Intervention Checklist

I. Classroom adaptations and accommodations  Are objectives and expectations reasonable and clear in student-friendly language?  Does the student need help with organization? Consider folders or a study buddy  Does the student have access to legible and understandable test information?  Is the teacher aware of the student’s strengths and weaknesses?  Has oral testing been tried?  Have alternate or shortened tests/assignments been used?  Do learning activities reflect a variety of learning styles?  Can a teacher, aide, or volunteer provide hands-on materials/activities?  What can be done to increase student’s direct, active participation in class?  Have you tried taped books/lectures?  Is the classroom environment physically or emotionally distracting?  Can technology help? Spell checkers, calculators, graphs, charts, graphic organizers?

II. School-level adaptations and accommodations  Has peer tutoring or a buddy system been tried?  Are there adult volunteers to tutor during or after school?  Has an Intervention assistance team or a mentor teacher been consulted?  Has the appropriateness of the student’s schedule and requirements been reviewed?  Has the course of study been examined in light of the student’s strengths and weaknesses?  Have individual instructional interventions been identified previously for this student?  Are modified teaching materials, strategies, assessments available to the teacher?

III. Parent/Family adaptations and accommodations  Has ongoing communication been established for the purpose of clearly defining the concern?  Have contacts with parents/student been documented?  Can you rely on the parents to support, monitor, and advise at home?  Have parents been given the opportunity to meet/discuss the problem?  Have you tried a daily/weekly homework monitoring system with the parents?  Do parents have information on policies, procedures, and expectations in your classroom?