“Why Can’t Annie Listen and Finish Her Work?

Advice for Ms. May:

First of all, as Ms. May’s mentor teacher, I’d reassure her that her feelings of self-doubt and
uncertainty are completely normal as a first-year teacher. I’d let her know that my door is always
open, and that I am available if she has any questions or wants to bounce ideas off me.

Secondly, while I have compiled a lengthy list of Tier 1 strategies (in no particular order) that
Ms. May could try, I would certainly not recommend that she try everything at once, or even
everything on the list. I would suggest she start by checking off the strategies she’s already tried,
or is currently trying, and then try something else off the list, if what she’s doing isn’t working.

As a first-year teacher and having gone through the Professional Development Program, I’m sure
Ms. May is familiar with the Universal Designs for Learning (UDL) and understands the
importance of differentiated instruction and classroom design. So, third, I would remind her of
what she already knows. Perhaps seeing a checklist of strategies is all she needs to help her get
back on track.

Fourth, I’d explain that if Tier 1 supports weren’t helping to create success for Annie, or the
other struggling students, then she should bring her concerns to School Based Team (SBT) for
further consultation, additional strategies and possible testing if needed, as Annie would now be
considered Tier 2. Depending on Annie’s response to intervention in Tier 2, she may, or may not,
go to Tier 3, or back to Tier 1 for continued support.

Tier 1:
 these are your universal supports, or best practices  high quality instruction that is
provided to all students
 examples include: apply UDL (see below), differentiated instruction, assessment “for”,
“as”, and “of” learning, effective classroom design, effective classroom management,
and development of positive classroom community

Done Strategies for Ms. May Benefits to Annie

 Self-regulation tools:
- wiggle chair, fidgets - helps with the need to move and keeps
hands busy
- timer - visual for work-break schedule or length
of time for transitions
- noise reducing headphones - helps block out noise during independent
work
- cardboard divider - helps keep focus on assignments
- provide movement breaks - gets the wiggles out/helps focus
- visual schedule - knows what to expect
 Numeracy tools:
- number line, manipulatives, hundreds
chart, abacus
- flashcards
- graph paper
- personal chalk/dry erase board
 Content/Process:
- chunk work or fewer questions
- assign homework in one subject per
night
- provide alternative methods of
completing work and demonstrating
learning (draw a picture, oral
explanation, etc.)
- scribe
 Peer support (with clear guidelines/
expectations)
 Environment:
- preferential/flexible seating
- alternative personal workspace (study
carrel or extra desk/table)
 Develop positive classroom community:
- diversity
- acknowledgement of different learning
needs
- kindness
- self-regulation looks different for
everyone
 Ongoing assessment
- “for”, “as”, and “of” learning
 Helps develop basic number sense and
computation skills:
- visual representation aids understanding of
questions/ concepts
- good for review, transportable
- helps organize numbers and thoughts
- might be easier for showing work, adds an
element of fun
 Makes assignments more manageable:
- less overwhelming, more time to process
each question
- less need to rush to finish  helps with
neatness
- one subject per night  aids focus
- can focus on the learning rather than the
form of assessment
- helps with neatness, reduces anxiety, no
feeling of being rushed, help with staying
on-task
- social interaction
- helps keep focus  less likely to wander
around the class
- cooperative learning opportunities
- models routines, strategies, expectations
- less repetition of instructions
 Minimizes distractions:
- close to the front where instruction takes
place
- away from windows/doors
- opportunity to relocate if distracted
 A safe learning environment:
- being different is okay
- development of self-confidence/
acceptance
- feelings of acceptance/belonging
- increased ability to self-regulate, increased
self-confidence
- tailoring of assignments, needs,
expectations, future plans regarding
 supports
 Seek assistance from support team:
- additional strategies/ recommendations - possible new strategies/ recommendations
for in-class supports

Tier 2:
 despite best efforts  targeted support may be needed – tier 2 interventions target
specific student needs in small group work with the classroom teacher, support teacher,
and/or education assistant
 monitor student response to interventions every 3-4 weeks, adjust if needed
 bring the student to School Based Team (SBT) for further consultation, additional
strategies and possible testing if needed

Tier 3:
 if nothing improves  more intensive intervention may be needed – tier 3 interventions
are typically individualized or sometimes small groups
 monitor student response to interventions every 1-2 weeks, adjust if needed
 additional information in the way of different screening tools or assessments may be
needed

References:

Adaptations Checklist. Module 2.4 – What works for students?

Hutchinson, N. (2004). Teaching exceptional children and adolescents: a

Canadian casebook. (2nd ed., pp. 62-65). Toronto: Pearson Education
https://onq.queensu.ca/content/enforced/539700-CONT905006S21/Readings/Teaching
%20exceptional%20children%20%26%20adolescents%20case%207.pdf

Nanaimo Ladysmith Public Schools. (n.d.). A common understanding.

https://www.sd68.bc.ca/wp-content/uploads/RTI-a-common-understanding.pdf

SD63. (n.d.). Universal classroom supports for access.

https://hub.sd63.bc.ca/pluginfile.php/12244/mod_resource/content/0/12.%20Universal
%20and%20Essential%20supports.pdf