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Our Mission is to inspire and prepare all students to realize their potential and enhance our global community.

Offices

Administrative offices for the West Hartford Public Schools are located in the Town Hall building at 50 South Main Street. 

Tier I Interventions

 

This resource has been created for faculty to provide support with Tier I interventions. Once an area of concern has been identified, select the appropriate heading below to view indicators of the specific behavior as well as possible interventions in response to the behavior.

 

Links will take you to suggested data collection sheets which you can copy to modify as necessary. Feel free to access the full list of data tracking sheets under the heading entitled, "Data Collection Forms".

 

If you have additional interventions/data collection tools you would like to share with colleagues via this resource, please send to melissa_behrens@whps.org.  

 

Behavior: Poor Communication Skills

Indicators:

Possible Interventions:

  • partner with/proximity in class to a positive role model

  • redirection through modeling

  • speak softly in a non-threatening way

  • build a positive relationship with student

  • positive reinforcement

Behavior: Organization

Indicators:  

Possible Interventions:

  • First five/last five classroom procedure

  • Daily materials check

  • Confirm and reward assignment recording   

  • Locker checklist

  • Daily Check in/Check out

  • Weekly binder organization check

  • Chunk out assignments

  • Assign steps/assignments sequentially for pacing

  • Assign a work partner

Behavior: Behavioral Self Regulation

Indicators: Unstructured Time

Possible Interventions

  • Verbal prompting/redirection

  • Time out/sensory break

  • Conversation and reflection of behavior with student

  • positive reinforcement

  • visual reinforcement

Indicators: Structured Time

Possible Interventions

  • preferential seating

  • proximity

  • verbal cues

  • nonverbal cues

  • time out/sensory break

  • break between tasks

  • positive reinforcements

  • group contingencies

Behavior: Focus

Indicators: Underactive looks like:

Possible Interventions:

  • a job/role in the classroom

  • use of stand-up desk

  • visual/auditory cues/prompts (desk tap, post-it on desk, agreed upon word, signal on board)

Indicators: Overactive looks like:

Possible Interventions:

  • a job/role in the classroom

  • use of stand-up desk

  • quiet fidget tool (play-doh, “fidgets” etc.)

Behavior: Passive

Indicators:

Possible interventions:

  • Engage in conversation with student to understand their interests

  • Peer coaching

  • preferential seating

  • accommodate work

  • pair/small group activity

  • increase teacher interaction with the student

  • Self monitor/assessment

  • Engage in school activities

  • Community service role/school “job”

  • Parent involvement

Behavior: Defiance

Indicators:

Possible Interventions:

  • Collaborate with student - negotiate win/win with student by providing two teacher selected options

  • Allow student to take space when upset

  • Engage student in high interest activities

  • Recognizing, rewarding, and praising positive behaviors

  • Give clear instructions

  • Follow through with appropriate consequences

Behavior: Anxious or Depressive Symptoms

Students who seem depressed or anxious usually have more specific behaviors that are reflected in the other tabs on this page. Consider which of these behaviors are most concerning and look at the interventions under that behavior. For instance, a student who is depressed may be inattentive. Under the "inattentive" tab are interventions and data collection tools that may be helpful. 

Behavior: Work Avoidant

Indicators:

Possible Interventions:

  • break task into smaller, more manageable pieces

  • acknowledge/validate students’ feelings (root of concern/frustration)

  • frequently acknowledge student with positive feedback

  • ensure teacher consistency: consistent expectations, consistent feedback

  • offer choices (win-win)

  • help student take first step in assignments

  • strategic pairings for partner-work

  • remove student from distraction but keep accountable for task

  • increase structure for organization (provide folders designated for specific tasks, etc.)

  • simple rewards for accomplishing small tasks  

  • provide self-monitoring tool for student

Behavior: Attention Seeking

Indicators:

Possible Interventions:

  • remove audience; provide discrete redirections

  • provide structured time for student to receive teacher attention

  • seek personal connection with student, provide time to talk outside of class time about non-curricular topics

  • provide reflection sheet for student to complete to raise awareness of choices

  • selective (positive) peer pairings  

  • plan engagement (for example: planned conversation outside of class time; planned # of questions allowed, etc.)

  • plan high interest activities for students

  • assign a classroom role/task

Data Collection Forms

Speech/Language Concerns

Indicator: 

  • student has difficulty following directions

Possible Goals to Address Need: 

  • Student will accurately restate the directions in sequential order prior to initiating independent classroom tasks following initial teacher modeling and mini lesson with no more than two teacher prompts.

  • Following 5 minutes of independent classroom work, student will check in with the teacher to verify that work is on topic and progressing sequentially (teacher will record whether student is on track or not).
  • Student will identify one classmate who (s)he can check in with to clarify misunderstandings with classroom directions.

Possible Strategies to Implement at Tier 1 Level:  

  • When providing directions, repeat them again using different words.

  • Utilize gestures when giving directions.

  • If there are several directions, give one to two directions at a time versus all at once.

  • Be specific when giving directions.

  • If possible, provide a visual cue. For example, if making an activity you can demonstrate the steps as you go along. Showing the completed project when applicable is also beneficial.

  • When working with projects that have multi-step directions, write step-by-step directions on the board.

  • Create a list of common directions that are used throughout the day. These can be laminated and placed on the board for the entire class to access, or a laminated card of directions can be placed on an individual student's desk.

  • Seat the student having difficulty next to an individual who would be willing to provide assistance with multi-step tasks.

West Hartford Public Schools

50 South Main St, West Hartford, CT  06107

T: 860-561-6600

F: 860-561-6910

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