_____  Make certain student’s hearing has recently been checked.

_____  Seat the student close to the source of sound.

_____Stand directly in front of the student when delivering information.

_____Stop at various points when delivering directions in order to ensure that the student is attending.

_____Have the student verbally repeat information he/she hears.

_____Seat the student far enough away from peers in order to ensure his/her ability to attend to sounds in the immediate environment successfully.

_____Reduce visual distractions in the classroom.

_____Seat student next to teacher, distance affects disinterest.

­­­­_____Seat student away from windows and doorway.

_____Look directly at a student when giving directions.

_____Provide time suggestions for each task.




_____ Provide individualized rules for student as deemed necessary/needed.
_____ Provide peer tutors
_____ Reduce visual distractions in classroom.
_____ Provide computer for written work.
_____ Seat student close to teacher.
_____ Teach student appropriate hand signals which are used to tell students when & when not       to talk.
_____ Make sure student is called on when it is appropriate.
_____ Reinforce listening.
_____ Alert students several minutes before a transition from one activity to another are planned; give several reminders.
_____ Provide additional time to complete a task.
_____ Allow extra time to turn in homework without penalty when deemed necessary.
_____ Do not postpone reinforcement/grades-remember, he/she has a basically impulsive nature (he/she finds it difficult to wait until the end of the month to get a mark for his/her work).
_____ Write a behavior contract which is signed by teacher, parent, and student.
_____ Teach expected student behaviors directly.
_____ Define problem behaviors clearly.
_____ Define consequences for problem behaviors clearly.
_____ Involve a behavior support team.
_____ Inform parents of expected behaviors and consequences.
_____ Instruction and curriculum materials are matched to student ability.
_____ Classroom routines are clearly taught and followed.
_____ Behavior is monitored and feedback is provided regularly to student, parent, and other relevant staff.


_____ Have the student write a daily log or diary expressing his/her thoughts in complete sentences.
_____ Give the student several sentences and have him/her combine them to practice making compound sentences.
_____ Give the students a list of transition words (e.g., therefore, although, etc., and have him/her make sentences using each word.
_____ Provide the student with a paragraph in which a statement does not belong. Have the student find the inappropriate statement.
_____ Have the student write step-by-step directions to practice sequencing.
_____ Give the student a series of written phrases and have him/her indicate which express a complete thought. Have the student add either a subject or predicate to make each incomplete thought complete.
_____ Teach the power writing strategies and provide graphic organizers using the strategies.
_____ Model composing sentences and paragraphs using think-aloud method.
_____ Specifically list the criteria for different types of writing assignments.
_____ Allow students to use correction tape to revise work.
_____ Provide reinforcement for parts of writing assignments which student has done well (e.g., good topic sentence, good use of transitional words, etc.).
_____ Allow student to talk about his/her writing with a partner.
_____ Do pre-writing activities (e.g., brainstorming, graphic organizers, etc.) to generate ideas.
_____ Provide a specific time for independent writing daily.
_____ Encourage all students in class to speak in complete sentences when asking or responding to a question.
_____ Find authentic purposes for writing (e.g., notes home, invitations, etc.)
_____ Allow extra time for writing assignments.
_____ Allow use of computer.


