Paterson Public Schools Division of Pupil Personnel Services Department of Guidance & Counseling K-12
Intervention & Referral Services Procedural Manual Dr. Donnie W. Evans, State District Superintendent Dr. Donald Merachnik, Assistant Superintendent of Pupil Personnel Services Michael W. Smith, District Director Guidance & Counseling K-12 Mae Bradley, Supervisor Intervention & Referral Services
REVISED AUGUST 2009
Table of Contents Page Table of Contents………………………………………………………………..
2
Mission Statement……………………………………………………………….
3
Section I…………………………………………………………………….........
4
New Jersey Administrative Code N.J.A.C. 6A: 16-8. 1-3……………………….
5-7
Intervention and Referral Services Procedures…………………………………..
8-9
Intervention and Referral Services Process………………………………………
10 - 12
Section II………………………………………………………………………….
13
Suggested Academic Interventions………………………………………………
14 - 18
Suggested Academic, Personal and Social Behavior Strategies…………………..
19- 22
Section III………………………………………………………………………….
23
Attention Deficit Hyperactivity Disorder………………………………………….
24 - 25
Three Components of Successful Programs for Children with ADHD…………
26 - 27
Teaching Children with ADHD: Effective Behavioral Interventions Techniques….
28 - 29
Teaching Children with ADHD: Instructional Strategies and Practices……………
30 - 33
Section IV……………………………………………………………………………
34
I&RS Forms…(14 forms)……………………………………………………………
35-48
Appendix / Questions and Answers on I&RS Regulations……………………….
49
References……………………………………………………………………………
50
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Mission Statement The Intervention and Referral Services (I&RS) Team is a building based team comprised of Administrative and Instructional school staff and parents committed to supporting students who are at risk in the general education population. The I&RS Team assists school staff and parents by providing strategies and interventions to resolve an array of academic and behavioral problems in the general education setting. The I&RS Team process provides students with an opportunity to be successful in the overall school environment. The I&RS Team process is not an automatic precursor to a Child Study Team evaluation.
It represents a separate and distinct team effort to provide help via
classroom activities. However, some students may be referred to a Child Study Team after an I&RS team intervention. And, at times, classified special education students may be assisted by the team if the intervention is coordinated with the I.E.P. (Individual Education Plan).
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SECTION I N.J.A.C. 6A:16-8.1 The Referral Process I&RS Participants Purpose of an I&RS Team Criteria for Team Members Role of I&RS Team Members Functions of I&RS Team Members Characteristics of Effective Team Leaders Meeting Recorder Meeting Time Keeper
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INTERVENTION AND REFERRAL SERVICES N.J.A.C. 6A:16-8.1
6A:16-8.1 Establishment of intervention and referral services (a) District boards of education shall establish and implement a coordinated system in each school building in which general education students are served for the planning and delivery of intervention and referral services that are designed to assist students who are experiencing learning, behavior or health difficulties and to assist staff who have difficulties in addressing students’ learning, behavior or health needs. District boards of education shall choose the appropriate multidisciplinary team approach for planning and delivering the services required under this subchapter. 1.
The intervention and referral services shall be provided to aid students in the general education program; and
2.
The intervention and referral services, pursuant to N.J.S.A. 18A:46-18.1 et seq. and this subchapter, may be provided for students who have been determined to be in need of special education programs and services. The intervention and referral services provided for students who have been determined to be in need of special education programs and services shall be coordinated with the student’s Individualized Education Program team, as appropriate.
6A:16-8.2 Functions of intervention and referral services (a)
The functions of the system of intervention and referral services in each school building shall be to:
1.
Identify learning, behavior and health difficulties of students;
2.
Collect thorough information on the identified learning, behavior and health difficulties;
3.
Develop and implement action plans which provide for appropriate school or community interventions or referrals to school and community resources, based on the collected data and desired outcomes for the identified learning, behavior and health difficulties;
4.
Provide support, guidance, and professional development to school staff who identify learning, behavior and health difficulties;
5.
Provide support, guidance, and professional development to school staff who participate in each building’s system for planning and providing intervention and referral services;
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6.
Actively involve parents or guardians in the development and implementation of intervention and referral services action plans;
7.
Coordinate the access to and delivery of school resources and services for achieving the outcomes identified in the intervention and referral services action plans;
8.
Coordinate the services of community-based social and health provider agencies and other community resources for achieving the outcomes identified in the intervention and referral services action plans;
9.
Maintain records of all requests for assistance and all intervention and referral services action plans and all related student information, according to the requirements of 20 U.S.C. § 1232 and 34 CFR Part 99, Family Educational Rights and Privacy Act; 20 U.S.C. § 1232h and 34 CFR part 98, Protection of Pupil Rights Amendment; N.J.A.C. 6A:32-7, Student Records; 45 CFR §160, Health Insurance Portability and Accountability Act, 20 U.S.C. § 6301, Title IV (A)IV § 4155 of the Elementary and Secondary Education Act as reauthorized under the No Child Left Behind Act; 42 CFR Part 2, Confidentiality of Alcohol and Drug Abuse Patient Records; A.J.S.A. 18A:40A-7.1, School-based drug and alcohol abuse counseling, information from participants, disclosure; N.J.A.C. 6A: 16-3.2, Confidentiality of student alcohol and other drug information; N.J.S.A. 18A:36-19, Creation; Pupil Records; Maintenance and Retention, Security and Access; Regulations; Non-Liability; N.J.A.C. 6A:14-2.9, Student records; as well as other existing Federal and State laws pertaining to student records and confidentiality.
10.
Review and assess the effectiveness of the provisions of each intervention and referral services action plan in achieving the outcomes identified in each action plan and modify each action plan to achieve the outcomes, as appropriate; and
11.
At a minimum, annually review the intervention and referral services action plans and the actions taken as a result of the building’s system of intervention and referral services and make recommendations to the principal for improving school programs and services, as appropriate.
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6A:16-8.3 School staff and community member roles for planning and implementing intervention and referral services (a) The district board of education shall establish written guidelines for the involvement of school staff and community members in each building’s system of intervention and referral services, which shall, at a minimum: 1.
Identify the roles and responsibilities of the building staff who participate in each building’s coordinated system for planning and providing intervention and referral services, including the roles and responsibilities of staff members who identify learning, behavior or health difficulties;
2.
Identify the roles and responsibilities of other district staff for aiding in the development and implementation of intervention and referral services action plans; and
3.
Identify the roles, responsibilities and parameters for the participation of community members for aiding in the development and implementation of intervention and referral services action plans.
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Intervention and Referral Services Procedures Step 1:
The referring person (teacher, family, or staff) obtains the Intervention and Referral Services Request Form from the Facilitator (School Guidance Counselor). The referring person completes the Request Form.
Step 2:
After submission of the completed Intervention and Referral Services Request Form to the Facilitator, the Facilitator mails the Intervention and Referral Services notification letter to the home of the parent of the referred student. A copy is placed in the student’s I&RS folder.
Step 3:
The Facilitator assigns the appropriate staff member to monitor the process.
Step 4:
The Facilitator distributes, collects, and collates I&RS documents.
