RTI Plan for MARS BOUND Lesson Plan

Exceptionality: ADHD Strategies Measurable Actionable Realistic Time-Bound

Student: John Doe

Tier II Intervention John, (male, 15y, IEP) John will be: John will: Yes. John will be able John and his teachers
Goal: will utilize a checklist 1) Is in 1) Arrive to fill out the checklist will review daily
to work on his self- seat when on time for found on a clipboard adherence to the
John Doe will utilize a management for class class bell rings class in the classroom. checklist for the first
self-monitoring preparation by 2) Has instruction Turned in at end of 30 days, then weekly
organizational demonstrating his eye contact 2) Be day. for the balance of the
checklist to increase organization. with teacher ready and class time.
in-class attentiveness and terminates prepared to This checklist will be
and on-task behaviors Goal is by end of 2nd other activities begin class available to all At the end of 1st
in preparation for daily quarter to have 90% such as talking 3) Have students to aid them Quarter and 2nd
lessons. weekly adherence when the notebook as well in daily class Quarter John and his
rate for start of lesson teacher 4) Have preparation. teachers will meet to
A 90% completion readiness. initiates class pen/pencil evaluate how this is
rate in each of the six instruction. 5) Hand in working and discuss
categories by the end 3) Has sufficiently any modifications.
of 2nd Quarter is notebook on completed
anticipated. desktop homework on
4) Has time
pen/pencil on 6) Comple
desktop and te Homework
prepared for
instruction
5) Homew
ork is turned in
as requested
by the teacher
6) Respo
nds (correctly
or incorrectly)
to each item in
homework
assignment.
John and his teachers
will monitor progress
daily.

Research & Literature Gureasko-Moore, S., Dupaul, G. J., & White, G. P. (2006). The Effects of Self-Management in General Education
 Classrooms on the Organizational Skills of Adolescents With ADHD. Behavior Modification, 30(2), pp. 159-183.
doi:10.1177/0145445503259387

Harrison, J., Thompson, B., & Vannest, K. J. (2009). Interpreting the Evidence for Effective Interventions to
Increase the Academic Performance of Students with ADHD: Relevance of the Statistical Significance
Controversy. Review of Educational Research, 79(2), pp. 740-775. doi:10.3102/0034654309331516

Mathes, M. Y., & Bender, W. N. (1997). The Effects of Self-Monitoring on Children with Attention-
Deficit/Hyperactivity Disorder Who Are Receiving Pharmacological Interventions. Remedial and Special
Education, 18(2), pp. 121-128. doi:10.1177/074193259701800206

Advocacy The intervention discussed here will aid in Johns ability to begin the lesson at a similar position as the rest of the class,
thus allowing him to be included as the day progresses. Delays in participation will be minimized as he will have the
appropriate tools (notebook and pen/pencil) at the ready. His ability to focus on directions will be enhanced by limiting
the distraction of looking for correct notebook or pen/pencil. The adherence to homework schedule will improve his
timely understanding of the material and increase his ability to interact meaningfully with peers and contribute to group
project. This will aid his ability to be perceived as a team equal and improve peer relationships.

Progress will be communicated with Johns support team (teachers, parents and advisors).
 Self-Monitoring Checklist
Classroom Preparation Behaviors Yes No
Was I in my seat when the bell rang? ____ _____
Did I have eye contact with my teacher and stop my other activities when the teacher began class instruction? ____ _____
Did I have my pen/pencil (cap off) on my desk? ____ _____
Did I have my notebook or paper and textbook on my desk and open at the beginning of the lesson? ____ _____
Did I turn in my homework as requested by my teacher? ____ _____
Did I respond to each item in my homework assignment? ____ _____

Day: _________ Time of Self Assessment _______