Individualized Intervention Planning Worksheet

Student Name:



Date:

Section 1: Student Profile & Background

1. Grade Level:
   
   
   
2. Briefly describe the student (strengths, interests, general disposition):
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
3. Previous Interventions (e.g., CICO) and why they were insufficient:
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   

Section 2: Targeted Behaviors/Skills (Based on FBA/Observation)

1. Specific behavior or skill deficit to target (make it measurable!):
   *Example:

ADHD Intervention Strategies Guide: Beyond Tier 2

For students with ADHD who require more intensive, individualized support, a Tier 3 approach focuses on highly specific and tailored interventions. This guide provides detailed explanations of common and effective strategies.

1. Executive Function Coaching

What it is: Direct, explicit instruction and practice in skills like planning, organizing, task initiation, working memory, and self-monitoring. This is often done one-on-one or in very small groups.

Why it helps ADHD: Students with ADHD often have deficits in executive functions. Coaching provides concrete tools and strategies they can immediately apply.

Implementation Ideas:

• Planning: Teach students to break down large assignments into smaller steps, use planners, and set realistic deadlines.
• Organization: Help students organize binders, lockers, and digital files. Provide visual cues and checklists.
• Time Management: Use timers, visual schedules, and teach estimation of task duration.
• Self-Monitoring: Encourage students to check their work, track their progress, and reflect on their learning.

2. Self-Regulation Training

What it is: Teaching students specific techniques to manage their emotions, impulses, and attention. This can include cognitive behavioral strategies and mindfulness practices.

Why it helps ADHD: Helps students develop internal controls and coping mechanisms for impulsivity and emotional dysregulation.

Implementation Ideas:

• Impulse Control: Teach

Beyond CICO: Tailored ADHD Support Script

Introduction: The 'Why' of Tier 3 (5 minutes)

Teacher: Good morning/afternoon, everyone. Welcome! Today, we're diving into a really important topic: how to support our students who need a bit more, especially when our usual strategies haven't quite hit the mark. Think about a student you've worked with—maybe a 7th grader—for whom you've tried different approaches, but they still struggle. Just take a moment to reflect on that.

(Pause for a moment, allowing teachers to reflect.)

Teacher: We often talk about a Multi-Tiered System of Supports, or MTSS. We have our Tier 1, which is great for all students, and Tier 2, which provides targeted group support. But what about those students for whom Tier 1 and Tier 2 aren't enough? That's where Tier 3 comes in.

(Advance to Beyond CICO: Tailored ADHD Support Slide Deck - Slide 1)

Teacher: As you can see, our session today is called "Beyond CICO: Tailored ADHD Support." We'll be focusing specifically on individualized, intensive interventions for a 7th-grade student who might have ADHD, especially when a Tier 2 intervention like Check-In/Check-Out, or CICO, hasn't produced the desired results. This lesson is all about equipping you with strategies to provide that intensive, personalized support, ensuring every student has the chance to succeed.

(Advance to Beyond CICO: Tailored ADHD Support Slide Deck - Slide 2)

Understanding ADHD & Intervention Gaps (7 minutes)

Teacher: To effectively support these students, it's crucial to understand the challenges they face. When we talk about ADHD, what are some of the key characteristics that come to mind?

(Allow 1-2 teachers to respond. Guide them towards inattention, hyperactivity, and impulsivity.)

(Advance to Beyond CICO: Tailored ADHD Support Slide Deck - Slide 3)

Teacher: Exactly. We often see challenges with inattention—difficulty focusing, being easily distracted, or struggling with organization. Then there's hyperactivity, which can look like fidgeting, restlessness, or trouble staying seated. And finally, impulsivity—interrupting, blurting things out, or having difficulty waiting their turn.

Teacher: Now, considering these characteristics, how do you think they specifically impact a student's learning and behavior in the classroom? What challenges might they present for both the student and for you as an educator?

(Facilitate a brief discussion, drawing connections between ADHD characteristics and classroom challenges.)

When CICO Falls Short (5 minutes)

(Advance to Beyond CICO: Tailored ADHD Support Slide Deck - Slide 4)

Teacher: CICO is a fantastic Tier 2 intervention, and it works wonderfully for many students who need a little extra structure and feedback. However, for some students with ADHD, it might not be enough. Why do you think CICO, while effective for many, might not fully address the needs of a student with significant ADHD challenges?

(Allow teachers to share ideas. Guide them towards points like not addressing underlying skill deficits, lacking intensity, or being too generic.)

Principles of Tier 3 Intervention (5 minutes)

(Advance to Beyond CICO: Tailored ADHD Support Slide Deck - Slide 5)

Teacher: So, if CICO isn't working, what do we do? The shift to Tier 3 means moving from general strategies to highly specific, tailored interventions. There are three key principles we need to keep in mind.

Teacher: First, data-driven. We must use observations and assessments to pinpoint the exact needs. It’s not just guessing; it’s looking at what the student is doing, when, and where.

Teacher: Second, Functional Behavioral Assessment, or FBA. This is crucial. Instead of just seeing a behavior, we try to understand why it’s happening. What’s the function of the behavior? What does the student get or avoid by doing it?

Teacher: And third, personalized. Every student is unique, and especially at Tier 3, our interventions must be designed specifically for this specific student and their identified needs. We're not pulling a generic plan off the shelf.

Targeted Strategies for ADHD (5 minutes)

(Advance to Beyond CICO: Tailored ADHD Support Slide Deck - Slide 6)

Teacher: With those principles in mind, let's look at some examples of targeted strategies that often prove effective for students with ADHD at Tier 3. Remember, the ADHD Intervention Strategies Guide has more detailed information on each of these.

Teacher: We can consider Executive Function Coaching. This is direct instruction in things like planning, organization, and time management. It's not just telling them to be organized; it's teaching them how.

Teacher: Then there's Self-Regulation Training. This helps students manage impulses and attention by teaching specific strategies like mindfulness or self-monitoring techniques.

Teacher: A well-developed Positive Behavior Support Plan (PBSP), rooted in an FBA, provides individualized rewards and consequences. It's about proactively supporting positive behavior.

Teacher: Structured Environment Modifications can also make a huge difference. Think about designated quiet spaces, visual schedules, or incredibly clear, consistent expectations.

Teacher: And finally, Academic Skill Building. Sometimes, the behavioral challenges stem from academic struggles. Providing targeted support in areas like writing or reading comprehension can indirectly improve behavior.

Monitor, Adjust, Succeed! (3 minutes)

(Advance to Beyond CICO: Tailored ADHD Support Slide Deck - Slide 7)

Teacher: Implementing Tier 3 interventions is not a one-time event. It's an ongoing process. We need consistent data collection to track progress. Is the intervention working? Is the student meeting their goals? We also need regular check-ins with the student, parents, and any support staff involved.

Teacher: And critically, we must maintain flexibility. If the data shows an intervention isn't working, we adjust it. Tier 3 is a dynamic process focused entirely on student growth and finding what truly helps them thrive.

Your Turn: Planning for Impact (Optional - use remaining time/homework)

(Advance to Beyond CICO: Tailored ADHD Support Slide Deck - Slide 8)

Teacher: Now it's your turn to think about how these ideas can be applied. I've provided an Individualized Intervention Planning Worksheet for you. Your goal is to develop initial ideas for a personalized Tier 3 intervention plan for a hypothetical student, or even a student you're currently working with.

Teacher: Use this worksheet and the ADHD Intervention Strategies Guide to brainstorm strategies that align with specific student needs and behaviors. We'll conclude our session here, but please take these resources with you to continue your planning. Your dedication to these students makes all the difference.