Step 5:
The Facilitator determines a meeting date/time and notifies the parent/guardian, teacher(s), and other required persons of the meeting.
Step 6:
The I&RS Team, in conjunction with the family and the teacher(s), develops an Action Plan to assist the student. An I&RS team member is assigned to monitor the plan and strategies to be implemented. The Facilitator determines a follow-up meeting date/time to review the Action Plan.
Step 7:
The student’s progress toward identified goals and objectives are documented by the teacher and other individuals with responsibilities for helping to implement the Action Plan.
Step 8:
The Facilitator notifies the teacher(s) and all individuals with responsibilities for the Action Plan of the follow-up meeting date and time. The Facilitator mails notification of a follow-up meeting with the appropriate date and time to the student’s home.
Step 9:
The I&RS Team, family, teacher(s) and individuals with responsibilities for the Action Plan, meet and review the student’s progress. If the student is successful with implemented interventions in the regular education classroom, the process is discontinued. But follow up becomes the responsibility of the facilitator.
Step 10:
The I&RS Team continues to meet at regular intervals to monitor progress and/or to amend the Action Plan. All stakeholders are notified of the meeting dates/times. If the student is not successful with the implemented interventions in the regular education classroom, after an extended period of time, the I&RS Team determines if the student is eligible for 504 accommodations, or whether referral to the Child Study Team is warranted. However, additional interventions may be implemented first.
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Intervention and Referral Services Procedures (Continued) A. General Education Teacher submits I&RS referral form to principal and/or designee B. Principal or designee reviews case and interviews staff Medical questionnaire forwarded to school nurse and SAC Health office return medical questionnaire to principal or designee prior to I&RS Team meeting
C. Principal or designee schedules I&RS Team meeting Appoints facilitator Facilitator collects data on students to prepare for meeting
D. Facilitator notifies parent/guardian by letter of the I&RS Team meeting E. Facilitator convenes initial I&RS Team meeting Identify the problem Develop a plan to solve the problem Develop and document action plan Reason for Referral Interventions and Strategies Dates of Implementation Person Responsible Documentation of action plan Schedule next meeting date to review plan Parents informed by letter of the action plan Implement action plan Principal and/or designee provides support to implementers Case monitor to meet with teacher to review plan Refer case elsewhere (if appropriate)
F. Facilitator convenes follow up I&RS Team meeting
Review recommendations Determine outcome of action plan Continue, modify, or conclude the intervention/strategies If referring to office of Division of Pupil Personnel Services, complete the Child Study Team referral form and attach I&RS Team forms
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Participants in the I&RS Process The school’s Intervention & Referral Services (I&RS) Team is an ancillary student support service with the goal of assisting school staff and parents to address the spectrum of students learning, behavior and health problems encountered in the general education program. The emphasis is on early identification and intervention to counter problems at the classroom and school level. The I&RS Team regulations do not mandate a committee structure. The structure of the I&RS Team should be a collaborative team approach featuring structured and collegial planning, decision making and problem solving for general education students. The intent of the I&RS Team is to address the full range of issues, academic, behavior and health, that may interfere with a student’s ability to learn and adjust properly in a school environment.
I&RS Team Participants
Principal or Designee Guidance Counselor General Education Teachers School Nurse Learning Disability Teacher Consultant (as needed) SAC Counselor Reading Coach (if appropriate to building) Math Coach (if appropriate to building)
Parent/Guardian of Student Academic Support Teacher
Purpose of an Intervention & Referral Team • • •
To identify and assist students in the regular classroom who are experiencing academic, health and/or behavioral difficulties To provide a non-threatening support system to teachers To assist the teacher in coming up with strategies and techniques for implementation and design an intervention plan
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Criteria for Team Members • • • • • • • • •
Classroom experience Knowledge of curriculum and materials Interest and ability to assess learning, health and behavioral problems Knowledge of techniques for individualizing instruction Specialized skills Input from individuals of the same culture, language, and background as the student being discussed Strong interpersonal skills, allowing team members to communicate well with colleagues, students and parents Knowledgeable about the pre-referral process and interested in helping teachers Time to devote to the process
Role of I&RS Team Members • • • • • • • • • •
Serving as a consultant to the teaching staff Providing support to teachers as they implement strategies Meeting on a regular basis to discuss individual student cases Providing follow-up to teachers regarding individual cases Providing general training to the faculty Making long-term recommendations to the principal based on findings Referring students for school services Referring students/parents to community resources Actively involving parents in the process Determining methods for measuring success
Functions of Team Members • • •
To define and clarify the nature of a student’s learning, health and/or behavioral problem; gather information, generate recommendations, evaluate the results and provide follow-up To determine building level needs and develop an annual plan that includes short and longterm goals for dealing with those needs To implement a process for self-evaluation that assures the continuing professional growth of the member
Team Members Planning Time The team meets regularly, weekly if possible, to discuss the cases referred to them and to consider the effectiveness of the intervention suggested. Teachers must have release time from instructional and school responsibilities to meet. Teachers participating as ongoing team members should have additional meeting time set aside beyond their personal planning periods.
