanceTrackerTeacher_072012.pdf
BEHAVIOR:
What can you learn from the SWISS data? If a detailed report is provided, are there any patterns to their referrals?
ATTENDANCE:
What can you learn from the attendance data? If a detailed report is needed, contact Data Secretary(Donna Stevens). Are there any patterns to the absences?
WHAT ARE THE STUDENT’S STRENGTHS?
Student Strengths:
__Reading __Writing __Math/Numbers __Science __Funny/Sense of Humor
__Athletics __Charm __Caring for others __Helps Others __Communication Skills __Hard worker __Drawing __Patient __Business Skills __Strong Vocabulary
__Organization __Leadership __Dependability __Resilient __Persistent
__Self-confident __Fun __Problem-solver __Easy Going __Mechanical
__Other:__________________________________________________________________________
Multiple Intelligence Theory
Assets Based Approach
Whole Child Approach
Universal Design for Learning
WHAT ELSE DO YOU KNOW ABOUT THE STUDENT?
What does the student like to do after school? On weekends?
What is their family life like?
What are their goals after high school?
How do they work best? alone, in a group, while listening to music?
What makes them smile?
WHAT HAVE YOU TRIED? WHAT ELSE COULD YOU TRY THAT WOULD TAKE INTO CONSIDERATION THE STUDENT’S STRENGTHS?
Optional Strategies
__Extra positive adult attention
__Teach expected behaviors
__Ignore concerning behavior; notice
positive behavior
__Behavioral Reminders:__verbal __tangible
__Informal behavior plan (not documented)
__Tangible reinforcements or incentives
__Check in/ Check out Program
__Sensory diet
__Self-monitoring plan
__Accommodations:
__Extended Time
__Breakdown assignments to smaller parts
__Movement breaks
__Work breaks
__Work in distraction-free location
__Checks for understanding
__Re-teaching
__Oral testing
__Other:___________________________
__Tutoring with adult
__Peer tutoring
__Changed seating
__Change of activities (change of schedule)
__Special privileges
__Referral to After School Program
__Referral to guidance / Counseling support
__Consultation with colleagues
__Other academic or social/emotional
support or assistance:____________________________
______________________________________________
__Loss of privileges
__Referral to administrator to address behavioral concern
__Phone consultation with parents
__Face to face consultation with parents
__1:1 meeting with student
__Time out (in-class)
__Removal from class
Report abuse