Middle High SST Manual

A
American United School

Middle & High School
Student Success Team (SST)
Manual
AUS...A Better Choice

Promote creativity & collaboration
Challenge academic growth
Embrace our diverse community
Enhance student learning through technology
To provide an outstanding American education that enables students to be inspired lifelong

learners and responsible global citizens.
LEARNING ANYTIME, ANYWHERE

We believe learning is not confined to a classroom or a campusit should be available
wherever and whenever the learner needs it.
At AUS we continually demonstrate how to be a caring community of learners our
students, teachers, staff and families are committed to educating the whole child.
Our school community acknowledges and recognizes the personal, cultural and social
value of each individual.
We believe technology is an integral part of students lives, expectations, and the
future this cannot be ignored but rather explored with a deep sense of intellectual
inquiry.
We are dedicated to the future global success for this planet which depends on having
a diverse, well-educated workforce.
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Rough draft August 2017
Table of Contents
Goals of the Team Process ------------------------------------------------------------------------------ 4
RTI & Progress Monitoring as it Relates to SST ---------------------------------------------------- 5-7
Intervention Plans ---------------------------------------------------------------------------------------- 8
SST members & Reasons for Referring --------------------------------------------------------------- 8-9
Student Success Team Pre-referral Process ---------------------------------------------------------- 9-11
Student Success Team Referral Process -------------------------------------------------------------- 12-14
Teacher Preparation Checklist for SST Meetings --------------------------------------------------- 15
Student Success Team Procedures -------------------------------------------------------------------- 16
Parent Outreach/Parent Preparation for a Meeting -------------------------------------------------16-17
Accommodation Plan ----------------------------------------------------------------------------------- 18
SST Problem Solving Process ------------------------------------------------------------------------- 19-20
Sample Academic Intervention Plan ----------------------------------------------------------------- 21-24
Sample Behavior Intervention Plan ------------------------------------------------------------------ 25
Sample Action Plan ------------------------------------------------------------------------------------ 26
Sample Attendance Letter ---------------------------------------------------------------------------- 27
Sample Bi-weekly Report -------------------------------------------------------------------------- 28
Sample Accommodation Plan ------------------------------------------------------------------------ 29-30
Accommodation Plan Menu -------------------------------------------------------------------------- 31-33
Parent/Teacher Conference Form ------------------------------------------------------------------- 34
Pyramid of Interventions Chart --------------------------------------------------------------------- 35
MAP Score Translation Chart ----------------------------------------------------------------------- 36-37
Intervention Menu ------------------------------------------------------------------------------------ 38-47
References ---------------------------------------------------------------------------------------------- 48
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Understanding the Student Success Team (SST)
Goals of the Team Process
The Student Success Team is a school-based problem solving team that provides positive solutions to maximize
the student potential. The goal of the SST is to address concerns affecting a students school performance and
to implement an intervention plan following the Response to Intervention (RTI) model. The RTI model
addresses each Tier of Academic Intervention as a means of intervening early on the students behalf. The SST
set goals and implements targeted interventions specific to the students needs. The overall goal of the SST is
to have student respond to the targeted intervention, thus allowing the student child to achieve his or her goal.
The SST can help students who are facing significant concerns related to:
Academics
Attendance problems
Behavioral/emotional issues
Retention
Social adjustment
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RTI and Progress Monitoring as it Relates to SST
Progress monitoring is a research-based practice that is used to assess students academic and/or behavior
performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with
individuals or groups of students, a class, an entire grade or a school system.
Within a classroom, teachers should know their students through assessments. Understanding that learning
occurs at a different pace for all students, teachers should incorporate frequent opportunities for students to
show what they know. The assessment strategy used for these frequent formative assessments should be
deeply aligned with grade level Common Core Standards for any content area.
In many cases, the intensity of the progress monitoring increases as students move through the tiers of
the Student Achievement Pyramid of Interventions.
Tier 1 Universal screenings are used for reading, math, and/or behavior for all students at all levels.
Classroom teachers use frequent common formative assessments to measure progress. Given the critical
requirement of reliability and validity in this vital assessment, it is rare that educators create their own
common formative assessments. Without the time and local expertise to develop and field test such an
instrument, most rely on commercially available products that meet rigorous statistical standards.
Teachers do help to determine benchmark criteria for success, use the data to collaboratively discuss
instructional approaches, and design learning opportunities to address individual needs. Progress
monitoring data is purposefully collected and organized, shared with students and parents, and is the
driving force of the instructional program. It helps answer the question, Are we doing well enough?
Tier 2 Students identified for Tier 2 interventions are regularly assessed to measure understanding and
transfer of learning to core classrooms. The progress monitoring process used for the intervention is pre-
identified by the school data team based on the intervention components and should include curriculum
based measures and/or other standardized assessments. Benchmarks for expected progress are set, and
student progress toward these benchmarks is closely monitored through assessments. These data graphs
support the data team in monitoring individual student growth as well as the fidelity of implementation of
the intervention (see page 34 for Tier 1 & 2 strategies).
Tier 3 Students identified for Tier 3 interventions will be closely monitored based on the interventions
designed by the Student Support Team during the problem solving process. At this level, clear
documentation of progress monitoring data is needed to support the deep focus on the individual.
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Time Requirement for Implementation of Interventions
Research based interventions are required for Tiers II and III. For research based interventions to have the
opportunity to impact student performance they must be implemented for a certain period of time and with
fidelity. The required time lengths are:
4 - 6 weeks for academic concerns
6 - 8 weeks for behavioral concerns
If there is a major incident during these time periods the requesting teacher should ask to return to the SST for
further analysis of the problem.
Intervention Planning
Intervention Planning is an important measure we take to identify and support students who have exhibited
evolving academic and/or behavioral difficulties. The purpose of the Intervention Planning is to identify areas
of concerns and initiate a system of communication and support with the student, parents, counselor, teachers,
and administrator. The goal is for the school to intervene and start helping students before anyone falls further
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behind. Its a proactive approach to measuring students skills and using this data to decide which types of
targeted research-based teaching to use.
Learning Support Services
American United School of Kuwait is fully committed to education and learning needs of our students. The
ultimate goals are to create consistent self-advocates and to utilize learning strategies that work for each
students individual learning style. Learning support is provided to the student and the teacher, whether the
teacher, administration, or parent notices that a student is struggling with core instructions and that there is data
(documentation) that show this disconnection in learning. AUS learning support is based on the following
tiered support:
Tier I: The Whole Class

Tier I promotes managing the school workload through developing best teaching practices,
differentiated instruction, study skills, test prep strategies, learning strategies, enhancing organizational
management, goal-setting and self-advocacy. For academic instruction, the majority of students get their
needs meet through this tier. Students should have multiple opportunities to practice the learning
tasks/objectives are essential to a core curriculum. If documentation of students data proves that the
student is not successful, teachers should increase the support to the student.
Tier II: Small Group Targeted Interventions

Tier II identifies that some students need additional instruction. One of the most important steps in
implementing an intervention on this level is that it is matched to the students need. The value of the
lesson time is maximized when the focus of the lesson is on a specific skill area in which the student
needs help. In addition to the regular instruction, students will start to receive more targeted instruction.
This inclusion environment involves accommodation, small group direct instruction, and co-teaching
with opportunities for pre-teaching and re-teaching. The students are closely monitored by the teacher
using quick assessments that match the students area of need. Students participating at this level should
be assessed every other week. It will provide the teacher with the data frequently, so the student and the
teacher see progress of the interventions. If the student shows adequate progress, then the intervention
has been successful and a match has been found to what type of instruction works best for the student.
The teacher should monitor the student for a few more weeks and gradually release the student back to
Tier I. Based on students data, if the student is not making adequate progress, the teacher should refer
the student to the SST. The teacher should continue to provide small group support with the student
until the SST makes decision on the students target goal(s) (see Pre-referral Flow chart on page 10).
Enrichment Period
Enrichment Period was developed to give students 45 minutes of additional time on Tuesdays and Wednesdays
during the school day for assistance in core classes in which they are experiencing academic problems.
Tier III: Intensive Interventions SST
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Students at this level are referred to Student Success Team. An Intervention Plan is created and
implemented for the students. The SST will make all the decisions about the tiered instruction based on
the students need. The students will receive more intense support and the students are required to
attend the Extended Learning Program held after school on Mondays, Tuesdays, and Wednesdays from
2:45-3:30. Students will receive small group or one-on-one support within the classroom setting from
the students teacher and/or co-teacher. Parents will be informed of their childs progress every 2 weeks
and there will be quarterly SST meetings.
Intervention Plans
The Academic Intervention Plans are created to support academic concerns (see pages 20-23) and Behavior
Intervention Plans are created to support behavioral concerns (see page 24). These plans are comprehensive
documents that includes bi-weekly counseling support, timelines and expectations for improved performance.
The two components to the Intervention Plans are the Student Responsibility and the Support Plan:
The Student Responsibility is a detailed outline of the specific goals that determine student accountability.
These goals are determined in the SST meeting and are agreed upon by the student, parent, and Administration.
Review of these goals will occur formally at each reporting period for the duration of the Intervention Plan.
The Support Plan is a detailed plan that identifies the areas of support the student needs in order to be
successful in achieving the goals and it includes ways Parents can provide support at home..
The areas of support may include both in-school and out of school interventions that are agreed upon by the
student, parent and Administration.
Students will not be eligible for co-curricular activities in the first term of their Academic Intervention Plan. A
review of the Academic Intervention Plan at the next reporting period may lead to the modifications of the plan
(including eligibility) which will be based on student achievement of the goals of the plan.
A student will be in violation of the Academic Intervention Plan if they maintain D or below on
subsequent report cards. Students in violation of the Academic Intervention Plan will meet with their
parent and an administrator to review the students goals.
If a student demonstrates improvement on the subsequent report card, C or above, they are meeting
the terms of the Academic Intervention Plan over 2 academics semesters, will no longer be tracked in
the through SST.
The Role of the Team