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Characteristics of an Effective I&RS Team Leader The I&RS Team leader shall demonstrate leadership skills and: • Advocate for students receiving instruction in the least restrictive environment • Coordinate team efforts • Foster collaboration in team meetings • Encourage referrals of students at risk • Establish case priorities • Schedule meetings • Verify specific actions to be taken on team recommendations • Ensure timely and appropriate follow-up • Maintain timelines and accurate records • Clarify procedures at the meeting
I&RS Meeting Recorder •
The I&RS Team meeting recorder shall keep a written account of what occurs during each meeting
I&RS Meeting Time Keeper •
The responsibility of the I&RS Team time keeper is to keep all team members on task during each meeting
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SECTION II
Suggested Interventions & Strategies
Suggested Academic, Personal and Social Behavior Strategies
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SUGGESTED ACADEMIC INTERVENTIONS Reading Modifications Instructional Preparation: ♦ Build background information ♦ Develop vocabulary ♦ Show a video tape of a novel before reading it. Compare similarities and differences Reading Instructions: ♦ Teacher reads the text aloud using a guided reading procedure ♦ Tape-record the entire lesson to be read. (Some publishers offer tapes of their books) ♦ Focus on the pictures to encourage students to rely on visual clues ♦ Collect high interest low vocabulary books ♦ When you read aloud to the class, tape-record the story. Allow students to check out the book and the tape ♦ Have students tape their favorite books for others to listen to ♦ Provide a “Picture Frame” so a student will see only several lines of print at a time ♦ Use repeated reading—teacher to student, student to teacher, etc ♦ Encourage fluency by timing students reading at independent reading level. Graph progress ♦ Provide choral reading opportunities to build confidence ♦ Place colored acetate sheets over text to enhance the contrast and darken the print
Written Language Modifications ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Provide lecture notes by Xeroxing copy of classmate Give separate grades for mechanics and content of written work Use worksheets which require little writing Allow students to answer test questions orally at least some of the time Give more short quizzes and tests rather than long tests and essays Pair student with able classmate to proofread writing Provide opportunities to write daily Carefully structured assignments, and an outline or format to follow may help a child to get started Minimize rote copying tasks Provide word banks Have student begin writing by mapping his ideas Write with an audience in mind Allow student to compose on computer or word processor Concentrate on handwriting as a separate activity
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Spelling: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Teach cover and write method for study Trace words on arm to access tactile sense Adjust number of words on the list. Increase when student reaches mastery on three consecutive tests Allow student to set individual selling goal Group words into word families that follow a pattern Choose words relevant to the curriculum Highlight prefixes, suffixes and base words to aid visual discrimination Provide student with audio tape of word list to take home for practice testing Provide minimum 10 minutes daily practice Record pretest and posttest scores. Grade on effort and improvement as well as percentage
Math: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Allow students to use number lines, calculators and fact tables Encourage the use of fingers if it improves accuracy when student is calculating Use timed drill materials to encourage student to participate Use real life experiences to develop basic concepts Check work immediately before giving more When demonstrating problems, use colored chalk or pens to color code place value If possible, model the math problem using manipulatives Frequently review and reinforce previously taught material. Use daily quizzes Provide personal charts with key words found in work problems Have students create word problems for classmates to solve Teach students the math fact families. Unfix cubes work well for this Prior to paper and pencil calculations, provide numerous opportunities for manipulating real objects Complete math assignments on graph paper to keep columns straight Have students draw pictures or diagrams of word problem
Text Books: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Keep several copies of highlighted tests Highlight important facts in yellow Highlight vocabulary green Highlight the definition of a word in pink Provide tape versions of textbooks (if available) Allow student to take home audiocassette of materials before it is read in class Preview the bold-faced words with students. Practice reading the words. Provide a weekly vocabulary list to students in advance to read and study at home Allow student to check out textbooks to keep at home Develop study guides; highlight important vocabulary 15
Teacher-Made Materials: ♦ ♦ ♦ ♦
Reduce visual clutter on worksheets. Reduce number of problems on a page Make answer lines generous Eliminate unnecessary reading Provide a word bank when appropriate
Daily Assignments: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Sometimes divide the assignment in half, completing even or odd problems, but stress and reinforce accuracy Work in cooperative groups or with partners so the student is able to have questions read aloud to him/her Rewrite the material at an appropriate reading level or provide a parallel activity for the same skill At times, allow a student to respond orally When possible, provide extra drill and practice sessions to allow for mastery of a skill Allow a student to illustrate her answer instead of responding in a written format Provide some self-correcting materials for immediate feedback Allow student to just give answer rather than copy an entire sentence or problem For students easily overwhelmed, begin with one-page worksheets with specific information to be completed rather than open-ended assignments
Directions Oral: ♦ ♦ ♦ ♦ ♦ ♦
Try to keep them concise and simple. No irrelevant information Establish eye contact as much as possible Accompany verbal explanations with a visual demonstration whenever possible When directions are complex, allow students to complete first several steps before giving more directions Use a combination of visual and auditory directions, such as the blackboard, overhead, flip chart or pictures Illustrate or provide photos of the steps of multiple step activities
Written: ♦ ♦ ♦ ♦
Use simple sentence structure with concise vocabulary Use to supplement oral directions; add pictorial cues and concrete examples Use highlighter to focus student’s attention If there are multiple steps, number them
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Assessments: ♦ ♦ ♦ ♦ ♦
Read tests orally if needed Allow students to test orally when needed Test frequently to monitor progress, use daily quizzes Use recognition of facts rather than factual recall on tests Allow students to test individually when possible
Teacher Made Test: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Underline or box the directions Provide examples of correct responses Use large, bold print whenever possible Provide ample space for answers For multiple choice tests, exclude the statements “All of the Above” or “None of the Above” For matching tests, organize columns with equal number of items in short segments For True or False tests, avoid double negative and eliminate “All” or “Never” Provide a word bank for fill-in questions For essay tests, provide a blank outline format to help the student organize his/her ideas
Alternative Assessment: ♦ ♦ ♦
Keep portfolios of the best student work samples Provide regular times for student reflection on goals and progress made Allow students to demonstrate knowledge by creating a project or doing a demonstration
Organization: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Post a daily schedule and try to follow it as closely as possible Designate one location to hand in daily assignments Create class routines for activities you do daily Use a peer to help monitor assignments Allow a peer to write down assignments in an assignment notebook Schedule desk clean-out once a week Use color-coded folders to store work in progress by subject For paper work, provide a “To Do” box on one side of the desk and a “Work Completed” box on the other
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Behavioral/Motivation Support: ♦ ♦ ♦ ♦ ♦ ♦
Have students record their progress on appropriate activities to tap into their desire to do well Keep searching until you find the motivating reward (snacks, computer time, art activity) Change rewards as soon as they lost their effect Let parents know about the reward system—they may want to provide reinforcement at home Create a behavior modification system (point system to chart students progress) Rewards are most effective when applied immediately
Communicate with Parent/Guardian: ♦ ♦ ♦ ♦ ♦
Daily reports home increase communication and aid supportive parents in helping their child Daily logs allow both parents and teacher to write, comments, concerns and suggestions for the student Let parents know when a student has shown improvement during the day—maybe just a brief phone call Encourage parents to set up short term rewards along with long term rewards for good reports from school Have parents sign off on communications sent home to ensure that parents are getting their messages
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Suggested Strategies to Address Personal and Social Behaviors General Strategies: ♦ ♦ ♦ ♦ ♦ ♦ ♦
Provide opportunities for recognition Offer positive reinforcement for appropriate actions/choices Establish a behavior contract with specific objectives/outcomes Ignore inappropriate behavior that does not warrant immediate attention Conference with family about student’s immediate attention Conference with family about student’s behavior/negative and positive Provide positive feedback to indicate success; importance; respect
Provide Counseling to Address: ♦ ♦ ♦ ♦ ♦ ♦ ♦
Support/Self-esteem/Awareness Social Skills Conflict Resolution Decision Making Skills Anger Management Self-Management Other:
Fights with other students: ♦ ♦ ♦ ♦ ♦ ♦ ♦
Be mobile to be frequently near the student Maintain visibility away from the student Provide the student with preferential seating Speak with the student about positive/negative actions and the consequences Reduce emphasis on competition Try various groupings to assist the student socially Communicate with the family about the student’s progress/concerns
