Help Start Assignment
Help Start Assignment
Embedded Files
Helping to start assignments...
Provides additional support
Prevents increased frustration
Checks for understanding
Implementation
Implementation
Overview
Prior to stations, independent, or group work, a teacher may select a student or group of students to work with them to check for understand.
This can be self selected by the teacher or an offered option where students can choose to use the collaboration.
Teachers can bring the student/students together for a quick check or a reteach session. A jumpstart can also be used for homework or future assignments to give students who have patterns of truency or expected absences.
Once the student/students have an understanding of the concept typically through the completion of 1-3 problems, they are "released" to the other classroom assignment.
This "release" can be one student at a time. You do not have to wait for all students in the jump start session to be checked before other students move on.
Core Components
The start of the work is done with the student not for the student
Verbal processing is used to discuss how to start the work
Scaffolded to the least extent
Proactive Implementation
Providing a set time at the end of the day where students are able to start an assignment with your support may lead to better understanding and answer any questions the students may have. This could be an open forum style time.
Responsive Implementation
If a student, group, or class are struggling with the ability to complete work or need a boost to support in the completion of work then a time can be introduced where the students can receive this support.
Bucket Fits
Bucket Fits
Connection
If the need is connection then students may work with tutors or buddies to receive help starting the assignment.
Skills Training
If the need is skill building then the student may receive help starting only work that requires the specific skill they are targeting.
Awareness
If the need is awareness then the student may use this time to management of workload where the student can receive help to complete some of the work they are assigned.
Emotional Regulation
If the need is regulation then the student may utilize this help in order to support specific skills that have caused dysregulation and frustration.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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