The SST process emphasizes that early intervention offers a systematic process problem solving process to
successfully close the gap. The SST has a vital role in creating a high achieving school as expressed in the
following goals:
Enable educators to teach students more effectively due to the tiered process
Enable students to acquire the academic and social competencies, achieve the standards, and become
independent lifelong learners.
Enhance the collaboration among staff.
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Members of Student Success Team
Membership includes key people from home and school community who can contribute to the students
success. Membership varies depending on the situation, but should include the best people available to support
the student, parent and the teacher.
Administrator
Intervention Specialist
Referring Teacher(s)
Parent
Counselor
Psychologist
Student
Reasons to refer students to the SST
Failing one or more class
Absent frequently and/or comes to school late
Possible depression and/or anxiety
Disciplinary concerns
Difficulty concentrating, organizing and/or remembering task related to school
Dramatic changes in attitude and/or performance
The Student Success Team

The SST process is an ideal means of bringing together multiple perceptions and information to develop
creative strategies that are acceptable and understandable to all significant participants. It is important to keep in
mind that an SST meeting is:
A team that meets to identify a students strengths and needs
A process of collaboration with parents, staff and students working together for the sole purpose of
helping the student become more successful at school
To design a team intervention plan for student school success
To provide a system of accountability for parents, teachers, students and administration
To understand that all meetings are confidential and only discussed with the appropriate members.
SST Pre-Referral Process

The process begins when a teacher notices weakness in students performance based on students data (see p. 10
for the Pre-Referral Flow Chart). First, the teacher should discuss the issue(s) with the Content level PLCs.
The team would collaborate to determine intervention(s) or strategies the teacher should use to support the
student in class. The implementation of this process should occur for at least two weeks and progress monitor
the results. After these 2 weeks, the teacher would evaluation the students progress to determine the
effectiveness of the interventions/strategies. If the student has success, the teacher would closely monitor the
student for two weeks and gradually release the student to Tier I. However, if the student did not response to
the targeted intervention, the teacher should design a game plan before contacting a parent to schedule a
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meeting. The teacher could ask for additional strategies or interventions to help with the development of the
plan: academic support from the Intervention Specialist and behavior support from the Counselor. Once the
game plan has been developed, the teacher should schedule a meeting with the parent. At the schedule Parent
meeting, the teacher utilizing the Parent Teacher Conference Form (see page 33) and discuss:
What youve observed?
What youve done?
What youve recommend?
How to move forward?
Discuss a timeline.
Once the teacher has explained the game plan to the parents, and there is still little or no change, the teacher
should inform the parents that the student will be referred to the SST and request assistance from the Student
Success Team by complete the referral form (see p. 12 for the Referral Form).
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SST Pre- Referral Flow Chart
Step 1: Discuss the students concern at your Content Area PLC meeting to get ideas and strategies
on how to support the student.
Step 2: Implement and document the results of the strategies suggested by the team for a minimum
of 2 weeks. Parents must be contacted within this 2 weeks period. Use the contact log. Concurrently,
collect data/evidence from 3 or more of the following areas:
Examples of evidence:
*Baseline assessment data *Incomplete assignments *Common Assessments
*Work samples *Observation * Discipline Referral(s)
* Attendance & tardies *MAP Data
* Formative & summative assessments
Step 3: Evaluate effectiveness of the intervention(s)
If successful, the If unsuccessful,

Academic (Intervention
targeted intervention -Determine student needs
Specialist)
stops here. Closely -Teachers can access
monitor and gradually coaching from Intervention
release the student Specialist or Counselor Personal, Social/Behavior
from Tier 2 (Counselor)
Step 4: Meet with parents and discuss the following: (utilize the Parent Teacher Conference Form)
A. What youve observed?
B. What youve done?
C. What you recommend?
D. How to move forward?
E. Discuss timeline (as appropriate for that situation)
Step 5: Deadline-Review for effectiveness
If successful, the targeted intervention If unsuccessful,

stops here. Continue to monitor the -Complete the SST Referral Form and email
student, then gradually release the it to the Intervention Specialist
student from Tier 2
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Rough draft August 2017 Complete the SST Referral Form
(Referral Form shared in MS/HS website)
SST Referral Process
The Student Success Team process begins when a teacher makes a request for assistance by completing and
submitting the Referral Form and all progress monitoring and other documents to the Intervention Specialist via
email (see pp. 12-13). The Intervention Specialist meets with the teacher (sometimes the Assistant Principal
joins this meeting as well) to review and clarify the problem and in some cases, conduct a classroom
observation. At this meeting, the teacher and the Intervention Specialist focus on brainstorming, evaluating,
and selecting high probability interventions and creating the action plan. Once the problem has been defined
and any needed data gathered, the information is then shared with the Assistant Principal to determine if more
monitoring is needed. If all documents are approved, the Intervention Specialist schedules a SST meeting with
the parents. The parents would be emailed a copy of the Parent Preparation for an SST Meeting (see page 17) to
review before the meeting.
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Student Success Team Referral Form
Middle and High School
Please submit this document to the Intervention Specialist: k.moses@aus.edu.kw
Student Name: Grade Level: DOB: Gender

-Choose one- Month/ / -Choose one-
Parent: Advisory Teacher: Prior Parent Contact:
-select-
Person Making Request: Subject Taught: Date of Referral:
Month/ /
1. Students Strengths 2. Concerns about the Student
Please check all that apply: Please check and provide additional details:
Able to problem solve Academic
Articulates feelings
Asks for help
Attentive in class Attendance
Completes/ attempts classwork
Completes/ attempts homework
Cooperative with others Behavior
Demonstrates a sense of humor
Enjoys math
Enjoys reading Emotional
Follows instructions
Helpful to others
Makes/ maintains friendship Physical Health/ Medical
Negotiates/compromises
Participates in class
Regular attendance ELL Concerns
Contribute to class discussion What is the student primary language?
Well organized The student has difficulty communicating his or her
thoughts in English. -select-
Has original ideas The student has difficulty understanding and
Puts forth best effort following directions in class. -select-
Other The student has difficulty comprehending grade level
reading material. -select-
The student has difficulty using grade level
vocabulary in their writing. -select-
The student has difficulty understanding word
problems in math-select-
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3. Prior Intervention 4. Projects, Classwork and Assessments
Please check any interventions that you (Area of Concern)
have tried and describe your intervention, Type of
how long did you use it, and its results. Date (m/d/yy) Grade Earned
Assignment
Behavior Intervention (daily
homework contract, behavior contract,
daily planner checks, etc.)

Classroom Accommodation (seat

change, study buddy, etc.)
5. Student Profile
Progress Report Grades
Instructional Accommodation S.S. ELA Math Science
(modified assignments, extra time, less
questions, etc.)

Met with student

NWEA MAP Testing
Semester/ Year Reading
Lexile
Offered tutoring (whole group -Select-/
tutoring, one-on-one assistance, peer Language
Math
tutoring, etc.)
Semester/ Year Reading
Lexile
Academic Intervention (ELL -Select-/
strategies, Verbalized thinking in math, Language
Math
etc)

Support Services Currently Receiving
Spoken to/ met with parent Counseling ELL
Tutoring Mentoring
Study Skills/ organization
Other (speech/ language services, Other
etc.)