_____ Provide a peer tutor.
_____ Give shorter tests or quizzes but more frequently.
_____ Have tests or quizzes read to the student.
_____ Have the student answer tests or quizzes orally.
_____ Allow the student to take tests in a quiet place.
_____ Reduce visual distractions in the classroom.
_____ Provide additional time to complete a task.
_____ Use both oral and printed directions.
_____ Provide immediate feedback.
_____ Allow for shorter assignments when deemed necessary. (Quality vs. Quantity)
_____ Provide a designated note-taker or copy of other student or teacher notes.
_____ Teach the use of acronyms to help visualize lists.
_____ Have the student repeat directions.
_____ Provide highlighted or color-coded materials.
_____ Allow the use of a calculator, and computer.
_____ Sequence work with easiest answers first.
_____ Provide a checklist of work to be completed or steps to follow in completing an assignment.
_____ Seat the student close to the teacher; distance affects interest.
_____ Alternate spoken tasks with written and manipulative tasks.
_____ Show a model of the end product.
_____ Provide written backup to oral directions and lectures; use visuals via chalkboard, overhead, video, etc.
_____ Give cues to begin work.
_____ Provide all necessary materials.
_____ Provide time suggestions for each task.
_____ Provide other sources of information: photocopies of notes, interactive software, shared note-taking with peer.
_____ Check on progress often in the first few minutes of work.
_____ Provide advance organizers including outlines, study guides, preview questions, and vocabulary previews.
_____ Look directly at student when giving directions.
_____ Make certain verbal directions are delivered in a supportive rather than a threatening manner (e.g., “Will you please…”, or “You need…”. Rather than “You better…” or “If you don’t…”).
_____ Make certain that directions are given at the level at which the student can be successful (e.g., two or three-step directions are not given to students who can only successfully follow one-step directions).
_____ Call the student by name prior to delivering oral questions and directions.
_____ Make certain that eye contact is being made when delivering oral questions and directions.
_____ Establish assignment rules (e.g., listen to directions, wait until all oral directions have been given, ask questions about anything you do not understand, begin the assignment only when you are sure of what you are supposed to do, make certain you have all the necessary materials).
_____ Draw the student’s attention to key aspects of visual images (e.g., highlight, outline, draw arrows, etc.)
_____ Provide the student with more than one exposure to visual information prior to requiring him/her to remember it.
_____ When a student is required to recall information, provide him/her with visual cues to help him/her remember the information previously presented (e.g., using key words printed on the chalkboard, exposing part or all of a picture).
_____ When the student is required to recall information, provide him/her auditory cues to help him/her remember information previously presented (e.g., say key words, give a brief oral description to clue the student).
_____ When the student is required to recall information, remind him/her of the situation in which the material was originally presented (e.g., say, “Remember yesterday when we talked about…”, “Remember when we were outside and we looked at the…”).
_____ Teach the student to learn sequences and lists of information in segments (e.g., telephone numbers are learned as 314, then 442, then 7906, etc.).


_____ Allow for shorter assignments (Quality vs. Quantity).
_____ Do not return handwritten work to be recopied.
_____ Provide a designated note taker or give copies of notes.
_____ Do not require a poor note taker to make arrangements with another student for notes.
_____ Omit assignments which require copying.
_____ Allow use of a computer or typewriter.
_____ Don’t penalize student for mixing cursive and manuscript (accept any method of production).
_____ Accept alternate forms of reports: oral, tape-recorded, collage, art, diorama, 3-D materials, mock debate, make a video, etc.
_____ Provide a sample of what the finished paper should look like.
_____ Use a pencil grip (e.g., three-sided, foam rubber, etc.) in order to provide the student assistance in appropriate positioning of pencil.
_____ Change the format of the materials from which the student copies (e.g., less material to a page, remove or cover pictures, enlarge print).
_____ Provide older students with functional handwriting opportunities (e.g.,
job applications, order forms, check writing, etc.)


_____ Make certain to use terms when speaking to the student which convey abstract concepts to describe tangible objects in the environment (e.g., larger, smaller, triangle, etc.).
_____ Find opportunities for the student to apply subtraction facts to real life situations (e.g., getting change in the cafeteria, measuring the length of objects in industrial arts, etc.).
_____ Develop a math facts reference sheet for math concepts for the student to use at his/her desk when solving problems (e.g., + means add, -means subtract, etc.).
_____ Reduce the number of problems assigned to the student at one time.
_____ Work the first problem or two of an assignment with the student to make sure he/she understands directions and the operations necessary to solve the problems.
_____ Using the tracking technique to help the student learn math facts, present a few facts at a time. Gradually increase the number of facts the student must remember as he/she demonstrates success.
_____ Provide the student with shorter math tasks, but more of them throughout the day (e.g., four assignments of five problems each rather than one assignment of twenty problems).
_____ Have the student check all math work. Reinforce the student for each error he/she corrects.
_____ Have the student solve half his/her math problems each day and use the calculator as reinforcement to complete the other half of the assignment.
_____ Have the student earn hypothetical income and engage in money related math problems. Match the degree of difficulty to the student’s ability level.
_____ Have the student use a newspaper or catalog to make a list of things advertised which he/she would like to purchase. Have the student determine the total cost of the items selected.
_____ Discuss and provide the student with a list of words/phrases which usually indicate an addition operation (e.g., together, altogether, sum, in all, both, gained, received, total, won, saved, etc.); subtraction operation (e.g., difference between, from, left, how many more or less,
how much taller, farther, heavier, withdrawal, spend, lost, remain, more, etc.); multiplication operation (e.g., area, each, times, product, double, triple, twice, etc.); and division operation (e.g., into, share, each, average, monthly, daily, weekly, yearly, quotient, half as many,
_____ Have the student practice regrouping a number in different positions and determining its value (e.g., 372, 627, 721, etc.).


