Tier I Academic Interventions List

Seating Student near teacher
Seating near a positive role model
Standing near student when giving directions or presenting lessons
Avoiding distracting stimuli (high traflic area, windows, heat systems)
Increasing the distance between desks
Giving extra time to complete tasks
Simplifying complex directions
Handing worksheets out one at a time
Providing study skills training/ learning strategies
Providing student with an assignment notebook
Check homework daily
Setting short term goals for work organization
Assigning volunteer homework buddy
Pairing students to check work
Writing key points on the board
Providing visual aids
Making sure directions are understood
Having student review key points orally
Teaching through multi-sensory modes
Include a variety of activities in each lesson
Allowing open book exams
Giving take home tests
Giving frequent short quizzes, not long exams
Giving more objective items (fewer essay responses)
Providing frequent, immediate, positive feedback
Increasing the immediacy of rewards
Using "prudent" reprimands, avoiding lecturing
Using nonverbal cues to stay on task
Praising specific behaviors
Allowing legitimate opportunity to move
Giving extra rewards and privileges
Implementing time-out procedures
Allowing short breaks between assignments
Making student correct answers, not mistakes
Ignoring minor inappropriate behaviors
Supervising during transition time
Provide reassurance and encouragement
Speak softly in non- threatening manner if student is nervous
Focus on student's talents, strengths, and accomplishments
Make time to talk alone with student
Look for signs of stress build up, provide encouragement/reduced work load
Allow student an opportunity to "save face"
Compliment positive behavior and work
Look for opportunity for student to display leadership role in class
Send positive notes home
Reinforce frequently when student is frustrated
Use mild, consistent consequences
Give student choices
Utilize mnemonic cues (e.g., songs, cartoons, rhymes, stories, images: for teaching math facts, vocabulary, or steps in a process
Build frequent opportunities for movement during instruction to address needs of students who are kinesthetic learners
Circulate among students and observe and question as they are working
Make eye contact with students before giving directions and have students repeat the directions (e.g., tum to a partner, individually)
Provide clearly written directions and instructions in a step-by-step manner with illustrations and use as few words as possible
Write instructions on the board as well as say them aloud
Use reading partners and skilled peer or adult mentors to provide academic support
Provide varied texts or supplementary materials at different levels of reading difficulty
Use multiple and flexible grouping opportunities for students (e.g., teams, partners, whole group, independent, by interest, by learning style, teacher-assigned, self-selected)
Divide instruction into shortened segments and provide feedback to students before moving to the next segment
Break assignments into smaller chunks to give students opportunities to respond frequently
Integrate cooperative experiences into instruction
Use direct, systematic instruction for students who show areas of concern
Use technological tools or computer software to allow students to access content in multiple ways
Use multi-sensory techniques to present information
Use visuals, charts, and models for concept reinforcement
Use graphic organizers to focus attention on key elements, concepts, or ideas
Provide practice opportunities using multiple modalities
Provide opportunities for students to respond in a variety of ways (e.g., questions, dry-erase boards, thumbs-up, partner share, graphic organizers)
Offer materials, tasks, and learning options at varied levels of difficulty
Use frequent monitoring to assess the progress and non-progress made by students so instruction can be adjusted in a timely manner
Explain clearly each academic task and the specific criteria needed to successfully complete the task
Monitor student understanding continuously so misunderstandings can be clarified and corrected immediately
Reinforce memorization of steps using repetition in a variety of contexts where memory is required ( e.g., oral, written, act it out)
Work collaboratively on tasks with a student and gradually withdraw the support
Anchor new knowledge to previously learned knowledge
Provide a master set of notes, when note-taking is required, to improve student's notes
Integrate learning into a game-show format
Create and provide students an easy-to-follow visual that specifies problem-solving steps in a clear manner that students may reference as needed
Display poster-size versions of problem-solving steps in the classroom, refer to the posters often, and encourage students to follow the steps
Design a signal on the desk (e.g., brightly colored index card folder like a tent)
Review and practice previously taught material frequently
Present new concepts using a logical instructional sequence that maximizes the likelihood a skill will be learned (e.g., model, guided practice, independent practice)
Integrate real-life experiences into instruction
Use storytelling, theatrics, and props to capture and focus the attention of students as a new concept is introduced
Activate prior student knowledge by promoting a discussion that enable a student to make connections to learned information/experiences prior to the introduction of a lesson
Employ auditory signals to attract and maintain focus of students ( e.g., play chimes, ring a bell, use a clap pattern, play music)
Use visual signals to attract and maintain focus of students ( e.g., illustrations, raised hand, overhead timer)
Use a laser pointer, stick pointer, highlighter tape, or colored pens to focus on key information in the text
Frame projected infonnation (e.g., use of hands, a drawn box, highlighter, pointer) when using an overhead or LCD projector
Avoid instructional lag time by preparing materials in advance
Allow students to readjust seating if they are not positioned where they can see the board or media screen
Present instruction at a lively pace using humor
Use an egg timer or an hourglass timer as a guide to complete tasks
Have students record notes or make illustrations of key points during instruction
Use illustrations, diagrams, demonstrations, charts, and manipulatives to present instruction
Illustrate key points, no matter the level of artistic ability, to focus attention and help with retention of information
Use organizers to focus attention and increase comprehension of concepts to be learned
Incorporate names of students when telling stories or presenting problems to capture student attention
Make use of color in gaining attention of students ( e.g., colored dry-erase pens on dry-erase boards, colored highlighting tape, colored Post-it notes)
Have earphones/earplugs available for students who have auditory distractibility
Seat reluctant students close to students who remain focused throughout instruction
Stop often to summarize key elements in a lesson
Invite students to use their own words to summarize key points in a lesson to a partner
Allow students opportunities to move about the room during instruction when appropriate
Alternate between passive and active instructional activities
Pause during instruction to ask questions and check students' levels of understanding or any misunderstandings of content
Use Think-Pair-Share to give each student an opportunity to think prior to forming a response and to allow each student an opportunity to share ideas

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