Retention -Select-
Which Grade: -Choose one-
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Teacher Preparation Checklist for SST Meetings
Be prepared to present specific background information about the student including:
Strengths (to be built upon for developing interventions and accommodations)

Academic (e.g., good with problem solving, likes to read, etc.)
Social/Emotional (e.g., wants to please adults, chosen by classmates as a friend or leader)
Multiple Intelligences characteristics (e.g., linguistic, logical-mathematical, bodily kinesthetic, spatial,
musical, interpersonal, intrapersonal)
Interests
Academic functioning in reading, oral language, written language and math (bring curriculum based data
to show levels and progress report)
Work samples
Be ready to discuss:
Your basic concern(s)
Desired student outcomes (the outcome you would like to see)
Results of failed and successful strategies, accommodation and/or intervention used with the student
and the duration of these interventions
Efforts to work with the family to resolve your concerns
Bring to the SST Meeting:

Work samples that reflect both strengths & areas of concerns
Assessments which show academic levels (Pretest, Benchmark tests, MAP data, Writing assessment, and
other assessments)
Recent Progress Report
Evidence of behavioral issue
FOLLOW-UP MEETING:
Progress Monitoring Tracking Sheet
Work samples and assessments
Other information to share with the team (success and failure)
Current Progress Report and/or Mid Quarter Reports, if available
Updated parent communication
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Team Procedures
Meeting Times and Locations
The meeting times are arranged to accommodate staff members and parents. The meeting location is also a key
factor in team procedures. Meetings are held in private to preserve confidentially and to avoid untimely
interruptions. Most meetings occur in the Conference Rooms. The parents will receive a phone call to schedule
the meeting time and day. Once the meeting schedule and location have been set, the Intervention Specialist
communicates this information to the staff and parents through Outlook Invitation and/or Plus Portal.
Follow-up/Monitoring
Support in planning and conducting interventions and gathering data is critical to achieving successful outcome
for students and teacher. The Interventionist Specialist schedules a personal planning meeting to review and
clarify the selected intervention(s) and help in the development of needed materials or procedures when needed
from the teacher. Support may include conducting observations, coaching, and providing feedback.
Recordkeeping
All data from the meetings are placed in the students file in the Counseling Department and uploaded to
Google Drive for the team to view as needed. The Google Drive is managed by the Intervention Specialist.
The SST Intervention Plans

The Academic Intervention Plan and Behavior Intervention Plan are one or two page documents that list the
objectives, interventions/strategies to solve the objectives, home support, and any other recommendation. The
Action Plan is a one page document that summarizes the students plan and the key decision points (see page 25
for an example). The Action Plan requires signatures from the Student Success Team members.
Intervention Follow-up Report

The follow-up report allows the team to record the results of intervention whether it was successful or
unsuccessful. The Academic Intervention Plan Follow-up Report is sent home with the students and an email
alert is sent to the parents through the Parent Plus Portal every 2 weeks (see page 27). It would list the results of
the current goals and any new goal that the team has established. The Behavior Intervention Plan Follow-up
Reports are the behavior charts which are sent home daily for the parents to review.
Outreach to Parents
When connecting with parents, special care must be taken to ensure the most positive experience possible.
Reaching out to and engaging the parent(s) is a key element in making the SST process successful. It involves
extending oneself as a representative of the school and serving as a bridge for the parent to enter the school
environment. The Intervention Specialist calls the parents to schedule a meeting that compliments the parent
and teachers schedule. The Intervention Specialist explains the purpose of the meeting with the parents offers
suggestions on how to prepare for the initial meeting. The Parent Information Sheet listed below could be
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emailed to the parents as well.
Parent Preparation for an SST Meeting
What is the Student Support Team?

The Student Success Tem is a partnership between the home and school which uses a problem-solving approach
to help students be more success at school.
Who is on the Student Success Team?

As the students parent, you are an important member of this problem-solving team. In addition to you, other
staff members will include: your childs teacher, administrator, intervention specialist, and possibility other
specialist who have specific skills in the areas relevant to your childs individual needs.
What will the team do during the meeting?

After starting the meeting with introductions, the team will:
1. Clearly define the area of greatest concern regarding your child
2. Brainstorm for solutions
3. Establish specific interventions to help your child make progress
4. Set up a system to monitor your childs growth
5. Follow up reports will be emailed home every 2 or 3 weeks.
6. Schedule a follow up meeting to review progress
Be prepared to present background information about your child, including:

Strengths/Interest
Academic History
Any concerns you may have
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STUDENT SUCCESS ACCOMMODATION PLAN
An Accommodation Plan is an educational document that stipulates the types of accommodations that will help students
with learning and participating in the general education curriculum. It outlines how a childs specific needs are met with
accommodations and other services. These measures remove barriers to learning (see sample of an Accommodation Plan
on page 28-29).
ELIGIBILITY FOR STUDENT SUCCESS ACCOMMODATION PLAN
To be eligible for an Accommodation Plan at American United School (AUS), a person must have evidence of a
disability. A person with a "disability" is simply one who:
(1) has a physical or mental impairment which substantially limits one or more major life activities AND
(2) has a record of such an impairment,
Whenever appropriate, students will have gone through Student Success Team (SST) process prior to implementation of
an Accommodation Plan. However, in instances where the child has already been evaluated by a private evaluator and the
school team finds that sufficient school data exists to support that a disability or impairment does exist, the team may opt
to develop an Accommodation Plan.
If there is no existing recent evaluation to help make such a determination then the SST team may recommend that a psycho-
educational evaluation be completed. A psycho-educational evaluation will be conducted by qualified personnel and provide
evidence that a disability or impairment exists in order for the child to be eligible for an Accommodation Plan.
What is an Impairment?
The definition of impairment can be any physical or mental impairment generally recognized by the community of
physicians or psychologists, as long as that impairment substantially limits one or more of their major life activities in a
way that requires accommodations or services in the school setting for the student to be successful. Some examples include,
but are not limited to, physiological disorder or condition, disfigurement, or anatomical loss affecting one or more of a body
system, or any mental or psychological disorder, such as mental illness and specific learning disabilities.
What is Major Life Activity?

The major life activity most relevant in the educational context is, of course, learning, although disabilities can affect a
students ability to function in school in ways other than academically. In the school setting, students must function
behaviorally, socially, and physically, in addition to academically. Major life activities may include, but are not limited to,
caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.
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Student Success Team (SST) Problem Solving Process
Conducting the Meeting

The SST meeting lasts about thirty minutes per student. The meeting begins with introductions, if necessary.
The SST School Administrator then makes a brief statement regarding the meetings purpose and anticipated
outcomes followed by a review of the agenda. The heart of the problem-solving meeting has five components:
review and clarify the problem, brainstorm possible interventions, discuss and evaluate interventions, choose
intervention(s), and develop an action plan in which the teacher will track the student progress. When the
problem solving is concluded and the Academic Intervention Plan is drafted, the SST School Administrator
brings closure to the meeting by verbally summarizing the major decisions and identifying the individuals
responsible for implementation of the plan.
SST Process: Meeting Procedures

Step 1: Identify the Problem
Prioritize problems and choose the one of greatest concern
Identify students strengths
Step 2: Data Collection

Classwork, assessments, MAP and etc. to gain a clear understanding of possible causes of difficulty
Attendance record
Discipline record
Step 3: Problem Solving/Generating Solution

Brainstorm and evaluate possible solutions
Identify relevant obstacles
Ensure solution addresses the identified problem
Step 4: Implement Action Plan

Select intervention
Team members are assigned responsibility for the Academic Intervention Plan
Set reasonable timelines
Step 5: Progress Monitor/Documentation

Select tool to systemically monitor progress
Schedule follow up SST
Review progress data
Determine appropriate next steps
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Conclusion
The Student Success Team is a powerful resource for schools. This school based problem-solving team is
composed primarily of educators who support teachers to reduce the level of underachievement of students.
The team members work together to uncover the underlying reasons that a student might be experiencing
academic or behavioral difficulties, so they can assemble an implement effective interventions to address the
students problems.
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SAMPLE Academic Intervention Plan
Date :
Student:
Grade:
ACADEMIC INTERVENTION PLAN
QUARTER 2
IMPLEMENTATION PERIOD: December 11-January 10
AREA(S) OF CONCERN
Social Studies Quarter 1 Final Grade D-

Math Quarter 1 Final Grade- D
Fall MAP Achievement Scores: Reading 204/14%
GOAL(S)/OBJECTIVE(S)
CLASSROOM GRADES: Student will consistently maintain C- or higher in all classes by the end of each quarter.
ASSESSMENTS: Student will score a passing grade of C- or higher on classroom assessments, i.e. quizzes, tests,
performance based assessments.
MAP: Student will make a minimum of 5% growth in MAP subject area(s) of concern on Winter MAP Assessment.
Parent Response:
INTERVENTION STRATEGIES
1. Teachers will provide other learning opportunities to support the student academically within the classroom.
2. Academic Enrichment/Support - 2 days per week (T,W) 2:00- 2:45p.m.
3. Extended Learning - (M,T,W) 2:45-3:30p.m. available 3 times per week
4. Bi-weekly Academic Counseling Support with Student to discuss the following:
a. Goal setting for the following 2 weeks
b. Grades
c. Attendance
d. Review of Extended Learning/Tutoring Verification Form. Student is required to have form during session.
5. A Bi-Weekly Progress Update Report will be sent home by student.
6. An email alert will be sent to parents notifying them that the Bi-Weekly Progress Update Report is being sent
home by student.
Parent Response:
STUDENT RESPONSIBILITIES
1. Student will attend class, come prepared and complete all assignments
2. Conference with teacher and parents about school performance and seek ways to improve grades.
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3. Attend tutorial support classes as needed i.e. Enrichment & Extended Learning.
4. Monitor performance weekly on the AUS Student Portal
5. Participate in class by asking/answering questions and volunteering for activities.
6. Ensure Extended Learning/Tutoring Verification Form is signed after each session.
Student Response:
PARENT/HOME SUPPORT
1. Parent engages student in additional support from various activities for 20-30 minutes per night. 3-5 days per
week. (See Suggested Activity page)
2. Parent checks Google Classroom for updates and other assignments a minimum 3 times per week.
3. Tutor Recommendation: 2-3 times per week based on the goal. (Tutoring list can be provided)
4. Parent will sign and send back to school on the next school day, bi-weekly progress update reports provided by
the school.
Parent Response:
Meeting Summary:
The Student Success Team is devoted to providing support services for our students and the parents. Our goal is to help
our students be more successful at AUS.
_____________________________ _______ ____________________________ ________