Is easily angered, annoyed, or upset: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Provide the student with positive feedback Provide opportunities for the student to ask for assistance Reduce emphasis on competition Provide positive reinforcement for appropriate responses to anger, etc. Provide the student with preferential seating away from peers who stimulate the student to become angry, annoyed or upset Provide a quiet place for the student to work Try various groupings to determine the situation in which the student is most successful Do not force the student to interact with peers if they are likely to become angered, annoyed or upset Provide the student with a selection of activities to perform if he/she become angered, annoyed or upset Maintain consistency in expectations Remove the student from an activity until he/she can demonstrate self-control 19
Has little or no interaction with peers: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Assign a peer helper Encourage others to interact with the students Give the student the responsibility of tutoring a peer Provide the student with opportunities to interact positively with peers Create situations in which the student must work with a peer Try various groupings to determine in which situation the student is most comfortable Have a student run errands with a peers to facilitate interaction Provide preferential seating next to the peers that the students interacts with most Encourage the student to interact with others Communicate with the family to share information about the student’s progress Have the student act as group leader in an activity
Bothers other students: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Provide preferential seating Interact frequently with the student in order to maintain his/her involvement in the activity Remove the student from the activity until he/she can demonstrate self-control Teach the student appropriate methods to communicate needs to others Seat the student away from the students he/she is most likely to bother Identify a peer to act as a role model Provide the student with a full schedule of activities Maintain visibility away from the student Encourage the student to ask the teacher for assistance Establish classroom rules/provide the student with a copy Provide positive reinforcement to the student for appropriate choices/actions Provide positive reinforcement to students who demonstrate appropriate choices/actions
Makes unnecessary comments or noises: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Remove the student from the activity until he/she can demonstrate self-control Communicate with the family to share information about the student’s progress Maintain visibility to and from the students/make eye contact with the student Reinforce the student for raising his/her hand in order to be recognized Call on the student when he/she is most likely to be able to respond correctly Give the student responsibilities in the classroom Interact frequently with the student to reduce his/her unnecessary noises Have the student work in small groups to provide frequent opportunities to speak Consider the student’s feelings when dealing with his/her behaviors Make the student aware of the number of times he/she makes inappropriate comments/noises
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Does not stay in assigned areas for specified time: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Provide the student with positive reinforcement/feedback when in compliance Provide the student with preferential seating so that the student’s needs are close to his/her desk Have the student question any directions/instructions he/she does not understand Establish class rules, be consistent in the enforcement Provide positive reinforcement to students who comply with remaining in the assigned area Make sure that the student has what he/she needs to complete assignments/requirements Make sure that the student is told where he/she needs to be at all times Require time spent away from an assigned area to be made up at recess, lunch, etc. Communicate with the family about the expectations of the student and his/her progress/concerns Remind the student before each activity where he/she should be and for how long
Ignores the consequences of his/her behavior: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Reinforce the student for engaging in appropriate behavior Establish class rules/reiterate rules often Provide positive reinforcement to students who engage in appropriate behavior Provide the student with social and academic successes Be consistent in the consequences for inappropriate behavior Communicate with the family about the expectations and the student’s compliance/ non-compliance Have the student write about the choice he/she made and the consequence of that choice Remove the student from the group until he/she can demonstrate appropriate behavior and self-control Provide the student with a list of clearly identified expected behaviors and consequences Point out consequences or situations as they occur Avoid placing the student in competitive situations Provide the student with forced choices Allow the student to voice his/her opinion in an appropriate manner Be careful to avoid embarrassing the student
Needs immediate reward/reinforcement to demonstrate appropriate behavior: ♦ ♦ ♦ ♦ ♦ ♦
Have the student maintain a chart of his/her own appropriate behavior Provide the student with positive reinforcement for appropriate behavior Greet and acknowledge the student as often as possible rather than providing recognition only as a reinforcement Do not criticize Communicate with family about the student’s progress/concerns Speak with the student to explain the student’s inappropriate behavior and what behavior the student needs to do
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Behaves Impulsively: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Maintain visibility away from the student Be mobile to be frequently near the student Provide preferential seating to limit the student’s mobility Assign additional responsibilities to the student (e.g., chores, errands, etc.) Provide the student with clear, simple directions/instructions Provide the student with a routine to be followed in the classroom/other areas of the building Establish classroom rules and consequences Be consistent in enforcing rules Have the student practice counting to ten silently before beginning an activity Deliver a predetermined signal (e.g., hand signal, verbal cue) when the student begins to demonstrate impulsive behavior. Provide the student with positive reinforcement for appropriate behavior/self-control Communicate with the family about the student’s progress/concerns Provide the student with written/verbal clues such as “Stop, Think, Go” when he/she begins to act impulsively
Does not accept changes in an establish routine: ♦ ♦ ♦ ♦ ♦ ♦
Have the student work near a peer in order to follow changes in an established routine Provide the student with a revised routine Have the student rely on a predetermined signal (e.g., lights off, hand signal, etc) of impending change Provide positive reinforcement to the student for accepting changes Explain the change in the routine to the student personally If possible, inform the student in advance when a substitute teacher will be in the classroom
Cannot work independently: ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Establish classroom rules/enforce classroom rules Identify a peer to act as a role model Provide preferential seating to limit distractions Provide positive reinforcement to the student for completing assignments independently. Make certain that the student understands the directions/instructions/assignments Have the student complete work not done in class at home Assign the student parts of tasks at a time rather than the entire task Work a few problems with the student to serve as a model
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SECTION III
Attention Deficit Hyperactivity Disorder (ADHD)
Three Components of Successful Programs for Children with ADHD
Teaching Children with ADHD: Effective Behavioral Intervention Techniques
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Attention Deficit Hyperactivity Disorder Inattention, hyperactivity, and impulsivity are the core symptoms of Attention Deficit Hyperactivity Disorder (ADHD). A child’s academic success is often dependent on his or her ability to attend to tasks and teacher and classroom expectations with minimal distraction. Such skill enables a student to acquire necessary information, complete assignments, and participate in classroom activities and discussions. When a child exhibits behaviors associated with ADHD, consequences may include difficulties with academics and with forming relationships with his or her peers if appropriate instructional methodologies and interventions are not implemented.
An Overall Strategy for the Successful Instruction of Children with ADHD Teachers who are successful in educating children with ADHD use a three-pronged strategy. They begin by identifying the unique needs of the child. For example, the teacher determines how, when, and why the child is inattentive, impulsive, and hyperactive. The teacher then selects different educational practices associated with academic instruction, behavioral interventions, and classroom accommodations that are appropriate to meet that child’s needs. Finally, the teacher combines these practices into an individualized educational program (IEP) or other individualized plan and integrates this program with educational activities provided to other children in the class. The three-pronged strategy, in summary, is as follows: Evaluate the child’s individual needs and strengths: Assess the unique educational needs and strengths of a child with ADHD in the class. Working with a multidisciplinary team and the child’s parents, consider both academic and behavioral needs, using formal diagnostic assessments and informal classroom observations. Assessments, such as learning style inventories, can be used to determine children’s strengths and enable instruction to build on their existing abilities. The settings and contexts in which challenging behaviors occur should be considered in the evaluation. Select appropriate instructional practices: Determine which instructional practices will meet the academic and behavioral needs identified for the child. Select practices that fit the content, are age appropriate, and gain the attention of the child. Integrate appropriate practices within an IEP for children receiving special education services: In consultation with other educators and parents, an IEP should be created to reflect annual goals and the special education-related services, along with supplementary aids and services necessary for attaining those goals. Plan how to integrate the educational activities provided to other children in your class with those selected for the child with ADHD. Because no two children with ADHD are alike, it is important to keep in mind that no single educational program, practice, or setting will be best for all children.
