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What Do I Put on Form F?

A quick guide for teachers

WRITING
The F Form is meant for you to document anything you have done for a student
above and beyond what you do for EVERY other student in your class.
Classroom behavior plans, clip charts, pulling cards, etc. would NOT go on the F Form for
any child as everyone in the class follows this same plan.
The following is a list of some responses (or interventions) to behavior concerns that you
SHOULD list on the F Form for individual students.
Best practice rules to follow with any response/intervention:
clearly define a target area to modify (pick one at a time)
get a baseline of the targeted behavior PREVIOUS to the implementation of
response/intervention
4 -6 week implementation period before changing any intervention not always
reasonable or practical (the more intense the intervention, the longer the wait
period)
The behavior has to be recurring. A behavior that happened once, is not
something that needs an official intervention.
Is the target area impacting the student in academics? Thats the only time we
intervene with these issues at school.
Guided Reading is not an intervention unless you meet with the student more than
the rest of the group.
Differentiation is not an intervention.
We want to choose an intervention that will eventually become:
o solely the students responsibility
o A strategy for the student to use in the future
o Non-disruptive to class and teacher
Remember, the student may need A LOT of assistance to get started with the
interventions. Then we can scaffold the support. As stated in Ten Things Your
Student with Autism Wishes You knew by Ellen Notbohm, says, remember that the
upfront investment of effort spent on behavior prevention pales to nothing against
the draining, unproductive alternate of having to react over and over again to the
same preventable behavior.
The more you give at the beginning, the better the result at the end.
If you only give half the support/intervention, you will only have half of the student
effort.
A lot of students work better with a visual model, checklist, or organizer that they
can reference throughout their work time.
Use assignment books. Teach children to use assignment books and "To Do" lists to
keep track of their short- and long-term assignments, tests, and quizzes. Use peers
to help monitor other children's assignment books. Schools should have
"homework hotline" on voicemail or homework posted on a Web site to assist
students before they are able to record independently.

Reduce the emphasis on certain subskills. Place priority on the main information
you want to assess from the student. Remember what the ultimate goal is. What
are you grading or looking to see if the student knows how to do? Are you seeing if
they can spell correctly or if they can organize a certain genre of paper?

PROGRESS????
Try multiple interventions
Each intervention should be tried consistently for a minimum of 4 weeks, & more
than 1 intervention may be implemented at the same time
Collect and track specific data on each intervention tried & its effect
If your data indicates no progress after a minimum of 6 months, you may consider
moving to tier 2 interventions
NOTES specific for Writing
Cursive handwriting is no longer a standard we keep. Sometimes, it is harder for a
student to write in cursive. However, sometimes it is easier for the student.
Need more help or directionplease ask! You do a lot for your students.
Because of that, it is sometimes difficult to see all the details. I am here to
help!

Resources
Misunderstood Minds: http://www.pbs.org/wgbh/misunderstoodminds/intro.html
PBIS World: http://www.PBISWorld.org
Intervention Central: http://www.Interventioncentral.com
Escambia School District: http://www.escambia.k12.fl.us/pbis/rtib/
Reading Rockets: http://www.readingrockets.org/helping/target
Enhancing School Success with Mnemonic Strategies:
http://www.ldonline.org/article/5912

Student

Class

Date

Reason/

Objective

Who and What will occur;

Indicator of

Date of

Progress

Parent

Notes

Need for
Assistance
Entered (Target Area)

Name

Jack
Smith

Student
Name

Cecilia
Jackson

3SH

5/15/15

What is the
problem?
Student is
unable to
complete work
on his own.

Reason/
Need for
Date
Assistance
Class Entered (Target Area)

4TH

5/15/15

What is the
problem?
Student does not
write that much
on any given
assignment. She
has the ideas and
CAN write if the
teacher is sitting
near.