Student Signature Date Parent Signature Date
_____________________________ _______ ____________________________ ________

Administrator Date Counselor Date
_____________________________ _______ ____________________________ ________

Interventionist Date Other Date
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ACTIVITIES TO SUPPORT LEARNING AT HOME
Check your childs Google Classroom for more specific lessons, games, textbooks, and other activities.
MAP Assessment Math English Language Arts
MAP Test Overview Math Practice Reading Practice
https://legacysupport.nwea.org/sites/www.nwea.or http://www.sowashco.org/ro/pages/st http://www.linnmar.k12.ia.us/schools/westfiel
g/files/resources/MAPBasicsOverview_0.pdf udentlinks/map/ d/westweb/NWEA_Rdg_RIT_Sites.html
MAP Test Warm-up IXL Reading Online Activities by RIT score

http://warmup.nwea.org/warmup_start_educators_ https://www.ixl.com/signin/auskuwait http://www.sowashco.org/ro/pages/studentli
map.html nks/map/reading.htm
MathTV
http://www.portage.k12.wi.us/ms/maptestvocabul http://www.mathtv.com/ Citation
arypractice.cfm http://www.citationmachine.net/mla/cite-a-
Khan Academy book
https://www.khanacademy.org/
Study Jams
http://studyjams.scholastic.com/studyj
ams/jams/math/index.htm
Science/Social Studies Arabic English Language Leaners
*Best option is to check your childs Google http://www.reshtia.org/library/14.Easy https://www.youtube.com/watch?v=cg401idu
classroom page. The teachers have posted activities, %20Arabic%20Grammar.pdf uUo
websites, textbooks and much for the students to
review. AFL https://www.youtube.com/watch?v=XWN4xe
http://www.arabic4fun.com/ Ov3KQ
http://www.sweetsearch.com/sweetsites/categorie
s/middle-school/students http://mylanguages.org/multimedia/ar https://www.youtube.com/watch?v=673pDwq
abic_audio_alphabet.php Qkdk
Science- Additionally, have your child review the http://www.myeasyarabic.com/site/ar https://www.youtube.com/watch?v=CQ87FW

notes from class, read the interactive textbook and abic_alphabet_learn.htm aIJ04
practice the quizzes that is located in the textbooks
http://www.alef-ba-ta.com/words
http://www.everyday-
arabic.com/2013/10/arabic-
alphabet.html
http://ilp.unrwa.ps/stdcorner.aspx
Study Skills Islamic French
23
https://www.thestudygurus.com/the-three- Check Google Classroom for updates Check Google Classroom for a list of activities,
cardinal-rules-of-studying/ websites, and other materials covered in class.
Review notes daily http://lexiquefle.free.fr/ (for true beginners
https://www.thestudygurus.com/keep- http://www.alhakea.com/word/?p=8 and those who want to review introductory
concentration-while-studying-1/ 0428 material)
http://www.laits.utexas.edu/fi/ (created by
students at the University of Texas, authentic
https://www.thestudygurus.com/keep- http://www.islamkids.org/contents.ht French videos, students study abroad
concentration-while-studying-2/ ml experiences in France, online worksheets and
practice, listening opportunities, etc.)
https://www.thestudygurus.com/studying-101/ http://www.thirteen.org/edonli https://www.duolingo.com/course/fr/en/Lear
ne/accessislam/lesson.html n-French-Online (great as an app also)
https://www.babbel.com/learn-
french-online/65391-beginner's-
courses
PSAT ACT SAT

https://www.kaptest.com/psat https://www.prepscholar.com https://www.khanacademy.org/test-prep/sat
/act/s/
https://www.studyguidezone.com/psattest.htm https://www.khanacademy.org/test-
prep/sat/full-length-sat-1
https://uniontestprep.com/act
https://www.4tests.com/sat
http://www.act.org/content/ac
t/en/products-and-
https://www.prepscholar.com/sat/s/
services/the-act/test-
preparation.html
https://www.kaptest.com/act
Quran and Arabic Studies Apps
24
25
SAMPLE Behavior Intervention Plan
Student: Teacher/ Grade:
Student Strengths/ Interests:

Strengths-
Interests-
Target Behavior (s):

.
Intervention Plan:
Data Collection Tools:
Rewards:
Consequences:
Minor Behaviors to Ignore:
Severe Behavior to be Dealt with by Principal or Counselor:
26
SAMPLE Student Success Team (SST):
Quarter 2 Action Plan
Date:
Meeting Attendees: Principal, Interventionist, Counselor, Parent(s): Father & Mother
To the Parents of students name,
Intervention Plan
The school commits to implementing any strategies listed in the Academic Intervention Plan.
Enrichment on Tuesdays and Wednesdays
Extended Learning after school on Mondays, Tuesdays, and Wednesdays
Parent Response:
Re-Enrollment Eligibility
Attend scheduled SST Conferences each Quarter
Ensures that students name attends classes every day and arrives to school on time
If the parents and the school work together to help students name meet 10 grade behavioral/academicth
expectations and he/she continues to struggle, we must begin the process to look for alternative placement, which
may not be AUS.
Parent Response:
If you have any further questions, please contact your childs teacher(s), Ms. Hall, School Counselor at 25530150,
extension 4122 or Mrs. Moses, Intervention Specialist at 25530100, extension 3012.
Sincerely,
Student Success Team
________________________________________________________________ ______________________________________________________
Administrator Date Parent Signature Date
________________________________________________________________ ______________________________________________________
Interventionist Date Counselor Date
________________________________________________________________ ______________________________________________________
Other Date Other Date
27
Sample Attendance Letter
Dear Parent/Guardian:
Regular school attendance plays an important role in student achievement, and it has come to the schools
attention that your child, Students name, is not meeting the American United School (AUS) attendance policy. Her
attendance record reveals a chronic attendance problem with an absence rate of 20%. As of February 7, 2017,
Students name has developed the following attendance record:
Number of Days Tardy to School/Class Period for the School Year: _6_
Number of Days Absent for the School Year: __27_
We are working to build a partnership with you. Thus, we ask that you ensure that your child comes to school
each day and on time. We will continue to monitor her attendance and tardies throughout the school year. Ongoing
absences, tardies, and early departures will not be excused unless a doctor's note is provided within two days of the
absence. Thereafter, absences will marked unexcused. Ongoing excessive absences (excused and unexcused)
beyond 4 or more within a quarter from the date of this letter will place her re-enrollment eligibility at risk.
Grading as it relates to absences will adhere to the policy written on page 20 of the High School Student
Handbook: https://www.aus.edu.kw/home/high-school/student-handbook.
If you have any questions regarding this letter, you may contact the school administrative office at the
telephone number listed at the bottom of this letter.
Regards,
Principal
255-30100, extension
I, _________________________________________________, parent of Students name, understand and acknowledge receipt of the

Attendance Letter. I understand that ongoing chronic absences may place my childs re-enrollment eligibility at-
risk.
__________________________________________ ________________________________________
Administrator Date Parent/Guardian Signature Date
28
SAMPLE MIDDLE SCHOOL
BIWEEKLY REPORT
Dear Parent,
According to our Academic Intervention Plan (AIP), parents are to be notified after the bi-weekly conference is
held with students. Below is an update of your students performance over the last two weeks. Below you
will find the Intervention plan agreement terms and progress update for ______________________________:
Plan Requirements:
Attend Extended Learning at least 2-3 days per week yes no
Tutoring yes no Not Applicable
5% or higher growth on MAP assessment yes no Not Applicable
Student monitoring portal grades yes no
Student Extended Learning/Tutoring Log submitted yes no
If not submitted, explain: ___________________________________
Attendance yes no Not Applicable
Maintain C-or better on all classwork, HW, & assessments yes no; see below
C- or better was maintained in all classes except:
English/Language Arts: ___/____ Physical Education: ___/____
Mathematics: ___/____ French/Spanish: ___/____
Science: ___/____ Art: ___/____
Social Studies: ___/____ Music: ___/____
Quran/Islamic Studies: ___/____ Technology: ___/____
Arabic/ AFL: ___/____ _________________: ___/____
Overall Performance Results:
The student has made adequate progress and will be removed from the AIP plan.
The student has made some progress and the AIP will continue for the next two weeks.
The student has NOT made adequate progress and the AIP will continue until further notice.
Comments: _____________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Thank you for your continued support as we continue to partner together for student success! Please sign and
date the receipt of this report below and return one signed copy to the school.
Sincerely,
School Principal
Parents Signature: ________________________________________ Date: ___________________
Students Signature: ________________________________________ Date: ___________________