_____ Ask the student why he/she is unprepared for assigned activities. The student may have the most accurate perception.
_____ Provide the student with verbal reminders of materials required for each activity.
_____ Provide the student with a written list of assignments to be performed each day and have him/her check each assignment as it is completed.
_____ Provide time at the beginning of each day for the student to organize his/her materials (e.g., before school, recess, lunch, end of the day).
_____ Specify exactly what is to be done for the completion of assignments (e.g., make definite starting and stopping points, determine a minimum requirement, etc.).
_____ Provide the student with structure for all academic activities (e.g., specific directions, routine format for tasks, time units, etc.).
_____ Have the student establish a routine to follow before coming to class (e.g., check which activity is next, determine what materials are necessary, collect materials, etc.).
_____ Have the student leave necessary materials at specified activity areas.
_____ Minimize materials needed.
_____ Provide the student with adequate time at school to prepare for assigned activities (e. g., supervised study time).


_____ Give direct instruction in sound/symbol relationships.
_____ Expose students to motivating, interesting, reading materials.
_____ Give frequent and sustained opportunities for student to read both aloud and to themselves.
_____ Practice recognizing and producing sounds.
_____ Practice emphasizing the sound structure of words.
_____ Use supplementary reading materials for students who fall behind expected levels.
_____ Use materials that student can read to himself/herself easily, along with more difficult material to be read with teacher.
_____ Assess students reading ability (both fluency and word recognition).
_____ Model reading and comprehension strategies.
_____ Give opportunities for student to build fluency through frequent practice reading different types of text such as newspapers, stories, reports, letters, and magazines.
_____ Set a purpose for reading.
_____ Work with student to recall background knowledge and apply it to new text.
_____ Teach student how to scan material before reading (e.g., SQ3R method).
_____ Use techniques to help student summarize frequently (e.g., Think, pair, share, one-sentence summaries, etc.)
_____ Teach students to make text-to-text, text-to-self, and text-to-world connections.
_____ Identify key terms before reading.
_____ Give a list of questions for student to answer mentally before reading a new section of text.
_____ Teach students to monitor their own understanding periodically.
_____ Make visual representations to help them understand text (e.g., charts, webs, and graphs).
_____ Provide individual or small-group instruction.
_____ Provide student with opportunities for repeated reading of passages to increase fluency.
_____ Give explicit instruction in skills not previously mastered.
_____ Use books that contain predictable vocabulary and sentence structure.
_____ Display metacognitive strategies in classroom.
_____ Allow student time to reflect on what was read.
_____ Ask student to make and test predictions.
_____ Help student to practice using contextual analysis for unfamiliar terms.
_____ Teach student how to identify organization and structure of text (e.g., cause/effect, sequential, order of importance, etc.).
_____ Help student to set a goal for reading (e.g., be able to explain author’s point of view, find the author’s purpose, differentiate fact/opinion, etc.).
_____ Use a before, during, and after reading graphic organizer to chart student comprehension.
_____ Ask student to make predictions about possible sentences using background knowledge.
_____ Help the student to rank main ideas in order of importance.
_____ Provide a peer who will read with the student.


_____ Identify student’s reading level. If student is reading below level of texts being used in the classroom, provide a reading partner or book on tape. Teacher may also provide an organizer before assigning reading.
_____ Provide an alternate source of information (e.g., video, teacher- prepared notes, books on topic at lower reading level, etc.).
_____ Do a skills checklist for each problem subject. Identify critical objectives and focus on those objectives which student has not yet mastered.
_____ Use differentiated instruction so all students may work at the appropriate level.
_____ Allow student to complete parts of assignments orally.
_____ Assign fewer questions which test only critical objectives.
_____ Allow the use of technology (e.g., computer, calculator, spell-checker, etc.)
_____ Provide additional time to complete assignments/tests.
_____ Use alternative forms of assessments (projects, demonstrations, etc.).
_____ Provide models of completed assignments.
_____ Set a grade/point goal with student. Monitor progress toward goal with student.
_____ Allow student to re-take/re-do tests or assignments as necessary.
_____ Read tests to student.


_____ Arrange a meeting with special educators to discuss possible interventions not yet tried.
_____ Meet as a grade-level team to discuss/plan intervention.
_____ Meet with special education teachers to discuss/identify strategies.
_____ Have an informal conference with the Class Intervention Coordinator to discuss student intervention plan.
_____ Meet with principal informally to discuss/plan strategies.
_____ Arrange to observe student in class where he/she is successful.
_____ Arrange for other teachers/ principal to observe student in class and make suggestions for interventions.
_____ Meet with Class Intervention Coordinator regarding proficiency intervention.
_____ Meet with Class Intervention Coordinator about differentiated instruction, tiered lessons.
_____ Ask school counselor to observe student in class/provide feedback.
_____ Meet with principal to discuss possible mentoring program.