Focus
(Common
Core
Standard)

How often

What is the
standard related?
What is the intervention?
Productively
Teacher has student restate
uses time to
what the expected task is.
complete
Student comes to teacher at
quality, daily
end of designated work time.
work
Teacher checks completed task.
If completed, student moves
velcro smiley face from
Working to Completed
column.
At the end of the day, student
comes to teacher to see if
goal was met.
Student colors the smiley under
the number of completed
tasks for the day.
Teacher keeps sheet at desk.
On Fridays, student will meet
with teacher to check goal.

Objective
Focus
(Common
Core
Standard)
What is the standard
related?
CCSS.ELALITERACY.W.4.2
Write
informative/explan
atory texts to
examine a topic
and convey ideas
and information
clearly.

Who and What will occur;


How often

What is the intervention?


Student will be tracking the number
of words that she writes each day.
At the end of each writing time,
Cecilia will count the number of
words that she writes.
She will write the number of words
on the weekly chart.
She will graph the number of words
on the graph.
She will then mark that she has
graphed the number on her chart.
At the end of the week, student will
meet with teacher to see if she
met her goal (3 out of 5 days a
week, student will write 5 more
words each day).

Success (Use
SMART goal
format)

Intervention
(Start and
End)

Create a goal for the


plan/student using
numbers.
Goal: To have 5
out of 9 smileys in
completed at the
end of the day.
Goal: To have 3
out of 5 days a
week with 5 or
more smiley faces
in completed
column.

Indicator of
Success (Use
SMART goal
format)
Create a goal for the
plan/student using
numbers.
Student will increase
the number of words
written each day by
5 words for 3 out of 5
days a week.

5/18/15

Date of
Intervention
(Start and
End)

5/18/15

Contact
Date

Check/Date*
Every so often, analyze
data and report it here.
More often the better. Can
keep information
somewhere else until you
visit the form again.
5/22/15 = Had 5
smileys 3 days this
week. Will continue the
plan.
5/29/15 = Had 5 smiley
faces 4 days this week.
Will continue the plan.
6/5/15 Had 5 smiley
faces only 1 day this
week. Will continue the
plan.
6/12/15 Had 5 smiley
faces 4 days this week.
Will continue the plan.
6/24/15 Plan seems to
be working so far. He
has gotten 5 smileys a
day for 3 out of 5 days
a week for 3 out of the
last 4 weeks.

Progress Check/Date*
Every so often, analyze data and
report it here. More often the better.
Can keep information somewhere
else until you visit the form again.
5/22/15 = Student met the goal
for this week. Student
increased 5 or more words 5
out of 5 days a week. Will
continue the plan.
5/29/15 = Student met the goal
for this week. Student
increased 5 or more words 5
out of 5 days a week. Will
continue the plan.
6/5/15 Student did not meet
the goal for this week. Student
increased 5 or more words 1
day this week. However, we
only had a straight writing day
2 days this week. Will continue
the plan.
6/12/15 Student met the goal
for this week. Student
increased 5 or more words 5
out of 5 days a week. Will
continue the plan.
6/24/15 Student met the goal
for this week. Student
increased 5 or more words 5
out of 5 days a week. Will
continue the plan.

Contact
parents every
time you
make a plan
or a change.
11/5/14
Conference
s
4/22/15
Phone call
5/15/15
Email with
plan
6/24/15
Checked in
with plan,
still
working,
informed
parents via
email.

Parent
Contact
Date
Contact parents
every time you
make a plan or
a change.
11/5/14
Conferences
4/22/15
Phone call
5/15/15
Email with
plan
6/24/15
Checked in
with plan, still
working,
informed
parents via
email.

Notes

STEP 1: Choose Target Area


Writing

Student is unable to come up with ideas


to write about.

What is written is not usually what the


teacher asked for.

Student has difficulty getting started on


writing assignments.

Student has trouble generating ideas or


elaborating on them.

Student is unable to read own


handwriting.

Student has many spelling mistakes.

Student will not write anything unless


the teacher is sitting right there.

Student has been doing well on weekly


spelling tests, but continuing to have
many spelling mistakes in daily work

Student cannot organize thoughts.

Student has difficulty sounding out


words.

Student cannot get words on paper.

Student has easy distractibility during


writing tasks.

Student has poor narrative sequencing.