29
HIGH SCHOOL
BIWEEKLY REPORT
Dear Parent,
According to our Academic Intervention Plan (AIP), parents are to be notified after the bi-weekly conference is
held with students. Below is an update of your students performance over the last two weeks. Below you
will find the Intervention plan agreement terms and progress update for _________________________:
Plan Requirements:
Attend afterschool Extended Learning out of 6 lessons
Tutoring yes no Not Applicable
5% or higher growth on MAP assessment yes no Not Applicable
Student monitoring portal grades yes no
Student Extended Learning/Tutoring Log submitted yes no
If not submitted, explain: ___________________________________
Attendance _________________________________
Tardiness _________________________________
Community Service completed out of 16 hours required
Maintain C-or better on all classwork, HW, & assessments yes no; see below
C-or better was maintained in all courses except:
English/Language Arts: ___/____ Physical Education: ___/____
Mathematics: ___/____ French/Spanish: ___/____
Science: ___/____ Art: ___/____
Social Studies: ___/____ Music: ___/____
Quran/Islamic Studies: ___/____ Technology: ___/____
Arabic/ AFL: ___/____ _________________: ___/____
Overall Performance Results:
The student has made adequate progress and will be removed from the AIP plan.
The student has made some progress and the AIP will continue for the next two weeks.
The student has NOT made adequate progress and the AIP will continue until further notice.
Comments: _____________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Thank you for your continued support as we continue to partner together for student success! Please sign and
date the receipt of this report below and return one signed copy to the school.
Sincerely,
School Principal
Parents Signature: ________________________________________ Date: ___________________
Students Signature: ________________________________________ Date: ___________________

30
STUDENT SUCCESS ACCOMMODATION PLAN
STUDENT/PARENT INFORMATION:
NAME: Click here to enter text. DATE: Click here to enter a date.
DATE OF BIRTH: Click here to enter a date. GRADE: Click here to enter text.
REASON FOR PLAN:

A. Check those which apply:
caring for self walking seeing learning
working breathing hearing
performing manual tasks other Click here to enter text.
B. Basis for above determination:
AREA(S) OF CONCERN (LIST):

1. Click here to enter text.
TARGET GOAL/S:
CLASSROOM STRATEGIES
Physical Arrangement of Room
Lesson(s) Preparation
Assignments/Worksheets
Test Taking
Organization
Behaviors
31
Mood
Academic Skill
Medication
PARENT INVOLVMENT
STUDENT RESPONSIBILITY
SPECIAL CONSIDERATIONS
PARENT ACKNOWLEDGEMENT:
I Click here to enter text. , parent of (STUDENT NAME) understand that American United School will make reasonable
attempts to provide interventions that the Student Success Team has recommended. At the same time, I understand
that the SST team has a professional responsibility to inform me when the school is unable to provide the proper level of
support to meet my childs educational needs.
______________________________________ __________________________________________
Parent Signature Date Administrator/Designee Date
______________________________________ __________________________________________
Interventionist Date Psychologist Date
______________________________________ __________________________________________
Classroom Teacher Date Classroom Teacher Date
______________________________________ __________________________________________
Classroom Teacher Date Classroom Teacher Date
______________________________________ __________________________________________
32
Classroom Teacher Date Other Date
SST RESPONSIBLE FOR ANNUAL REVIEW: Click here to enter a date.
STUDENT SUCCESS ACCOMODATION PLAN MENU

AREAS OF CONCERN
Activating and Getting Started Sustaining Attention and Concentration
Irritability, Depressed Mood, Sensitive to Criticism Sustaining Effort
Memory, Recall Impulsiveness
Motor Activity Organizing and Planning
Compliance Socialization
Academic Skills Appropriate Behavior

The school agrees to work in collaboration with the parents to make reasonable accommodations and
address this students individual needs as follows:
CLASSROOM ACCOMMODATIONS
PHYSICAL ARRANGEMENT OF ROOM:
Seating student near the teacher Seating student near a positive role model
Standing near student when giving directions Avoiding distracting stimuli (high traffic areas,
or presenting lessons windows, heating system)
Increasing distance between desks Planned seating (bus, lunchroom, auditorium)
Additional accommodations:
__Consistent seating arrangement throughout year_
LESSONS PRESENTATION:
Pairing students to check work Providing written outline
Writing Key points on the Board Allowing student to tape record lessons
Providing peer tutoring Having student review key points orally
Providing visual aides Teaching through multi-sensory modes
Providing peer note-taker Using computer-assisted instruction Saxon, ELA Activities
Making sure directions are understood Including a variety of activities during each lesson
Break longer presentations into shorter segments Additional accommodations:
Checking for understanding by having student verbalize what he needs to do
ASSIGNMENT/WORKSHEETS:
Giving extra time to complete tasks Using self-monitoring devices
Simplifying complex directions Reducing homework assignments
Handing worksheets out one at a time Not grading handwriting
Reducing the reading level of the assignments Requiring fewer correct responses to achieve grade
Allowing student to tape record assignments Allowing typewritten or computer printed
Giving frequent short quizzes, not long exams Additional accommodations:
Providing study skills training or learning strategies Shorten writing assignments i.e. two versus five
Shortening assignments; breaking work into smaller Checklists when working in centers or independently
Assignment segments
Providing highlighted text/study guides
TEST TAKING:
Allowing open book exams Allowing extra time for exams
Giving exam orally (as appropriate or needed) Reading test items to student
Giving take-home tests Giving more objective items (fewer essay
33
Allowing student to give test answers on tape recorder responses)
Giving frequent short quizzes, not long exams Additional accommodations:
Click here to enter text.
ORGANIZATION:
Providing peer assistance with organizational skills Assigning volunteer homework buddy
Providing student with extra set of books for home Sending daily/weekly progress reports home
Providing homework assignment notebook Requesting parental help with organization (as needed for the 2nd grade)
Providing rules for getting organized Supervise writing of homework assignments (teacher checks)
Allowing student to have an extra set of books Giving assignments one at a time at home
Additional accommodations: Click here to enter text. Developing reward system for homework or in-school work
Checking homework daily (i.e., sticker)
Setting short term goals for work completion
BEHAVIORS:
Providing frequent immediate, positive feedback Allowing legitimate opportunity to move

Using self-monitoring strategies: Implementing time-out procedures
visuals of target behaviors for task, class rules Allowing short breaks between assignments
Giving extra rewards and privileges Making student correct answers, not his mistakes
Contracting with student Ignoring minor inappropriate behaviors: sensory-related behaviors (i.e.
Increasing the immediacy of reward Fingers and legs shake, opening mouth wide, twirling hair)
Using prudent reprimands, avoid lecturing Supervising during transition times (i.e. center-to-center, main class to Specials)
Using nonverbal cues to stay on task Praising specific behaviors
Implementing a classroom behavior management system Develop/Increase a desired/target behavior: state, model, student
Anticipate problems and use preventative Strategies: practice
Prepare Ali for changes in routine: school activities, Implementing a time-away procedure
Assigned spot in line to stand in for lunch, recess, etc. When Ali is overwhelmed/overstimulated, trouble with change
Schedule, fieldtrips, assemblies, new people in class, return vacations, (counseling department, quiet/corner area free from distraction)
Problems with technology, Behavior (i.e. going down the stairs) Additional accommodations
Rewarding specific behaviors: Nonverbal cue to stop behavior coupled w/ a directive to begin desired.
Click here to enter text. DO NOT USE TIMERS: They create anxiety
MOOD:
Provide reassurance and encouragement Compliment positive behavior and work

Speak softly in non-threatening manner when in close Look for opportunity for student to displays
proximity leadership role in class
Focus on students talents and accomplishments Send positive notes home
Make time to talk alone with student Reinforce frequently when student is frustrated
Look for signs of stress build up and provide Use mild, consistent consequences
encouragement or reduce work load Give student choices so he feels in control
Allow student an opportunity to save face Additional accommodations:
Train anger control: encourage student to walk __Conference w/ student when you notice stress buildup
away; use calming strategies Or it seems he is in a bad mood. It helps him adjust his behavior.
Allow him to display his knowledge/interest whenever relevant
ACADEMIC SKILL:
If READING is weak: provide extra reading time: use previewing strategies: select text with less on a page: shorten
amount of reading required, avoid oral reading.
If ORAL EXPRESSION is weak: accept all oral responses: substitute display for oral report: encourage expression of
new ideas: pick topics easy for student to talk about.
If WRITTEN LANGUAGE is weak: accept non-written forms of reports: accept use of typewriter, do not
assign large quantities of written work
34
If MATH is weak: allow use of calculator, use graph paper to space numbers; provide extra math time; provide immediate
correctness feedback and instruction by modeling the correct computation procedure; teach the steps needed to solve a
particular math problem; give clue to the process needed to solve problem; encourage use of self talked to problem-
solve.
MEDICATION:
Physician: Click here to enter text.
Medication: Click here to enter text. Dose: Click here to enter text. Schedule: Click here to enter text.
Administered in school by: Click here to enter text.
PARENT INVOLVEMENT:
Initial assignment notebook daily/weekly Write questions, concerns in assignment notebook/planner to

