8/9/13

Red, Yellow, Green:

A Strategy for Organizing Interven?ons

The Process
Determine the level of complexity of each childs:
Communica?on Op?ons
Posi?oning Op?ons

Determine the level of complexity of each part of

the childs school day.
Rate all three as
Red (Hard)
Yellow (Okay)
Green (Easy)

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Katie
Communication
BIGmack
4-location eye-gaze
Two-hand choices
Yes/no
Communication
notebook with PAS
Scanning on
communication
device

Positions
Wheelchair
Bolster Seat
Prone Stander
Side Lyer
Big Red Ball
Rifton Chair

Academic
Morning Meeting
Shared Reading
Shared Writing
Independent
Reading
Independent
Writing
Math Activity
Science
Experiment

May 09
(K-1 Classroom)

8:30-9:00 breakfast
9-9:30 calendar
9:30-10 specials
10-10:20 ne motor
10:20-10:30 recess
10:30-11:10 communica.on/IEP goals
11:10-11:30 handwri.ng without tears
11:30-12:15 lunch/recess
12:15-12:50 free ?me and bathroom
12:50-1:00 art
1:00-1:30 play skills
1:30-2:00 math
2:00-2:15 recess
2:15-2:35 voca?onal
2:35-3:10 cooking
3:10-3:30 get ready to go home

8/9/13

September 09
(K-1 Classroom)

8:30-9:00 Breakfast and sign in

9:00-9:30 opening (home/school journal, calendar, days of week,
weather)
9:30-10:00 specials
10:00-10:20 math
10:20-10:40 recess
10:40-11:00 handwri.ng without tears
11:00-11:20 shared reading
11:20-12:00 lunch
12:00-12:30 free ?me and bathroom
12:30-1:00 communica.on/IEP goals
1:00-1:30 shared wri.ng
1:30-2:00 literacy (word work, self-selected reading)
2:00-2:30 voca?onal
2:35-2:45 recess
2:45-3:15 cooking
3:15-3:25 get ready to go home

May 2010
(K-1 Classroom)
8:30-9:00 Breakfast and sign in
9-9:30 opening (home/school journal, calendar, days of week, weather)
9:30-10:20 centers (guided reading, word id {word families, consonants,
leJer id})
10:20-10:40 recess
10:40-11:00 handwri.ng (stories, predictable charts)
11:00-11:30 shared reading
11:30-12:00 lunch
12:00-12:30 free ?me and bathroom
12:30-1:00 math
1:00-1:30 shared wri.ng
1:30-2:00 (literacy self-selected reading and word wall
2:00-2:30 voca?onal (within every one literacy or math incorporated)
2:35-2:45 recess
2:45-3:15 snack
3:15-3:25 get ready to go home

8/9/13

Determining the Plan for Your

Students and Your Classroom

Does the student:

Know most of the le\ers most of the ?me?

Engage ac?vely during shared reading?
Have a means of communica?on and interac?on?
Understand that wri?ng involves le\ers and words?

No

Daily Emergent
Interven?ons

Shared Reading
Predictable Chart Wri?ng
Alphabet & Phonological Awareness
Independent Wri?ng with access to full
alphabet
Independent Reading

Yes

Daily Conven?onal
Interven?ons

Guided Reading (Anchor-Read-Apply)
Word Study (Key Words + Making
Words)
Wri?ng
Independent Reading

8/9/13

Does Your Classroom have

ALL Students who are
Emergent or Conven?onal?

No


Combine the Emergent and
Conven?onal Interven?ons

Shared Reading AND Guided Reading

Alphabet & Phonological Awareness
During Word Wall & Making Words
Predictable Chart Wri?ng (Share the
Pencil)
Wri?ng Instruc?on (Conven?onal Only)
Independent Reading
Independent Wri?ng

Yes

Use the list of Emergent OR

Conven?onal Interven?ons

Priori?zing When You Have Limited Time

Complete the WTP assessment in fall, winter,
and spring
Focus on area of greatest need when with you
Support the rest of the team in targe?ng other
areas
Reassess every 10-12 weeks and refocus
instruc?on as needed