Student has poor letter formation.

Student has mental fatigue or tiredness


while writing.

Student has awkward phrasing and


unconventional grammar.

Student has trouble reading back what


is written.

Student has a lack of opinion or sense of


audience.

Student has difficulty with word sounds


and spelling.

Student has difficulty with meanings of


words.

Student has difficulty with sentence


structure and word order.

Student has difficulty with writing tasks


that require creativity and/or critical
thinking.

Student has poor vocabulary.

Student only writes very short passages.

Student has trouble choosing an idea to


write even with a list in their free write
journal.

Word study isn't transferring to writing,


and is below grade level

Based on her word study placement and

Student has difficulty with writing tasks

weekly Word Study test scores, the


student still struggles to apply the skills
she is learning into her daily written
work.

that require creativity and/or critical


thinking.

Student has trouble elaborating on


ideas.

Student has difficulty organizing


ideas

Student has difficulty with word


sounds, spelling, and meanings.

Student has difficulty with sentence


structure and word order.

Student has a lack of opinion or


sense of audience.

Student has awkward phrasing and


unconventional grammar.

STEP 2: Choose Intervention


Any activities listed can be an intervention if you are completing
the intervention above and beyond the students regular groups
AND it is monitored on Form F.
These are also great ideas to implement as a classroom activity.

Possible Writing Interventions to try in the


classroom

Immediately after taking a spelling test, Teacher allows extended time for
the student corrects any misspellings.
completion of word study tests.
Teacher will conference one on one with Set goals and record progress. Have
student either during wws or journal time
children set a short-term goal, such as
to support idea building, tapping/writing
writing 3 sentences for the day. If the
of words. (Has to be above and beyond
student reaches the goal, the student is
what you do with other. If you
done with writing for the day and can
conference with the student every day
read or do something else. Graphic
and other students only once during the
recording, such as plotting their own line
whole paper writing period, that can be
graphs if the student completes or
added.)
doesnt complete the goal, may be
particularly reinforcing for some children.
Could graph the number of
words/sentences.
Teacher helps to brainstorm sentence
Build in planning time. Provide extra time
with students. Once the sentence is
for planning of writing assignment.
made, the teacher walks away and
Provide guidance in effective planning
allows student to write the sentence on
when necessary. Sometimes it looks as if
his own.
they are off task, sometimes they are
thinking about what to write. You could
also provide ideas/list of ideas to write
about, per genre.
Before studying new spelling words, the The number of words to be mastered
student takes a pretest to identify the
each week is reduced to 6 to 12 new
words that need to be studied. Only
unknown words, depending on the
have the student focus on the words
capabilities of the student. It may take
they dont know instead of all the words.
the student twice as long to complete
levels but it is more beneficial for the
student.
Encourage keyboarding to increase the
Help the child find the right writing
speed and legibility of written work.
instrument. Make sure the child feels a

sense of control with the pen or pencil.


Having options of writing utensils
sometimes motivates students to work.
Allow students to use paper or writing
instruments of different colors, Use a
triangle pencil grip for better control
Use a weighted pencil Vary length and
thickness of pencil Vary writing
implement (crayons, colored pencils, fine
markers)
Spelling words previously taught are
Break writing into stages (brainstorming,
reviewed to ensure retention. Maybe
drafting, editing, and proofreading, etc.)
add words from previous week to the
and teach students to do the same.
current list.
Consider grading each stage separately.
Give children a writing template. Provide The student is taught a systematic and
them with templates that structure the
effective strategy for studying new
organization of the text to be written.
spelling words. Students that struggle
The template might be a diagram of
with spelling, have trouble learning how
what the lead paragraph could contain,
to spell them correctly simply by
or an outline for the child to follow. Even
completing activities. The student may
showing where it paragraphs starts.
need instruction every day.