Provide daily consequences for bringing communicate with teacher(s)
completed assignment Community agency involvement:
Call teacher (s) every for feedback Break homework into smaller parts and provide frequent
Supply school with medication and necessary breaks
medical forms Communicate concerns to teacher/counselor
Parent Support Group Inform teacher(s) counselor of medication changes
Parent Education
Provide positive reinforcement for points earned Additional accommodations:
Click here to enter text.
STUDENT RESPONSIBILITY:
Complete assignment notebook and get Seek encouragement form trusted adult: ____________
teacher initials Set deadlines for work completion
Take medications as prescribed Prioritize assignments
Come to class with books, pencil, and paper Estimate time needed to complete work
Complete assigned work Reward yourself for: _____________________
Request assistance when needed Tell your teacher how they can help you
Take needed materials home to complete work Break assignments into smaller parts
Get a coach to help you organize:
SPECIAL CONSIDERATIONS:
Monitor student closely on field trips Provide group/individual counseling re:

In-service/consult with teacher(s) on childs needs ___social/communication skills__
Provide social skills group experiences Play Therapy During standardized test the student requires the
Develop intervention strategies for transitional following accommodations:
periods (i.e. cafeteria, recess, assemblies) _allow for reasonable movement & away from distractions___
Alert school bus driver Expected measurable progress in the ELA and/or Math due to
Required educational class (i.e. after school program, conditional acceptance (specify)
Occupational Therapy Click here to enter text.
PARTICIPANTS: (NAMES AND TITLES)
Click here to enter text. Click here to enter text.

35
Page ______ of ______
36
Parent/Teacher Conference Form
Student Name: Date of Conference: Quarter:

Click here to enter a date.
Attendees:
Teacher: Click here to enter text.
Parent: Click here to enter text.
Purpose of Meeting:
End of quarter End of semester End of school year
Parent request Teacher request Counselor request
Administrator request Other Click here to enter text.
Comments:
Recommended:
Extended Learning Time
School Counseling Referral
Tutor
Other _______________________________________
COMMENTS:
37
Tier 1 & 2 Intervention Design
Example: Tier 3: Intensive
I do Interventions.
1.Teacher models and explains Students who are non-
We do
2.Students practice (with teachers guidance) what the
responders to Tiers 1 &
teacher modeled 2 are referred to the SST
3.Teacher provides prompts/feedback for more intensive
4.Students apply skill as teacher scaffolds instruction
interventions
You do
5.Students practice independently (in-class and as
homework)
Tier 3
6.Teacher provides feedback
Tier 2: Individualized
As you design interventions that are systematic and
explicit, make sure you spend plenty of time on the
We do stage. That is your best opportunity to catch
mistakes and clarify misconceptions. Tier Interventions.
Subset of students
who receive
2 interventions targeting
How can I differentiate targeted interventions to meet
the needs of each of my Tier 2 students?
To design effective differentiated interventions, you must
specific needs.
understand your students learning modalities and
multiple intelligences (how we take information into the
brain).
Tier 1: Universal
Are your students visual, auditory, or tactile/kinesthetic?
Many Tier 2 learners are primarily visual and Interventions.
tactile/kinesthetic. They need concrete examples such as Best teaching practices
pictures and graphic organizers, as well as hands-on
Tier 1
experiences. available to all
students in a
Students who are poor readers typically exhibit strengths
in the visual/spatial intelligence. They think in pictures classroom or school.
rather than in words. Because these students are often Can consists of whole
able to put details into their pictures that others may not
discern, encourage them to sketch what they are reading group or individual
or hearing. Next, guide them as they first explain and then strategies or support.
write about their pictures.
MAP Score Translation Chart
READING
FALL (BEGIN - YEAR) WINTER (MID - YEAR) SPRING (END YEAR)
RIT RIT RIT RIT RIT
RIT RIT Score RIT Score RIT Score
Score Score Score Score Score
Grade Score Average Average Average Grade
High Low High Low High
Level Low th
(34 - *50 -th th th
(34 - *50 - th th
(34 - *50 - Level
66th)
(67th & (0 66th)
(67th & (0 66th)
(67th &
(0 33rd)
above) 33rd) above) 33rd) above)
6th 204 205 - 211 - 217 218 208 209 - 214 - 220 221 209 210 - 216 - 222 223 6th
7th 208 209 - 214 - 221 222 210 211 - 217 - 223 224 211 212 - 218 - 224 225 7th
8th 210 211 - 217 - 224 225 212 213 - 219 - 225 226 213 214 - 220 - 227 228 8th
9th 213 214 - 220 - 227 228 214 215 - 221 - 228 229 215 216 - 222 - 229 230 9th
10th 213 214 - 220 - 227 228 214 215 - 221 - 228 229 213 214 - 221 - 228 229 10th
LEXILE Bands
Grade
Below Basic Basic Proficient Advanced
Level
4th BR-349 350-599 600-900 901+
5th BR-449 450-699 700-1000 1001+
6th BR-499 500-799 800-1050 1051+
7th BR-549 550-849 850-1100 1101+
8th BR-599 600-899 900-1150 1151+
9th BR-649 650-999 1000-1200 1201+
10th BR-699 700-1024 1025-1250 1251+
11th BR-799 800-1049 1050-1300 1301+
12th BR-799 800-1049 1050-1300 1301+
39
MAP Score Translation Chart
Language Usage
FALL (BEGIN - YEAR) WINTER (MID - YEAR) SPRING (END YEAR)
RIT RIT RIT RIT RIT RIT
Score RIT Score Score Score RIT Score Score Score RIT Score Score
Grade Average Average Average Grade
Low High Low High Low High
Level th
(34 - *50 - th th
(34 - *50 - th th
(34 - *50 - th Level
(0 66th)
(67th & (0 66th)
(67th & (0 66th)
(67th &
33rd) above) 33rd) above) 33rd) above)
6th 205 206 - 211 - 216 217 208 209 - 214 - 219 220 209 210 - 215 - 221 222 6th
7th 208 209 - 214 - 220 221 211 212 - 217 - 222 223 212 213 - 218 - 223 224 7th
8th 210 211 - 216 - 222 223 212 213 - 218 - 224 225 213 214 - 219 - 225 226 8th
9th 212 213 - 218 - 224 225 214 215 - 220 - 225 226 214 215 - 220 - 226 227 9th
10th 212 213 - 219 - 225 226 213 214 - 220 - 226 227 213 214 - 220 - 227 228 10th
Math FALL (BEGIN - YEAR) WINTER (MID - YEAR) SPRING (END YEAR)
RIT RIT RIT RIT RIT RIT
RIT Score RIT Score RIT Score
Score Score Score Score Score Score
Grade Average Average Average Grade
Low High Low High Low High
Level (34th - *50th - th
(34 - *50 - th th
(34 - *50 - th Level
(0 th
(67th & (0 66th)
(67th & (0 66th)
(67th &
66 )
33rd) above) 33rd) above) 33rd) above)
212 - 218 - 219 - 225 -
6th 211 225 215 216 - 222 - 229 230 218 233 6th
224 232
216 - 223 - 222 - 229 -
7th 215 230 219 220 - 226 - 233 234 221 237 7th
229 236
219 - 226 - 224 - 231 -
8th 218 235 221 222 - 229 - 237 238 223 240 8th
234 239
223 - 230 - 226 - 233 -
9th 222 239 224 225 - 232 - 240 241 225 242 9th
238 241
222 - 230 - 224 - 232 -
10th 221 239 223 224 - 232 - 240 241 223 242 10th
238 241
*The target RIT score for any grade level is 50th percentile.
40
Intervention Menu
Attendance Strategies
Student/Family-Focused
1. Alarm clock for parent/caregiver/student
2. Earlier bedtime
3. Give parent/caregiver information re: simpler bus route
4. Help parent/caregiver to find better transportation to school
5. Parent/caregiver agrees to bring child to school daily
6. Parent/caregiver will make sure child gets on bus in morning
7. Parent/caregiver will wake up earlier to get child to school on-time
8. Student will wake up earlier
9. Wake-up call for parent/caregiver and/or student
Behavioral Strategies
1. After-school programs (R.E.A.L Clubs and other after school sport leagues)
2. Allow student to draw to calm down in class
3. Allow student to walk around while reading
4. Apply consequences without anger
5. Ask counselors to do in-class presentations on self-esteem
6. Ask student to describe/define the consequences of inappropriate behavior (to make sure he/she
understands them)
7. Avoid anything that looks like rejection of the student
8. Avoid giving in to power struggles
9. Avoid helping too much (student can "learn helplessness")
10. Avoid ignoring the student
11. Avoid threats, punishment, sarcasm, public teasing or shaming
12. Build rapport with student (focus on strengths, interests); schedule regular time to talk
13. Call home on a bad day for support
14. Call home on a good day
15. Call on student to participate more in class
16. Change antecedent event (event that occurs prior to target behavior)
17. Chart/graph student behavior (assess/determine pattern of behavior)
18. Class change recommended
19. Classroom problem-solving sessions
20. Collaboration with outside sources (e.g., school counselor, interventions specialist, tutor)
21. Concentration game
22. Connect family with cultural community center
23. Connect new learning to previously mastered concepts
24. Create a "risk-free" learning environment in which mistakes are invited
25. Daily check-in with student
26. Develop behavioral contract
27. Develop/alter classroom rules ("Development of Classroom Rules")
28. Display exemplary student work (classroom, hallway, etc.)
29. Eat breakfast at school
30. Encourage student to ask for help when needed
31. Encourage student to make friends
32. Extra P.E.
41
33. Give leadership responsibilities
34. Give student important jobs
35. Give student opportunities to show work that he/she is proud of
36. Have a peer model appropriate behavior
37. Help parent/caregiver set up home reward/management system
38. Help student to identify what he/she is feeling
39. Home/School Communication log (e.g. notes home, email. etc.)
40. Ignore negative behavior, if possible
41. Immediately recognize positive behaviors
42. Increased parent/caregiver attention at home
43. Lunch time with Principal, Assistant Principal, Counselor, or Teacher
44. Match learning tasks with the student's learning style strengths
45. Model positive thinking and attribution statements
46. Model, teach and reinforce anger control strategies
47. Move student's seat (preferential seating)
48. Non-verbal signals between teacher and student
49. Offer student limited choices
50. Pair student with older or younger student for structured academic activity, with emphasis on social
skills
51. Parent/caregiver will email teacher weekly
52. Parent/caregiver will visit or spend time in classroom
53. Post rules in the classroom and review them
54. Praise other students for appropriate behavior
55. Present tasks that are slightly challenging and worth doing
56. Provide assignments that match student's instructional level
57. Provide student frequent breaks for relaxation or small-talk
58. Provide student time for physical activities/movement
59. Rehearse expected behavior
60. Reinforce in the classroom expectation
61. Relaxation techniques
62. Remind child to use words, not aggression
63. Role-play social interactions
64. Self-Esteem Building Techniques (teacher created or counselor created)
65. Showcase student strengths in group learning situations
66. Survey/interview student to determine interests
67. Teach student how to set short-term daily goals
68. Teach student self-monitoring/self-management
69. Teach student self-talk strategies
70. Teach the link between effort and outcomes
71. Use classroom-wide anger management strategies
72. Use game formats to teach needed information
73. Use high-interest activities
74. Use music to quiet the class during independent work activities
75. Use non-verbal cues to signal recognition of negative behaviors and reinforcement of positive
behaviors
76. Eating alone during lunch
77. Separate from friends/group
78. Isolate from everyone
79. Teacher create a safe seat
42
Instructional Strategies and Accommodations
1. Student Interest Inventory
2. Have students check homework and other assignments via the Google Classroom Calendar
3. Academic contract
4. Active note taking
5. Allow previewing of content, concepts and vocabulary
6. Allow student to have sample or practice tests
7. Ask parent/caregiver to structure study time (give them information about long-term assignments)
8. Ask student to repeat directions before beginning tasks
9. Assess/determine student's instructional level
10. Assignment notebook
11. Check student's work frequently to determine level of understanding
12. Collect homework daily instead of weekly
13. Communicate with last years teacher
14. Connect student with tutoring
15. Consider ELL assessment
16. Create a blank book for the student to fill in ("A Book About Me")
17. Cue/maintain eye contact with student when giving directions
18. Direct Instruction
19. Give student immediate feedback (make sure assignments are started correctly)
20. Give student options for presentation (written/oral or illustration/model)
21. Graphic organizers
22. Help parents/caregivers to learn reading strategies
23. Intersperse brief periods of instruction with supervised practice
24. Manipulative and visual prompts
25. Preferential seating
26. Provide frequency feedback and praise
27. Work with student 1:1 or in small group
28. Provide opportunity for extra drill before tests
29. Provide study guides/questions
30. Read aloud to parent/caregiver at home
31. Reduce classroom distractions and noise
32. Send home extra work
33. Send home unfinished classwork
34. Simplify instructions/directions (short, specific, direct)
35. Student will teach/tutor/read to a peer or younger child (e.g., "Big Buddies/Little Buddies")
36. Supply student with samples of work expected
37. Teach notetaking
38. Teach student problem-solving skills
39. Tutor
40. Use focused question in reviewing student work ("Focused Question")
41. Use techniques of repetition, review and summarization
42. Use visuals to motivate reading and support understanding of concepts
43. Write assignments on board and/or post learning objectives in Google Classroom
Math Strategies
1. Do informal assessment of students math skills
43
2. Get extra help with math word problems (from peer, co-teacher, etc.)
3. Send home math flash cards
4. Study math facts at home
5. Teach student to make estimates and choose appropriate strategies
6. Create Math anchor charts
Math Adaptations - Physical Assistance