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Successful programs for children with ADHD integrate the following three components: 1. Academic Instruction 2. Behavioral Interventions 3. Classroom Accommodations The remainder of this document describes how to integrate a program using these three components and provides suggestions for practices that can help children with ADHD in a classroom setting. It should be emphasized that many of the techniques suggested have the additional benefit of enhancing the learning of other children in the classroom who do not have ADHD. In addition, while they have been used most widely with children at the elementary level, the following practices are useful for older students as well.
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Three Components of Successful Programs for Children with ADHD Academic Instruction The first major component of the most effective instruction for children with ADHD is effective academic instruction. Teachers can help prepare their students with ADHD to achieve by applying the principles of effective teaching when they introduce, conduct, and conclude each lesson. The discussion and techniques that follow pertain to the instructional process in general (across subject areas); strategies for specific subject areas appear in the subsequent subsection “Individualizing Instructional Practices.” Students with ADHD learn best with a carefully structured academic lesson—one where the teacher explains what he or she wants children to learn in the current lesson and places these skills and knowledge in the context of previous lessons. Effective teachers preview their expectations about what students will learn and how they should behave during the lesson. A number of teaching-related practices have been found especially useful in facilitating this process: Provide an advance organizer: Prepare students for the day’s lesson by quickly summarizing the order of various activities planned. Explain, for example, that a review of the previous lesson will be followed by new information and that both group and independent work will be expected. Review previous lessons: Review information about previous lessons on this topic. For example, remind children that yesterday’s lesson focused on learning how to regroup in subtraction. Review several problems before describing the current lesson. Set learning expectations: State what students are expected to learn during the lesson. For example, explain to students that a language arts lesson will involve reading a story about Paul Bunyan and identifying new vocabulary words in the story. Set behavioral expectations: Describe how students are expected to behave during the lesson. For example, tell children that they may talk quietly to their neighbors as they do their seatwork or they may raise their hands to get your attention. State needed materials: Identify all materials that the children will need during the lesson, rather than leaving them to figure out on their own the materials required. For example, specify that children need their journals and pencils for journal writing or their crayons, scissors, and colored paper for an art project. Explain additional resources: Tell students how to obtain help in mastering the lesson. For example, refer children to a particular page in the textbook for guidance on completing a worksheet.
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Behavioral Interventions The second major component of effective instruction for children with ADHD involves the use of behavioral interventions. Exhibiting behavior that resembles that of younger children, children with ADHD often act immaturely and have difficulty learning how to control their impulsiveness and hyperactivity. They may have problems forming friendships with other children in the class and may have difficulty thinking through the social consequences of their actions. The purpose of behavioral interventions is to assist students in displaying the behaviors that are most conducive to their own learning and that of classmates. Well-managed classroom prevent many disciplinary problems and provide an environment that is most favorable for learning. When a teacher’s time must be spent interacting with students, whose behaviors are not focused on the lesson being presented, less time is available for assisting other students. Behavioral interventions should be viewed as an opportunity for teaching in the most effective and efficient manner, rather than as an opportunity for punishment. Effective teachers use a number of behavioral intervention techniques to help students learn how to control their behavior. Perhaps the most important and effective of these is verbal reinforcement of appropriate behavior. The most common form of verbal reinforcement is praise given to a student when he or she begins and completes an activity or exhibits a particular desired behavior. Simple phrases such as “good job” encourage a child to act appropriately. Effective teachers praise children with ADHD frequently and look for a behavior to praise before, and not after, a child gets off task. The following strategies provide some guidance regarding the use of praise: •
Define the appropriate behavior while giving praise. Praise should be specific for the positive behavior displayed by the student: The comments should focus on what the student did right and should include exactly what part(s) of the student’s behavior was desirable. Rather than praising a student for not disturbing the class, for example, a teacher should praise him or her for quietly completing a math lesson on time. • Give praise immediately. The sooner that approval is given regarding appropriate behavior, the more likely the student will repeat it.
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Teaching Children with Attention Deficit Hyperactivity Disorder: Effective Behavioral Intervention Techniques Be consistent and sincere with praise: Appropriate behavior should receive consistent praise. Consistency among teachers with respect to desired behavior is important in order to avoid confusion on the part of students with ADHD. Similarly, students will notice when teachers give insincere praise, and this insincerity will make praise less effective. It is important to keep in mind that the most effective teachers focus their behavioral intervention strategies on praise rather than on punishment. Negative consequences may temporarily change behavior, but they rarely change attitudes and may actually increase the frequency and intensity of inappropriate behavior by rewarding misbehaving students with attention. Moreover, punishment may only teach children what not to do; it does not provide children with the skills that they need to do what is expected. Positive reinforcement produces the changes in attitudes that will shape a student’s behavior over the long term. In addition to verbal reinforcement, the following set of generalized behavioral intervention techniques has proven helpful with students with ADHD as well: Selectively ignore inappropriate behavior: It is sometimes helpful for teachers to selectively ignore inappropriate behavior. This technique is particularly useful when the behavior is unintentional or unlikely to recur or is intended solely to gain the attention of teachers or classmates without disrupting the classroom or interfering with the learning of others. Remove nuisance items: Teachers often find that certain objects (such as rubber bands and toys) distract the attention of students with ADHD in the classroom. The removal of nuisance items is generally most effective after the student has been given the choice of putting it away immediately and then fails to do so. Provide calming manipulative: While some toys and other objects can be distracting for both the students with ADHD and peers in the classroom, some children with ADHD can benefit from having access to objects that can be manipulated quietly. Manipulatives may help children gain some needed sensory input while still attending to the lesson. Allow for “escape valve” outlet: Permitting students with ADHD to leave class for a moment, perhaps on an errand (such as returning a book to the library), can be an effective means of settling them down and allowing them to return to the room ready to concentrate.
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Activity reinforcement: Students receive activity reinforcement when they are encouraged to perform a less desirable behavior before a preferred one. Hurdle helping: Teachers can offer encouragement, support, and assistance to prevent students from becoming frustrated with an assignment. This help can take many forms, from enlisting a peer for support to supplying additional materials or information. Parent conferences: Parents have a critical role in the education of students, and this axiom may be particularly true for those with ADHD. As such, parents must be included as partners in planning for the student’s success. Partnering with parents entails including parental input in behavioral intervention strategies, maintaining frequent communication between parents and teachers, and collaborating in monitoring the student’s progress. Peer mediation: Members of a student’s peer group can positively impact the behavior of students with ADHD. Many schools now have formalized peer mediation programs, in which students receive training in order to manage disputes involving their classmates. Effective teachers also use behavioral prompts with their students. These prompts help remind students about expectations for their learning and behavior in the classroom. Three, which may be particularly helpful, are the following: Visual cues: Establish simple, non-intrusive visual cues to remind the child to remain on task. For example, you can point at the child while looking him or her in the eye, or you can hold out your hand, palm down, near the child. Proximity control: When talking to a child, move to where the child is standing or sitting. Your physical proximity to the child will help the child to focus and pay attention to what you are saying. Hand gestures: Use hand signals to communicate privately with a child with ADHD. For example, ask the child to raise his or her hand every time you ask a question. A closed fist can signal that the child knows the answer; an open palm can signal that he or she does not know the answer. You would call on the child to answer only when he or she makes a fist.
