Dara Gillis

11/21/16
Chestnut TAG Middle School

Student Intervention Plan

My student, MD, is a new to Chestnut Talented and Gifted Middle

School and entered 6th grade. She is 11 years old and is diagnosed with an
intellectual disability. This student needs frequent reminders to stay on task
and to gather the correct supplies to transition to the next class. She needs
scribing when writing sentences from the board and modified questions for
comprehension. She is pulled out for Speech and Occupational therapy every
other week for a half an hour.
Target Skill: After focused instruction and decreased support the student
will independently follow the 4 daily general transitioning routines of the
classroom without adult prompting or support for 12 consecutive
transitioning trials.
Transitioning Periods:
1: Bus to Breakfast- Student will prepare their model desk with all of
the necessary books and supplies needed for the day including her glasses.
She will then eat breakfast after this is accomplished.
2: To ELA- Differentiate between the books she needs for ELA class and
put everything else under her desk for later.
3: To Math- At this time the student transitions rooms. I would like her
to look at her schedule and realize it is time to go and take the necessary
supplies for that class.
4: To go home- The student will pack her bag with all of her books,
notebooks, and homework. Before she leaves she will ask the teacher for
help with her homework as her mother does not understand English and
cannot assist her with completing it.

I worked with MD for 3 weeks. During the first week I simply observed
whether she transitions with help or with no help. During the second week I
asked her questions about the next class she will be going too. I also
introduced a small schedule with picture symbols, since she is a non-reader,

which will be velcroed to her desk at all times. To teach her how to use this
schedule, I went over what each picture symbol represents and point to the
word as well. If she is done writing her activator I randomly asked her what
each symbol means to teach her what she should be looking at. As the days
went on I started to ask her harder questions, such as what comes after we
eat breakfast or what do you need to bring to math class? This took her a
little bit longer to figure out but eventually she got it. The second week the
school had Veterans Day off so I could not practice the skill with her any
longer. On the third and final week there seemed to be a complete regression
because of the 3 day weekend. Because of the lack of practice over the
weekend I had to reteach her the picture symbols and the schedule all over
again but she learned it again quickly.

Visual Schedules that would be velcroed to her desk every day.

Data Chart:
October
31st
Transition 1:
Bus to
Breakfast
Transition 2:
To ELA
Transition 3:
To Math
Transition 4:
To go Home

November
1st

November
2nd

November
3rd

X
November
7th

Transition 1:
Bus to
Breakfast
Transition 2:
To ELA
X
Transition 3:
To Math
Transition 4:
To Go Home X
November
14th
Transition 1:
Bus to
Breakfast
X
Transition 2:
To ELA
X
Transition 3:
To Math
X
Transition 4:
To Go Home

Novemb
4th

X
X

November
8th

November
9th

November
10th

NO SCH

X
X
X

November
15th

November
16th

X= the transition was not successfully completed.

November
17th

Novemb
18th

Data Analysis and Conclusions:

As I look at this data it was expected to see that she would not at all be
independent during the first week. This student frequently looks for
reassurance and that is exactly what she did. She continually asked if what
she was getting for her math class was correct or if it was time to go home
yet. This showed little to no independence. When I introduced the schedule
to her she seemed to really like it. I also was giving her this schedule and no
one else had it. She enjoyed the attention. When I would ask her the order of
the schedule there was no problem with her answering the question even if it
was wrong in the beginning or right. Even if we were in the middle of a
lesson she would seek me out and go over the schedule without me asking
her. I was happy that she was engaged in the new schedule and wanted to
learn the picture symbols as quickly as she could.
A drawback that I noticed was the fact that there was no school on
Veterans Day and that unfortunately took us a few steps back. That Thursday
before the holiday she only had one slip up on the transition to math. She
asked what class came next and where we were going and also forgot her
agenda. But on Monday when we came back she did not transition correctly
3 times out of the 4 measured. On the 3rd week she learned the schedule
quickly though and towards the end of the weekend she ended with 8 correct
transitions in a row. When looking at the impact ratings it states that 8
transitions in a row is moderate. I believe that this was amazing for the
student. Throughout the process I would give endless praise when she knew
where we were going to next and what to bring.
I would recommend to keep this intervention going throughout the
school year until she is not utilizing it but also is going to where she needs to
go without reminders or mistakes. In this students IEP meeting we showed
her mother the schedule that I made and she thought it was a great idea. I
made a suggestion to start a schedule with picture symbols at home with
daily routines such as brushing her teeth, making the bed, take a shower,
etc. This particular student seems to respond well to visual schedules and
having one at home may benefit her as well.