Albion Faculty Manual 2019-2020

AIM/HoWL

A ccountability, I ntervention, M astery AIM for Success!

WHEN STUDENTS DEMONSTRATE A LACK OF SUCCESS:

ACCOUNTABILITY For students who need more TIME to be successful: • Missing Assignments? § NO? Nothing needed here! § YES? More time needed=HoWL • Repeat as often as necessary For students who need help with EXECUTIVE FUNCTION skills • Organization • Time management • Prioritizing tasks • Pacing • Goal-setting

INTERVENTION For students who need more HELP to be successful: • Not meeting academic standard?

o Identify and state the standard not being met from assigned work. • Describe how the student is not able to meet the standard: o KNOW Lack of knowledge? Build the knowledge base. • Background knowledge • Access prior knowledge o DO Lack of skill? Build the skill base. • Reteach • Provide practice • Support with scaffolds • Prescribe and describe interventions that will be implemented.

Reteach More practice ïï Scaffold ðð Accommodate Modify

“Children who are praised for “being smart” often believe that every encounter is a test of whether they really are. So to avoid looking dumb, they resist new challenges and choose the easiest path. By contrast, kids who understand that effort and hard work lead to mastery and growth are more willing to take on new, difficult tasks.” ― Daniel H. Pink, Drive: The Surprising Truth About What Motivates Us

A ccountability, I ntervention, M astery AIM for Success! WHEN STUDENTS NEED MORE HELP TO BE SUCCESSFUL:

INTERVENTION • For students who need more HELP to be successful • Not meeting academic standard?

o Identify and state the standard not being met from assigned work. • Describe how the student is not able to meet the standard: o Lack of knowledge? Build the knowledge base. o Lack of skill? Build the skill base. 1. Reteach 2. Provide practice 3. Support with scaffolds • Prescribe and describe interventions that will be implemented. o Communicate prescription and description with interventionist

o Communicate to parent the need for intervention o Document when the intervention is scheduled o Document how often intervention is needed o Document effectiveness of intervention o Document outcome of intervention

• Evaluate intervention outcome:

o Successful? Continue to monitor for success. o Unsuccessful? Use another intervention mode and repeat cycle of Prescribe and describe. § Continued unsuccessful intervention with the student – refer to SST for consideration of evaluation for specialized instruction or other intervention.