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Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices In some instances, children with ADHD benefit from instruction designed to help students learn how to manage their own behavior: Social skills classes: Teach children with ADHD appropriate social skills using a structured class. For example, you can ask the children to role-play and model different solutions to common social problems. It is critical to provide for the generalization of these skills, including structured opportunities for the children to use the social skills that they learn. Offering such classes, or experiences, to the general school population can positively affect the school climate. Problem solving sessions: Discuss how to resolve social conflicts. Conduct impromptu discussions with one student or with a small group of students where the conflict arises. In this setting, ask two children who are arguing about a game to discuss how to settle their differences. Encourage the children to resolve their problem by talking to each other in a supervised setting. For many children with ADHD, functional behavioral assessments and positive behavioral interventions and supports, including behavioral contracts and management plans, tangible rewards, or token economy systems, are helpful in teaching them how to manage their own behavior. Because students’ individual needs are different, it is important for teachers, along with the family and other involved professionals, to evaluate whether these practices are appropriate for their classrooms. Examples of these techniques, along with steps to follow when using them, include the following: Functional Behavioral Assessment (FBA): FBA is a systematic process for describing problem behavior and identifying the environmental factors and surrounding events associated with problem behavior. The team that works closely with the child exhibiting problem behavior (1) observes the behavior and identifies and defines its problematic characteristics, (2) identifies which actions or events precede and follow the behavior, and (3) determines how often the behavior occurs. The results of the FBA should be used to develop an effective and efficient intervention and support plan. (Gable, et al., 1997) Positive Behavioral Interventions and Supports (PBIS): This method is an application of a behaviorally based systems approach that is grounded in research regarding behavior in the context of the settings in which it occurs. Using this method, schools, families, and communities work to design effective environments to improve behavior. The goal of PBIS is to eliminate problem behavior, to replace it with more appropriate behavior, and to increase a person’s skills and opportunities for an enhanced quality of life (Todd, Horner, Sugai, & Sprague, 1999).
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Behavioral contracts and management plans: Identify specific academic or behavioral goals for the child with ADHD, along with behavior that needs to change and strategies for responding to inappropriate behavior. Work with the child to cooperatively identify appropriate goals, such as completing homework assignments on time and obeying safety rules on the school playground. Take the time to ensure that the child agrees that his or her goals are important to master. Behavioral contracts and management plans are typically used with individual children, as opposed to entire classes, and should be prepared with input from parents. Tangible rewards: Use tangible rewards to reinforce appropriate behavior. These rewards can include stickers, such as “happy faces” or sports team emblems, or privileges, such as extra time on the computer or lunch with the teacher. Children should be involved in the selection of the reward. If children are invested in the reward, they are more likely to work for it. Token economy systems: Use token economy systems to motivate a child to achieve a goal identified in a behavioral contract (Barkley, 1990). For example, a child can earn points for each homework assignment completed on time. In some cases, students also lose points for each homework assignment not completed on time. After earning a specified number of points, the student receives a tangible reward, such as extra time on a computer or a “free” period on Friday afternoon. Token economy systems are often used for entire classrooms, as opposed to solely for individual students. Self-management systems: Train students to monitor and evaluate their own behavior without constant feedback from the teacher. In a typical self-management system, the teacher identifies behaviors that will be managed by a student and provides a written rating scale that includes the performance criteria for each rating. The teacher and student separately rate student behavior during an activity and compare ratings. The student earns points if the ratings match or are within one point and receives no points if ratings are more than one point apart; points are exchanged for privileges. With time, the teacher involvement is removed, and the student becomes responsible for self-monitoring (DuPaul & Stoner as cited in Shinn, Walker, & Stoner, 2002).
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Classroom Accommodations The third component of a strategy for effectively educating children with ADHD involves physical classroom accommodations. Children with ADHD often have difficulty adjusting to the structured environment of a classroom, determining what is important, and focusing on their assigned work. They are easily distracted by other children or by nearby activities in the classroom. As a result, many children with ADHD benefit from accommodations that reduce distractions in the classroom environment and help them to stay on task and learn. Certain accommodations within the physical and learning environments of the classroom can benefit children with ADHD.
Special Classroom Seating Arrangements for ADHD Students One of the most common accommodations that can be made to the physical environment of the classroom involves determining where a child with ADHD will sit. Three special seating assignments may be especially useful: Seat the child near the teacher: Assign the child a seat near your desk or the front of the room. This seating assignment provides opportunities for you to monitor and reinforce the child’s on-task behavior. Seat the child near a student role model: Assign the child a seat near a student role model. This seat arrangement provides opportunity for children to work cooperatively and to learn from their peers in the class. Provide low-distraction work areas: As space permits, teachers should make available a quiet, distraction-free room or area for quiet study time and test taking. Students should be directed to this room or area privately and discreetly in order to avoid the appearance of punishment.
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Instructional Tools and the Physical Learning Environment Skilled teachers use special instructional tools to modify the classroom learning environment and accommodate the special needs of their students with ADHD. They also monitor the physical environment, keeping in mind the needs of these children. The following tools and techniques may be helpful: Pointers: Teach the child to use a pointer to help visually track written words on a page. For example, provide the child with a bookmark to help him or her follow along when students are taking turns reading aloud. Egg timers: Note for the children the time at which the lesson is starting and the time at which it will conclude. Set a timer to indicate to children how much time remains in the lesson and place the timer at the front of the classroom; the children can check the timer to see how much time remains. Interim prompts can be used as well. For instance, children can monitor their own progress during a 30-minute lesson if the timer is set for 10 minutes three times. Classroom lights: Turning the classroom lights on and off prompts children that the noise level in the room is too high and they should be quiet. This practice can also be used to signal that it is time to begin preparing for the next lesson. Music: Play music on a tape recorder or chords on a piano to prompt children that they are too noisy. In addition, playing different types of music on a tape recorder communicates to children what level of activity is appropriate for a particular lesson. For example, play quiet classical music for quiet activities done independently and jazz for active group activities. Proper use of furniture: The desk and chair used by children with ADHD need to be the right size; if they are not, the child will be more inclined to squirm and fidget. A general rule of thumb is that a child should be able to put his or her elbows on the surface of the desk and have his or her chin fit comfortably in the palm of the hand.
CONCLUSION This guide has outlined a series of instructional strategies that have proven to be successful in educating children with ADHD. However, it should be emphasized again that these techniques are also highly useful for all children. The three main components of a successful strategy for educating children with ADHD are academic instruction, behavioral interventions, and classroom accommodations. By incorporating techniques from these three areas into their everyday instructional and classroom management practices, teachers will be empowered to improve both the academic performance and the behavior of their students with ADHD. In doing so, teachers will create an enhanced learning environment for all students.
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SECTION IV INTERVENTION AND REFERRAL SERVICES FORMS
Form 1: Team Member Form – Facilitator completed this form by September 15th and forwards to District Director of Guidance K-12.
Form 2: Initial Request for I&RS Referral - Completed by the referring person. Form 3: Student Observation – Completed by teacher before the student is referred Form 4: Parent Notification - Sent to parent/guardian prior to the I&RS meeting. Form 5: Parent Information – Completed by Facilitator prior to I&RS meeting via telephone/office conference.