1. Adapted materials (e.g., enlarged calculators, pencils)
2. Assist student with proper alignment of problems (e.g., graph paper)
3. Color code for different operations (e.g., red for addition problems)
4. Use software programs
Math Adaptations - Multi-Level Instruction and Performance Standards

1. Allow/encourage student to use times tables
2. Create & illustrate personal word problems relevant to students lives
3. Flash cards
4. Have students find examples of fractions used in real life and organize by categories on a chart
5. Have students verbalize the problem step by step to make sure s/he understands each stage
6. Permit student to work out the problem on scrap paper
7. Provide steps necessary to complete problems on website or study sheet
8. Reduce number of problems (shorten assignments)
9. Use calculators instead of performing paper and pencil steps
10. Use manipulatives such as money, clocks
Extension
1. Connect math concepts to careers or personal life
2. Create and play math board games
3. Creating math sheets for other students
4. Peer tutoring
5. Research mathematicians and/or musicians
6. Write in math journals
Math Strategies websites/articles

https://www.edutopia.org/blog/9-strategies-motivating-students-mathematics-alfred-posamentier
http://educationnorthwest.org/resources/mathematics-interventions-what-strategies-work-struggling-
learners-or-students-learning
http://www.council-for-learning-disabilities.org/wp-content/uploads/2014/12/Math_Disabilities_Support.pdf
Motor Skills Strategies

1. Collaboration with outside sources (i.e. occupational therapy)
2. Encourage drawing to develop muscles
3. Have student sit in an appropriate size chair for 90-90-90 posture
4. Provide parent/caregiver lists of home activities for student
Motor Skills Adaptations

1. Support wrist and elbow on table
2. Use a slant board
3. Utilization of site-team support
44
Oral Language Adaptations
Physical Assistance
1. Allow all students time for oral expression
2. Deliver oral reports/presentations in a small group or 1:1 with the teacher
3. Point to pictures to cue or illicit speech from student
Multi-Level Instruction and Performance Standards

1. Add gestures or agreed upon visual cues
2. Ask some yes/no questions
3. Give student choices for answers
4. Give student opportunity to preview questions prior to activity
5. Present student with two answers and let child choose one
6. Teacher asks student a direct question - comes back for answer
7. Teacher or peer models turn taking
8. Utilize choral reading, plays, role modeling
Overlapping Participation
1. Establish and maintain eye contact
2. Peer or teacher reads student's passage during round robin
3. Peers or teacher reads student's work out loud
4. Reinforce classroom etiquette (e.g.: raising hand)
Extension
1. Adjust volume, tone, phrasing & pace of speaking for various situations/audiences
2. Make presentations to other classes, organizations
3. Records other students written work
4. Student writes and/or records simplified versions of text
5. Student writes a play for peers to perform
6. Use eye contact, posture and gesture to engage audience
Reading Strategies
1. Accept some homework papers typed or dictated by student
2. Alternate reading
3. Brainstorming
4. Choral reading
5. Class illustrates a big book ("Creating Your Own Big Book")
6. DEAR (Drop Everything and Read) Time
7. Leveled reading groups
8. Literature circles
9. Model the thinking processes a good reader engages in when reading ("Think Aloud")
10. Pocket chart reading w/ predictable texts
11. Popcorn Reading/Break-In Reading
12. Provide partial outlines of chapters, study guides, and testing outlines
13. Read & retell
14. Reciprocal Reading
15. Reciprocal Teaching
45
16. Segment sentences on flash cards
17. Send home books
18. Send home word games
19. Shared reading across genre of texts
20. Shared reading with predictable texts
21. Simplify complex directions
22. Sing, speak, spell
23. Small group reading
24. SQ3R (Survey, Question, Read, Recite & Review)
25. Story sequencing for reading
26. Storyboard
27. Student identifies number of pages to be read and uses post-its
28. Student will go to library with teacher
29. Sustained silent reading
30. Teacher read-aloud
31. Using the newspaper to improve reading skills
32. Word walls
Reading Comprehension Strategies Websites

http://educatoral.com/reading_strategies.html
http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1052&context=reading_horizons
https://www.corelearn.com/files/CORE-SecondaryReading.pdf
http://www.cps.k12.in.us/Page/1311
http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0132-dec05/VM0132Middle.pdf
http://www.mrswatersenglish.com/2014/11/reading-comprehension-strategies-for-middle-school-students/
http://www.teachthought.com/pedagogy/literacy/25-reading-strategies-that-work-in-every-content-area/
http://www.adlit.org/article/19844/
http://www.adlit.org/adlit_101/improving_literacy_instruction_in_your_school/reading_comprehension/
Reading Adaptations - Physical Assistance

