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

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Effective Classroom Push-In
Support & Academic
Interventions
Edna Brewer AmeriCorps Team 2012-2013

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Think – Pair - Share
 Write about one success and
one struggle you are having
supporting students.
 Share experiences with
partner.
 What are TWO expectations
you have of this workshop?

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Outline of effective Push-in support
1. Push-In Defined and Teacher Communication
2. Be a Teacher for All Students
3. Promote Independence
4. Give Positive Specific Praise
5. Use Positive Behavior Supports
6. Provide Accommodations

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1. Push-In Defined and Teacher
Communication
 Push-In: entering into classroom to assist cohort student with
subject 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

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Participate…
 Why is it important to be a “teacher” for all students?

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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!

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Participate…
 What is one thing YOU can
do to promote
independence in target
students?

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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

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Participate…
 In a small group, how
many ideas can you
come up with to
provide immediate
praise and
enforcement in a push-
in setting?

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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 or
redirect [re-focus: bringing student back to lesson])

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5. Use Positive Behavior Supports
 PREVENTION is key!
 Avoid power struggles, restate the
expectation
 Praise every time the student is
demonstrating the expected
behavior

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Participate…
 Review the handout and talk
to your partner about:
1. One accommodation they
have already made…
2. One accommodation you
would like to use in the
future…

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6. Provide Accommodations
 Highlight or write down key words/ideas
 Summarize key concepts from lesson and write on a post-it for
student
 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)

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Questions or Comments?