Encourage the student to use a spell- Allow students to use cursive or


checker and to have someone else
manuscript, whichever is most legible,
proofread his/her work, too. Speaking
and consider teaching cursive early.
spell-checkers are recommended,
Some students find cursive easier to
especially if the student may not be
manage, and this will give a student
able to recognize the correct word.
more time to learn it.
(Headphones are usually included).
Allow older students to use the line width
Develop cooperative writing projects
of their choice, but remember that some
where students play different roles such
students write small to disguise
as the brainstormer, organizer of
messiness or bad spelling.
information, writer, proofreader, and
illustrator.
Offer alternatives to written

Have some fun grips available for


assignments.
everybody.
Consider the use of speech recognition

Make word processing software


software. Learning to use to use it may
available but remember that learning to
take time and effort, especially if the
use it will be difficult for the same
student has reading or speech
reasons that handwriting is difficult.
challenges; but it can ultimately free the
Look for keyboarding instruction
student from writing or keyboarding.
programs that address the needs of
learning-disabled students.
Try a mentor - Some children may benefit Create a motivating plan that the
from a mentor who will work with them
student has interest in. If they like

to analyze their academic progress,


brainstorm alternative strategies, and
provide recognition of progress. You may
choose a higher, mother type student to
help. (This has to be above and beyond
peer editing.)

Stress the importance of


organization. Have the student get out
all materials they will need before
starting an assignment/project. Have
the student get the teacher to check.
Guide children in keeping their materials
and notebooks organized and easily
accessible. Emphasize the positive
impact that organization and preplanning
will have on the completed project or
assignment.
Check that the child has the optimum
setup. Is her chair and desk a good fit in
terms of height, stability, and slant? (A
child may find a slanted work surface,
such as a desk easel, helpful for writing
and drawing.) Is she more comfortable
writing on the floor while lying on the
carpet, or at waist level sitting upright at
a desk, or at an upright surface like the
chalkboard?
Extended Time. Provide extended time
for the completion of an assignment.
Monitor that the student is moving along
in the writing process. However, the
student may need and be given 2 days
per step where others have only 1 day.
Reduce the emphasis on certain
subskills. Place priority on children's
getting their ideas down on paper,
without worrying about spelling or
punctuation. Remember what the
ultimate goal is. What are you grading
or looking at to see if the student knows

Pokemon, create a plan incorporating


Pokemon. Teacher will give the student
a spiderman character piece for each
sentence that the student writes. The
student can earn a spiderman character
piece for every sentence the student
writes. The student can earn up to 5
spidermen character pieces. If he earns
5 spidermen character pieces, he gets
computer time or some kind of reward.
Provide a model. Some students need a
visual model. Some students are more
concerned about having the correct
amount of sentences, words, etc. than
the content. Provide a model with the
minimum amount accepted. They may
copy this format exactly, however, you
may be able to get some writing from
the student rather than the student
sitting and doing nothing.

Use checklists for guidance. Require


children to break down tasks into parts
and write down the steps or stages.
Create a permanent checklist of frequent
tasks into a notebook for easy reference
during work assignments. For long-term
assignments, assign a due date for each
step of the assignment.

Provide models of assignments and


criteria for success. Give children a clear
sense of how a final product might look
by showing examples and sharing
exemplary products (e.g., essays or
drawings).
Reduce the number of start-up tasks
required for a written assignment. Rather
than expect a child to locate and
organize all of the reference materials for
a large homework project and begin
writing on the same day, gather the
materials for the student or have it

how to do. Are you seeing if they can


spell correctly or if they can organize a
certain genre of paper?

Prepare work plans for written


assignments. Show children how to
create their own work plans before
beginning an assignment. Allow them to
make a sketch, a brief summary, or an
outline, or whatever they would like to
use as a blueprint.
Copy only key information. Copying from
the board can sometimes be difficult.
Provide a copy for the student, have the
student write only what is absolutely
necessary, have another student write
the notes for them.
Teach children to preview. Help them get
started on assignments by encouraging
them to think ahead of time about the
completed assignment and what it will
look like or what they will do in the
assignment
Allow the student to dictate some

assignments or tests to a scribe. Train


the scribe to write what the student says
verbatim; then have the student make
changes without the scribes help.
Insert meanings of vocabulary

continuously throughout the lesson. For


example, in a geography lesson the
teacher asks the question What do the
contour (or curved) lines on the map
represent? In a science lesson the
teacher explains that mold often grows
in places that are dark and moist (or
wet).
Allow more time for written tasks,
including note taking, copying, and
tests.
Build time in the students schedule for

located in one place with a list of


materials to get ready. Help the student
prepare assignment papers in advance
with required headings (name, date,
etc.), using a template like the one below