Form 6: Health Information Request - Completed by the Nurse and (Substance Awareness Coordinator if needed)
Form 7: Student Evaluation of Academic Results – Completed by the Facilitator Form 8A & 8B (2 sheets): Intervention Plan - Completed by I&RS participants Form 9A & 9B(2 sheets): Referral to Child Study Team – Completed if intervention plans are not successful after an extended period of time
Form 10: Meeting & Agenda Attendance – Facilitator and I&RS participants must sign this form
Form 11: Meeting Minutes - Completed by the record keeper after each I&RS committee meeting
Form 12: Progress Documentation Log - Completed by the Facilitator. MWS- 8/09 – 14 Forms
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I&RS # 1
Intervention and Referral Services Team Members SCHOOL:
SCHOOL YEAR:
Position
I&RS Team Member Name
Principal or Designee School Counselor Nurse Substance Awareness Coordinator (SAC) General Education Teacher Math Coach (if appropriate) Reading Coach (if appropriate) Learning Disability Teacher Consultant (LDTC)(as needed)
Projected I&RS Meeting Dates Month September
(Facilitators must schedule a minimum of two meetings monthly) Dates Day Time
October November December January February March April May June
I&RS Facilitator’s Signature
Date
Principal’s Signature
Date
MUST BE COMPLETED & SUBMITTED BY SEPTEMBER 15th MWS- 8/09 -1 of 14 35
Location
I&RS # 2
Intervention and Referral Services Initial Request for Referral Student :
ID #:
D.O.B:
Requested by: Reason for Request: Date of Request:
Grade:
Title: Academic
Behavioral
Other:
Date Parent/Guardian Notification Letter Sent: Parent Information
Parent/Guardian:
Home Phone:
Address:
Work Phone:
Problem(s)/Concerns:
Specific Interventions Attempted
Date
MWS- 8/09 - 2 of 14
36
Outcome
Intervention and Referral Services
I&RS # 3
Student Observation
School:
School Year:
Student:
Referred By:
ID #: ACADEMIC
Date:
D.O.B.: LANG. ARTS
MATH
Does not perform academically at his/her ability level Has limited memory skills Does not follow direction Performs assignments carelessly Is not prepared Does not turn in homework assignments Does not remain on task Cannot work independently Is easily distracted by auditory/visual stimuli in the classroom Has difficulty reading Has severe writing difficulties (composing, spelling) PERSONAL/SOCIAL Fights with other students Is easily angered, annoyed, or upset Has little or no interaction with peers Bothers other students Makes unnecessary comments or noises Does not stay in assigned areas for specified time Has frequent/unexcused absences Has frequent/unexcused tardiness Ignores consequences of his/her behavior Behaves impulsively Does not accept changes in established routine Cannot work in a group situation COMMENTS: Teacher Signature
Date
MWS – 8/09 – 3 of 14
37
Grade: SCIENCE
OTHER
Intervention and Referral Services
I&RS # 4
Parent Notification
Date: Parent/Guardian: Address: City:
Dear Parent/Guardian of :
Your child
has been referred to our Intervention and Referral
Services Team. We are concerned with his/her progress in school. Our I&RS Team will meet to develop a plan of action to assist your child with his/her school progress. We ask that you be present to participate in this plan of action for your child. Please call
Meeting Date:
to confirm your attendance at this meeting.
Time:
Location:
We look forward to working with you.
Principal’s Signature
I&RS Facilitator Signature
MWS – 8/09 – 4 of 14
38
Intervention and Referral Services
I&RS # 5
Parent Information Date: Name:
ID #:
D.O.B.:
Parent’s Name: 1. What do you see as your child’s strengths? 2. What has been the most successful way to deal with your child’s behavior? 3. How can the school assist with the concerns you have for your child or the concerns that have been identified by the school? 4. Is there information about your child or your family situation that would be helpful for the school to know? 5. Is your child on medication? If so, please identify and explain the reason. 6. Have you noticed any significant changes in your child’s behavior? 7. Have you noticed any changes with your child’s eating habits, sleeping, or physical appearance? 8. Have you ever had reason to suspect that your child has ever experimented with alcohol or other drugs? Please explain. 9. Has your child ever talked about suicide? Please explain. 10. Has your child intentionally inflicted injury upon him/her self? Please clarify. 11. Is there anything else you would like to share? Parent Input/Concerns (strengths, weakness, requests, etc.): MWS – 8/09 – 5 of 14
39
Intervention and Referral Services
I&RS # 6
Health Information Request School: To: From: Date: RE: REQUEST FOR INFORMATION Student: DOB:
Initial Referral:
ID#:
Progress Update:
Grade:
The I&RS Team will be reviewing the above named student. Your input is needed. Please complete this form and by . return it to (I&RS Member) (Date) NURSE HEALTH RELATED ISSUES: Hearing Screening Date:
Follow Up Recommended:
Yes
Vision Screening Date: Additional concerns/comments:
Corrective Lenses Recommended:
Nurse’s Signature
Comments:
Yes
Date PERSONAL/SOCIAL BEHAVIOR PROGRESS/CONCERNS (If needed)
Signature & Title
Date:
MWS – 8/09 – 6 of 14
40
No No
Intervention and Referral Services Student Evaluation of Academic Results Date:
I&RS # 7
School:
Student:
ID#:
Standardized Test Results
D.O.B.:
Test Date(s)
Score
Dynamic Indicators of Early Literacy Skills -DIBELS- (K-3) Developmental Reading Assessment - DRA (Grades 4-8) Assessments
Date
Language Arts
Math
New Jersey Assessment of Skills and Knowledge NJASK (grade 3-8)
Partial
Proficient
Advanced Proficient
Partial
Standard Proficiency Assessment SPA (grades 910)
Partial
Proficient
Advanced Proficient
Partial
Proficient
Advanced Proficient
High School Proficiency Test HSPA (grades 11-12)
Partial
Proficient
Advanced Proficient
Partial
Proficient
Advanced Proficient
Access for Language Learners ACCESS (grades K-12)
Partial
Proficient
Advanced Proficient
Partial
Proficient
Advanced Proficient
Signature
Date MWS – 8/09 – 7 of 14
41
Proficient
Advanced Proficient
Intervention and Referral Services
I&RS # 8 A
Intervention Plan School:
Teacher:
Student:
Grade: ID:
DOB:
NOTE: Please make copies of the Intervention Plan page 43 (Form 8B) if the number of suggested strategies/interventions exceed the number of spaces provided. Also, please attach a separate sheet of paper for additional comments, if the space allotted is insufficient.
I have participated in the development of this Intervention Plan. Participants
Signature
Date
Parent/Guardian Student Counselor Teacher Administrator Other
Signature (I&RS Committee Chairperson)
Date
MWS – 8/09 – 8 of 14
42
Intervention and Referral Services Intervention Plan School:
Teacher:
Student: Strategy/Intervention (may include strategies for use in instruction or during classroom assessment)
1.
I&RS # 8 B
Grade: ID:
Date Implemented (e.g., 9/14/09 to 12/1/09)
Frequency and Duration (e.g., 4 X per week for 15 minutes)
DOB: Effectiveness—explain why the intervention was successful or unsuccessful
2.