_____ Keep a written record of conference notes.
_____ Ask students to be ready with suggestions that he/she thinks will improve performance.
_____ Ask parents to be ready with suggestions that he/she thinks will improve performance.
_____ Provide parents with a list of critical objectives.
_____ Provide copies of learning games and instructions for practice on critical objectives.
_____ Provide a list of software available for student use.
_____ Provide a list of websites appropriate for remediation, practice.
_____ Be prepared to give specific ways parents can help.


_____ Provide, suggest before/after school tutoring.
_____ Check with principal, central office for available tutors, funds.
_____ Provide, suggest classroom volunteer to work with student.
_____ Modify student schedule to allow for in-school intervention.
_____ Provide a schedule of summer tutoring sessions.
_____ Check with principal for availability of mentoring program.


_____ Check permanent records for date of last screenings.
_____ Check permanent records for additional health information.
_____ Meet with Joanie or Jeanette to discuss possible problem.


Behavior contracts are negotiated agreements between the student and teacher which specifically define expected student behaviors and the reward associated with performing those behaviors for a stated period of time.


Consequences should be clearly and positively stated. They should be consistently applied. Teachers should only develop consequences with which they are comfortable and willing to enforce. If there are circumstances that involve skipping a level or levels of consequences, students should have a clear understanding of what behaviors would justify moving to a more severe consequence. Teachers should clearly explain what will happen if a student refuses to submit to a consequence.
Ideally, the entire school and all teachers with whom the student interacts will follow the same rules and consequences. Avoid consequences that are inconsequential to the student. The point of consequences is to change problem behavior. If consequences that are consistently applied are not working, it is necessary to develop and try new consequences.


What does the student need to do to show that interventions were successful or unsuccessful?

How many times?

With what degree of frequency?

Once that is clearly stated in observable and measurable terms, teachers have a standard by which to judge student progress in terms that everyone (parents, students, administrators, and other teachers) can understand. Teachers should identify what behaviors can be observed if interventions are being successful, and be able to measure those behaviors to show improvement or progress. For example, students’ time on task could be observed and measured at the beginning of the intervention process (4 out of 20 minutes on task) and compared to student performance after intervention (12 out of 20 minutes on task). Teachers could quantify several types of behaviors: number of times student is out of seat, number of detentions, number of missing assignments, number of errors on typical assignment, number of acting-out incidents, number of assignments completed independently, grades on assignments before and after curricular modifications, etc.


At-risk children and youth are individuals birth through twenty-one years of age who are unlikely to complete elementary and secondary school successfully and to acquire skills necessary for higher education and/or employment. Contributing factors include the following:
* Alcohol/drug abuse
* Cyclical poverty
* Delinquency/truancy
* Family abuse/neglect
* Family structure
* Handicapping condition
* Health condition
* Inadequate readiness/developmental delay
* Inappropriate instruction
* Inappropriate school curriculum
* Inappropriate school placement
* Limited English/non-English speaking
* Low self-esteem
* Pregnancy


1. Alcohol/drug abuse includes students who regularly use alcohol or drugs, or whose parents abuse these substances.

2. Cyclical poverty includes students who are raised in an environment where poverty is the recognized standard of living.

3. Delinquency/truancy includes students who have violated the law and/or those who have not been attending school on a regular basis.

4. Family abuse/neglect includes students who are physically, emotionally, or mentally abused; or those who are neglected by not receiving adequate food, clothing, shelter, or nurturing.

5. Family structure includes students who are raised in an unstable environment and do not receive sufficient nurturing and positive modeling.

6. Handicapping conditions includes students who have physical, mental, or emotional impairments.

7. Health conditions include students who suffer from any chronic illness.

8. Inadequate readiness skills/developmental delay includes students who are not developmentally ready to proceed to a higher level of instruction.

9. Inappropriate instruction includes students who are enrolled in classes where the teaching methods and techniques are not appropriate to foster their optimum learning.

10. Inappropriate school curriculum includes students who are enrolled in classes where the course content is not appropriate to promote their optimum learning.

11. Inappropriate school placement includes who are not placed in appropriate classes/programs to promote their learning.

12. Limited English/non-English speaking includes students who have limited English proficiency or none at all.

13. Low self-esteem includes students who have not developed a positive self-image.
Pregnancy includes students who are pregnant and/or are parenting.

Lake Region Union High School
317 Lake Region Road
Orleans, Vermont 05860

School Phone Numbers
754-2780 (fax)
754-2500 (voice mail)
754-2500 extension 223 or 225

Additional Info

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US News Silver Award for Best High Schools

2012, 2013, 2014, 2016

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