Teacher will modify the students


assignments to allow for completion. If
class is expected to do 5 ideas, the
student will only do 3 ideas. Reduce
length requirements on written
assignments, stressing quality over
quantity.
Reduce copying in assignments and
tests. For example, instead of asking
students to answer in complete
sentences that reflect the question,
have them do it for three questions you
select, then answer the rest in phrases,
words, or drawings.

Basic visual organizers, also called


mind maps or clusters, can be used to
summarize information from a lecture
or reading materials, or to prepare for a
writing assignment.
Provide extra structure and intermittent
deadlines for long-term assignments.
Help the student arrange for someone to
serve as coach, ensuring the student
doesnt get behind.
Make note taking more
manageable. Give children partially
completed outlines and handouts to
decrease the amount of information they
need to copy or the amount of text on
which they need to take notes. Another
example, instead of having the student
copy math problems, provide a
worksheet with the problems already on
it.
Allow students to begin projects or
assignments early.
Students may find it hard to choose

catching up or getting ahead on written


work, or doing alternative activities
related to the material being learned.
Encourage primary students to use paper
with raised lines to keep writing on the
line.
Learn content from audiobooks, movies,
videos and digital media instead of
reading print versions
Be given a written list of instructions

something to write, even with the list in


their notebook. Maybe narrow the list to
3 choices for them to choose from.
Use a timer work for this long and then
you can read.

Work with fewer items per page or line


and/or materials in a larger print size
Have another student share class notes
with him

Demonstrate how to use graphic


organizers and then provide them so
students learn how to categorize and
organize information.
Skip every other line on paper
Give at-risk students a very basic
introduction to the subject immediately
before starting the lesson for the whole
class. Ask questions and direct
discussions to elicit prior knowledge from
the at-risk students
Include hands-on experiences and
manipulatives whenever possible.

Be given an outline of a lesson or a copy


of important concepts/notes.
Give responses in a form (oral or written)
thats easier for him and allow the
student to choose
Use sensory tools such as an exercise
band that can be looped around a chairs
legs (so fidgety kids can kick it and
quietly get their energy out)
color coding pages, notes, and handouts
Teach writing each day; dont just assign
it. Do not assume the student
remembers what the expectation is from
the day before. You should give the
same instruction from the previous day.

Use experiments and other being there


experiences to make the lesson
memorable
Partner to take dictation (someone else

writes as student talks)


Provide extra instruction with alternative
handwriting methods such as
Handwriting Without Tears.

Allow student to write about segments of


the same topic for several days

Allow student to use ideas from a


word/idea bank

Break each section, sentence into a


separate piece of paper and check each
piece before the student can move on.
Record a lesson, instead of taking notes

Use visual presentations of verbal


material, such as word webs and visual
organizers
Continue to repeat and rephrase the
major point(s) of the unit or lesson.
Slant board (writing on an easel stand
Value quality over quantity - look for a
well-written paragraph instead of a
longer story of mutilated sentences and
atrocious spelling
Require a minimal amount of writing per
day-gradually increase the expectations
(Be prepared to start with very little!)
Allow fill-in-the-blank forms for the
beginning stages of report writing

Allow multiple formats for presentations,


including some that dont include writing
Allow disabled students to work together
to generate one report

Allow reduced sources and modified


format when writing research papers
Require students to practice reading
aloud the stories they dictated.

STEP 3: Choose Tracking Sheet


to collect data
Sample Tracking Sheets:
These sheets are generalized and can be used for most goals.
Please ask if you need a copy or need help creating the goal or the sheet.

Available
through
PBISWorld.org
Themed Behavior Charts