3.
4.
Signature (I&RS Committee Chairperson)
Date
MWS – 8/09 – 9 of 14
43
Intervention and Referral Services
I&RS # 9 A
Referral to Child Study Team DATE OF REFERRAL:
DATE RECEIVED BY STUDENT SERVICES:
NAME: SCHOOL:
DOB: GRADE:
ADDRESS:
TEACHER: PHONE:
PARENT’S NAME:
WORK PHONE:
INDIVIDUAL MAKING REFERRAL: REASON FOR REFERRAL:
Intervention initiated prior to referral: N.J.A.C. 6A:16-7.1(a)2 requires that Intervention and Referral Services (I&RS) be provided to pupils in the general education program who are experiencing difficulties in their classes and “… who have been determined to be in need of special education programs and services.” 1. Attach relevant I&RS documentation. 2. List or attach the Intervention Plan that has been utilized in the classroom. For example, alternative assessment, modification of class work/homework, behavior modification program, organizational or study skills instruction, alternative strategies and/or methods. Include timelines and relative merits of each intervention.
Signature
Date MWS – 8/09 – 10 of 14
44
Intervention and Referral Services
I&RS # 9 B
Referral to Child Study Team 4. Specify or attach any Intervention Plan that has been provided in addition to that provided in the classroom, such as, speech and/or basic skills instruction.
5. Summary of conference with parent. Date: Summary:
Date: Summary:
6. Provide current educational status from any specialist:
Signature
Date MWS – 8/09 – 11 of 14
45
Intervention and Referral Services
I&RS # 10
Meeting Agenda & Attendance School: Meeting Date:
School Year: Meeting Time:
Location:
Agenda Student Name
ID#
Grade
Initial Request
Attendance I&RS Team members in attendance
Title
Signature
(Print Name)
Signature
Date MWS – 8/09 – 12 of 14
46
Review
Intervention and Referral Services Meeting Minutes School:
Date:
Minutes:
Signature
MWS – 8/09 – 13 of 14
47
Date
I&RS # 11
Intervention and Referral Services
I&RS # 12
Progress Documentation Log Teacher
Signature
Student
Date of status check
MWS – 8/09 – 14 of 14
48
Comments
Summary of Progress Goal Met (check if yes)
Date
Reconvene to I&RS
APPENDIX A Questions and Answers on I&RS Regulations Q1: How long have the regulations for Intervention and Referral Services (I&RS) been in effect? A1: The State Board of Education adopted new rules to provide district boards of education with standards for the delivery of intervention and referral services (N.J.A.C. 6A:16-7) in April 2001. These rules replaced the preceding regulations that required schools to provide a program of Intervention and Referral Service for General Education Pupils (N.J.A.C. 6:26) adopted by the State Board of Education in July 1994, which replaced the regulations that required the establishment of Pupil Assistance Committees (PACs) (N.J.A.C. 6:26) in all public school buildings adopted by the State Board of Education in July 1992. Q2: Are schools required to adopt a team or committee structure to perform the functions and services required under N.J.A.C. 6A:16-7? A2: Yes. District boards of education are required to establish and implement a coordinated system in each school building and to choose an appropriate multidisciplinary team approach for planning and delivering the services required under N.J.A.C. 6A:16-7. Collaborative team approaches that feature structured and collegial planning, decision making and problem solving processes, and that are fully integrated into the educational program, have proven to be effective in providing the required intervention and referral services for students’ learning, behavior and health problems. Therefore, schools should establish building-based processes and structures that feature collaboration as the foundation for planning, organizing and implementing programs of intervention and referral services to assist students who are experiencing learning, behavior or health difficulties and to assist staff who have difficulties in addressing students' learning, behavior or health needs. Q3: Are programs of I&RS limited to addressing only academic concerns? A3: Programs of I&RS are intended to address the full range of issues (i.e., academic, behavior and health) that may interfere with student achievement of high academic standards in safe and disciplined learning environments. Q4: Are programs of I&RS considered special education or general education programs? A4: The school-based program of I&RS is an ancillary student support service for helping staff and parents address the spectrum of student learning, behavior and health problems in the general education program. The emphasis is on early identification and intervention of problems at the elementary, middle and high school levels. The scope of I&RS programs is much broader than the limited function of pre-referral interventions to the Child Study Team (CST). Under N.J.A.C. 6A:16-7.1(a)2i, however, teams may plan and provide intervention and referral services for students who have been determined to be in need of special education programs and services, and assist staff while waiting for the findings of CST evaluations. As appropriate, the intervention and referral services provided for students with learning disabilities are to be coordinated with the student's Individualized Education Program team. For this reason, learning Disability Teacher Consultants are members of the I&RS committees. Q5: Are schools required to involve parents in the I&RS process? A5: Yes. Under N.J.A.C. 6A:16-7.2(a)6, schools are required to actively involve parents or guardians in both the development and implementation of intervention and referral services action plans.
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A Practical Guide for Teachers and Parents. Upper Saddle River, NJ:
Burt, S.A., Krueger, R. F., McGue, M., & Iacono, W. G. (2001). Sources of Covariation Among AttentionDeficit/Hyperactivity Disorder, Oppositional Defiant Disorder, And Conduct Disorder: The Importance Of Shared Environment. Journal of Abnormal Psychology 110: 516– 525. DuPaul, G.J., & Stoner, G. (1994). ADHD In The Schools: Assessment And Intervention Strategies. New York: Guilford Press. DuPaul, G. J., & Stoner, G.(2002). Interventions for Attention Problems. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions For Academic And Behavior Problems II: Preventive And Remedial Approaches (pp. 913–938). Bethesda, MD: National Association of School Psychologists. Forness, S. R., & Kavale, K. A. (2001). ADHD and A Return To The Medical Model Of Special Education. Education and Treatment of Children, 24(3), 224–247. Forness, S. R., Kavale, K.A., and San Miguel Bauman, S. (1998) The Psychiactric Comorbidity Hypothesis Revisited. Learning Disability Quarterly, Vol. 21, No. 3, 203-206. Gable, R. A., Sugai, G. M., Lewis, T. J., Nelson, J. R., Cheney, D., Safran, S. P., & Safran, J. S. (1997). Individual and Systemic Approaches To Collaboration And Consultation. Reston, VA: Council for Children with Behavioral Disorders. Hallowell, E. (1994). Driven To Distraction: Recognizing And Coping With Attention Deficit Disorder From Childhood Through Adulthood. Tappan, NJ: Simon & Schuster. Holt, S. B., & O’Tuel,F. S. (1989). The Effect Of Sustained Silent Reading And Writing On Achievement And Attitudes Of Seventh And Eighth Grade Students Reading Two Years Below Grade Level. Reading Improvement, 26: 290–297. Mc Carney, S.B. & Wunderligh, K.C. (2006) Pre-Referral Intervention Manual (3rd ED.) Columbia. MD, Hawthorne Educational Services, Inc. The Attention Deficit Hyperactivity Disorder report was produced by U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. Washington, D. C., 2006
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