Push in presentation

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How to effectively Push-In to a classroom to support students as an academic intervention specialist.

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  • Push in presentation

    1. 1. +Effective Classroom Push-InSupport & AcademicInterventionsEdna Brewer AmeriCorps Team 2012-2013
    2. 2. +Think – Pair - Share Write about one success andone struggle you are havingsupporting students. Share experiences withpartner. What are TWO expectationsyou have of this workshop?
    3. 3. +Outline of effective Push-in support1. Push-In Defined and Teacher Communication2. Be a Teacher for All Students3. Promote Independence4. Give Positive Specific Praise5. Use Positive Behavior Supports6. Provide Accommodations
    4. 4. +1. Push-In Defined and TeacherCommunication Push-In: entering into classroom to assist cohort student withsubject matter Things to Keep in Mind (when approaching teacher…)1. It’s Not Your Classroom…2. It’s A Part of Your Job…3. Communicate at An Appropriate Time…4. Creating (Push-In) Schedule... Be a “Teacher” For All Students
    5. 5. +Participate… Why is it important to be a “teacher” for all students?
    6. 6. +2. Be a Teacher for All Students Circulate throughout the classroom Monitor all students for on-task behavior, work completion, etc. Provide praise, redirect as needed Build relationships with all students, learn students’ names Avoid HOVERING – do not sit and stand next to focus student KNOW YOUR LIMITS!
    7. 7. +Participate… What is one thing YOU cando to promoteindependence in targetstudents?
    8. 8. +3. Promote Independence Prompt student to do the task for him/herself Provide Modeling, give examples Ask guiding questions Use peer modeling and peer supports
    9. 9. +Participate… In a small group, howmany ideas can youcome up with toprovide immediatepraise andenforcement in a push-in setting?
    10. 10. +4. Give Positive & Specific Praise Students learn through reinforcement, not punishment Praise should be specific- name the behavior “3 strokes and a poke” (give 3 positives for every correction orredirect [re-focus: bringing student back to lesson])
    11. 11. +5. Use Positive Behavior Supports PREVENTION is key! Avoid power struggles, restate theexpectation Praise every time the student isdemonstrating the expectedbehavior
    12. 12. +Participate… Review the handout and talkto your partner about:1. One accommodation theyhave already made…2. One accommodation youwould like to use in thefuture…
    13. 13. +6. Provide Accommodations Highlight or write down key words/ideas Summarize key concepts from lesson and write on a post-it forstudent Allow student to dictate answers (Sage and Scribe) Provide additional paper to do work Carry back-up school supplies (charge 1 “ticket” (or per item)
    14. 14. +Questions or Comments?

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