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MTSS Classroom Tier I Interventions for Academics and Behavior

MTSS Classroom Tier I Interventions for Academics and Behavior

 

GENERAL CLASSROOM INTERVENTIONS
  Structured classroom routine/Consistent schedule   Small group opportunities for collaborative learning
  Reduce classroom distractions   Provide physical activity
  Focus child’s attention prior to instruction   Modify seating arrangements
  Provide short breaks in instruction   Appropriate Level of Challenge
  Teacher conference with student   Seat student near positive role model
  Actively listening to student’s concerns   Planner check with parents and teacher signatures
  Involve student in planning goals for improvement   Active Engagement in the Learning
  Provide consistent feedback   Recognition for academic achievement/behavior
  Encourage journaling   Parent-teacher conference
  Positive Home/School Communication   Use noise reducing headphones
  Identify and reduce sources of stress or anxiety   Monitor use of glasses or hearing aids… hearing, vision and/or health screening
  Give extra one to one help/working with a partner
  No Non-sense Nurturing   Positive Behavior Intervention Supports (PBIS)
                           

 

ACADEMIC   BEHAVIOR
Review student’s records   Post classroom behavior expectations
Modify teaching methods/Scaffold instruction   Build relationship to learn motivation and personal interests
Modify curriculum materials   Consistent positive regard, greetings, eye-contact, positive affect
Write instructions on board as well as giving them orally   Re-direct the behavior
Allow/provide alternate writing utensils   Reflection/Refocus Time
Shorten or simplify directions   Frequent eye contact and positive tone and voice level
Provide copy of teacher notes/outline of lesson   Opportunities for more responsibility
Teach organizational strategies (color code binders, list of materials needed)   Informal check-in/check-out with student (before and at end of class)
Reduce assignment length   Ignore minor negative behaviors
Interact frequently with the student   Parent conference with counselor or administrator
Daily academic goals   Behavior contract signed by student and teacher
Extended time for assignments   Teach, model and reinforce the appropriate positive behavior
Use assistive technology   PBIS Supports and Acknowledgments
Use peer tutors with student   Meaningful, logical consequences that change the negative behavior
Allow work to be presented in alternate format such as orally, recorded, typed   Social Emotional development to increase empathy and reduce bullying and aggression
Extra supplies available in classroom   Peace Circles, RA, Olweus, Why Try, Second Step, RAK
Give tests orally   Structured and systematic transitions