Prescriptive Intervention Plan

1. Prescriptive Intervention Plan Presented by Ingrid Galvez

2. Karen Background Information Bilingual Kindergarten student Age: 6 years and 8 months Favorite Subject: Mathematics Love to: Play in the park, play games on the computer, and helping others. Favorite food: Pizza, ice cream, and tacos. Future Goal: Karen wants to be an astronaut.

3. Observations • Karen is very friendly, cooperative, polite, respectful, and independent. • Very distracted by stimulus. • Very hyperactive and impulsive. • Lack of attention with very short span attention and focus her gaze. • Difficult completing school work. • Disorganized school work and handwriting very illegible. • Very cooperative attitude when her teacher redirected her during instructions or activities.

4. Learning Styles Strengths • Visual & Auditory Processing Karen learns better when visual information (i.e. graphic organizers, audio-books, charts, flashcards, maps) is supported by verbal clarification. • Sequential Processing She learns through manipulations & movement to clear ideas, synthesize parts into a whole, and connect ideas and expand on them to create a higher order. In writing she may benefic from external structure, such as: schedules, lists, or reminders. Concerns • Verbal Processing and Comprehension She has difficulty with similarities, vocabulary, comprehension, information, and word reasoning. Develop vocabulary with pictures cards, bingo games, and during reading activities (whole group and small groups). Model what she is expected to do or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing your thinking processes aloud, and showing good teacher and student work samples. Speak slowly and clearly, and provide her enough time to formulate her responses, whether in speaking or in writing. Use visuals, sketches, gestures, intonation, and other non-verbal cues to make both language and content more accessible to her.

5. Academics Karen has speech impairment, hyperactivity and a very short span attention and cannot focus her gaze for more than 3 seconds. She began school year with not knowledge of alphabet, sounds, and phonemic awareness. Difficulty with sounds (beginning and final) and changing beginning sound. Has difficulty with segmenting words into syllables and blending syllables to form words. The handwriting is illegible due a low level development of fine motor skills. Unable to use correct capitalization and ending punctuation. Difficulty with producing sounds and articulation. Has difficulty with comprehending what she reads.

6. Considerations • Karen’s hyperactivity • Karen’s inability to focus attention and gaze • Karen’s impairment speech

7. Response to Intervention- RtI • Karen is in Tier 1 - Universal Interventions: Whole class, general education curriculum, effective instruction/environment, early intervention, and effective for most students. • Karen’s bilingual teacher is collecting student’s products (Writing, Reading, Math, Science, Social Studies, ESL, and behavioral conduct) since the beginning of the school year and doing the appropriate accommodations and modifications based on the student needs. • Her bilingual teacher is recollecting information based on observations and assessments.

9. Karen’s Behavior Goal By the end of the school year, Karen will begin and complete a given assignment when given on task reminders, verbal or physical cues, and a daily visual assignment schedule with not more than 4 verbal prompts by her teacher in 8 out of 10 daily trials by the fourth grading period. Success will be measured using teacher data and observations.

11. Karen’s Math Goal In 36 instructional weeks given small group or individual administration using math manipulatives and Katy Richardson problems templates, Karen will be able to solve and represent a subtraction word problem to 10. Success will be measured using teacher made-test, observations, and work samples at 80% mastery

13. How will the goals be measured? Karen progress will be monitored by documented teacher observations and data records. Formal assessments that will aid her instruction, such as APRENDA (Stanford in Spanish) and I-Station. Formative assessment created by her teacher. Reports will be provided monthly.

14. Accommodations, Modifications and Services • Small group instruction in language arts and mathematics • Shortened or modified assignments • Supplemental visuals aids • Verbal or physical cues • Daily visual assignment schedule • Model what is expected to do or produce by explaining or demonstrating the learning actions, sharing your thinking, processes aloud, and showing teacher and student work sample. • Check for understanding • Allow extra time • Manipulatives and computer games • Grouping and peer collaboration • Underline or highlight key information as a quick visual aid • Encourage organization with different instructional techniques • Evaluation by a speech pathologist and psychologist

15. Least Restrictive Environment Karen will participate in regular bilingual classroom for all her content subjects. She will receive small group re-teaching in LA and Math for 75 minutes a week with her bilingual teacher. Karen will receive pull out services from the resource teacher to help meet her annual goal for behavior and math for twice a week for 30 minutes.

16. Transition Services This section of the IEP is not yet applicable because Karen is not yet 16 years old.

17. Prescriptive Teaching Plan • Set rules, procedures and schedules with visual aids • Speak slowly and clearly • Use visuals, sketches, gestures, intonation, and other non-verbal cues to make both language and content more accessible to Karen with visual representation of concepts can be hugely helpful to her • Modeling motivation and self-confidence • “Tesoros” program for Spanish LA, I-Station and Envision for math, and Neahaus will provided systematic, sequential, and comprehensive development and growth • Multisensory instruction • Informal and formal observations