1. Enlarge print
2. Have student use bookmarks for tracking
3. Use book stand or tablet stand (a.k.a docking stand, if available)
4. Use audiobooks
5. Use tablet and use the zoom feature

1. Color code textbook, highlighting important sentences, phrases, vocabulary
2. Create interest for material to be read by bringing in items that will stimulate discussion about a topic
3. Donot force student to read orally; encourage peer tutoring and have pairs take turns reading together
orally to group
4. Do not require lengthy outside reading assignments
5. Have student be responsible for one main idea
6. Have student draw a picture
7. Have student fill in the blanks
46
8. Have student match text to pictures
9. Pre-teach vocabulary
10. Provide electronic copy of teacher's notes
11. Provide supplementary materials that student can read
12. Reduce workload
13. Review words periodically
14. Substitute symbols for written text
15. Use character web
16. Use collage
17. Use computer software
18. Use graphic organizer
19. Use images on overhead
20. Use modified text or assign a smaller portion
21. Use music-related stories
22. Use peer or community volunteer tutors
23. Use pictures/symbols
24. Use props (e.g., puppet, magnets on cookie sheet, felt board)
25. Use small group settings or pairs and assign various paragraphs; put a good average reader with a less
able reader; encourage discussion of material read and sharing to the whole class
26. Use storyboard sequencing
27. Use video to supplement text
Reading Adaptations - Overlapping Participation

1. Art project related to story, i.e. collage, a story board
2. Categorize
3. Demonstrate appropriate listening behavior
4. Get books, hand out and put away
5. Hold book in front of class for teacher
6. Retell story to younger kids
7. Turning the page appropriately at correct time
Extension
1. Find vocabulary words in the newspaper or magazine
2. Have student connect stories to background knowledge or experience
3. Have student create story map
4. Have student create story timelines
5. Have student design a comic book about the story; other students can color the characters or
write/copy the sentences
6. Have student write a play for the story that other students can act out
7. Have student write a song about the story (e.g., tap song and other kids participate)
8. Read other books by the same author
Writing Strategies
1. Authors Chair
2. Buddy Journals
3. Content Area Logs
4. Copying
5. Creating Texts for Wordless Books
6. Dialectic (Response) Journal
47
7. Guided Writing Activities
8. Interactive Journals
9. Interactive Writing
10. Letter Writing
11. Metacognitive Journal
12. Modeled Writing (Aloud)
13. Patterned Writing With Predictable Text
14. Personal Dictionaries
15. Plan, Do and Review
16. Practice writing daily
17. Real-Life Writing Activities
18. Story Sequencing For Writing
19. Storyboarding
20. Student will write in cursive all the time
21. Student will write in daily home journal
22. Writers Workshop
Writing Adaptations - Physical Assistance

1. Adapted keyboard
2. Adaptive writing materials (e.g., pencil grip, larger felt pen)
3. Computer/typing on keyboard
4. Dictate to a peer/peer edit
5. Give student oral examinations and quizzes
6. Substitute oral reports/projects for writing
7. Tape paper to desk
8. Use adaptive paper (e.g., lines, larger lines, lined columns)
9. Use assistive technology device that allows student to orally dictate writing and/or with voice output
10. Use physical and verbal prompts for placement of fingers on pencil and wrist on table
11. Use stencils
12. Use tape recorder to dictate
13. Write on a vertical/slanted surface (e.g., dry erase board)
14. Write on top of a textured surface (e.g., sandpaper)

1. Complete one part of assignment
2. Create and use personal dictionary
3. Organize pictures to tell story
4. Pictorial collage
5. Provide sentence or paragraph starters
6. Shorten assignment
7. Use editing checklist (caps, periods, commas, etc.)
8. Use graphic organizers
9. Use stamps
10. Use word bank
11. Use word prediction and other writing software
Overlapping Participation
1. Pass out materials for writing assignment
48
2. Practice copying
3. Use storyboard
4. Write down key words (i.e., personal vocabulary list)
5. Write name, heading and date on top of paper
Writing strategies Website

https://www.carnegie.org/media/filer_public/3c/f5/3cf58727-34f4-4140-a014-
723a00ac56f7/ccny_report_2007_writing.pdf
Science & Differentiated Instruction websites

http://files.eric.ed.gov/fulltext/EJ1058676.pdf
http://education.ky.gov/educational/diff/documents/strategiesthatdifferentiateinstruction4.12.pdf
49
References
Bay, M., Byram, T., & OConnor, R. (1994). Teachers assisting teachers: A Pre-referral Model for
Urban Educators. Teacher Education and Special Education, 17, 10-21.
Chalfant, J.C., Pysh, M., & Mouttrie, R. (1979). School: A Model for Within School Based Problem
Solving: Learning Disabilities Quarterly 2, 85-96
Love, N. (2002). Student Assistance Program. A Guidebook for Implementing & Maintaining Core
Team Procedd. Round Rock, Tx. Rising Tide Publication.
Phillips, V. & McCullough, L. (1992). SST: Student/Staff Support Team. Longmont, CO: Sopris
West.
50

Middle High SST Manual

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A

American United School

AUS...A Better Choice

To provide an outstanding American education that enables students to be inspired lifelong

LEARNING ANYTIME, ANYWHERE

RTI & Progress Monitoring as it Relates to SST ---------------------------------------------------- 5-7

Intervention Plans ---------------------------------------------------------------------------------------- 8

SST members & Reasons for Referring --------------------------------------------------------------- 8-9

Student Success Team Pre-referral Process ---------------------------------------------------------- 9-11

Student Success Team Referral Process -------------------------------------------------------------- 12-14

Teacher Preparation Checklist for SST Meetings --------------------------------------------------- 15

Student Success Team Procedures -------------------------------------------------------------------- 16

Parent Outreach/Parent Preparation for a Meeting -------------------------------------------------16-17

Accommodation Plan ----------------------------------------------------------------------------------- 18

SST Problem Solving Process ------------------------------------------------------------------------- 19-20

Sample Academic Intervention Plan ----------------------------------------------------------------- 21-24

Sample Behavior Intervention Plan ------------------------------------------------------------------ 25

Sample Action Plan ------------------------------------------------------------------------------------ 26

Sample Attendance Letter ---------------------------------------------------------------------------- 27

Sample Bi-weekly Report -------------------------------------------------------------------------- 28

Sample Accommodation Plan ------------------------------------------------------------------------ 29-30

Accommodation Plan Menu -------------------------------------------------------------------------- 31-33

Parent/Teacher Conference Form ------------------------------------------------------------------- 34

Pyramid of Interventions Chart --------------------------------------------------------------------- 35

MAP Score Translation Chart ----------------------------------------------------------------------- 36-37

Intervention Menu ------------------------------------------------------------------------------------ 38-47

Learning Support Services

Tier I: The Whole Class

Tier II: Small Group Targeted Interventions

Tier III: Intensive Interventions SST

The Role of the Team

The Student Success Team

SST Pre-Referral Process

Step 3: Evaluate effectiveness of the intervention(s)

If successful, the If unsuccessful,

Step 5: Deadline-Review for effectiveness

If successful, the targeted intervention If unsuccessful,

Student Name: Grade Level: DOB: Gender

Classroom Accommodation (seat

Met with student

Strengths (to be built upon for developing interventions and accommodations)

Bring to the SST Meeting:

The SST Intervention Plans

Intervention Follow-up Report

Parent Preparation for an SST Meeting

What is the Student Support Team?

Who is on the Student Success Team?

What will the team do during the meeting?

Be prepared to present background information about your child, including:

ELIGIBILITY FOR STUDENT SUCCESS ACCOMMODATION PLAN

What is Major Life Activity?

Conducting the Meeting

SST Process: Meeting Procedures

Step 2: Data Collection

Step 3: Problem Solving/Generating Solution

Step 4: Implement Action Plan

Step 5: Progress Monitor/Documentation

Social Studies Quarter 1 Final Grade D-

_____________________________ _______ ____________________________ ________

_____________________________ _______ ____________________________ ________

_____________________________ _______ ____________________________ ________

MAP Test Warm-up IXL Reading Online Activities by RIT score

Science- Additionally, have your child review the http://www.myeasyarabic.com/site/ar https://www.youtube.com/watch?v=CQ87FW

_________________________ _ __________________

_________________________ _ __________________

_________________________ _ __________________

Students Signature: ______________________ Date: _

Students Signature: ______________________ Date: _

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