Student Intervention Plan

University of Colorado Denver

Mackenzie Magner
 The student I have chosen for the Intervention Plan Part One is a 7th grade student and

attends Mapleton Expeditionary School of the Arts. For this plan he will go by the pseudonym of

Chase. Chase is new to MESA (Mapleton Expeditionary School for the Arts) and is currently on

a behavior plan. While in elementary school Chase was in an affective needs program but

moving to middle school he is now in general education 80% of the day. He receives

intervention classes in reading and mathematics. He has been identified with Disruptive Mood

Dysregulation Disorder, Anxiety Disorder, and a Specific Learning Disability. After discussing

with my clinical teacher I decided Chase would be a good student to use for this assignment.

From several student interviews I gathered that he has good attendance and is a very caring

student who enjoys attention and often seeks this from adults. Chase is on an Individualized

Education Plan and is below grade level in the areas of reading and mathematics. From

assessment data gathered in the past Chase scored in the 50th percentile on the GORT-3. His

Woodcock Johnson IV scores on the Test of Achievement stated that he was in the 67th

percentile in the area of broad mathematics, 70th percentile in the area of written language, and

64th percentile in the area of spelling. However, for this intervention plan I will be focusing more

on behavior because Chase is also not demonstrating significant growth in this area. A BASC

was conducted for his last IEP and from this data I gather he scored clinically significant in the

areas of externalizing and internalizing problems. He was also clinically significant in the areas

of withdrawal and hyperactivity. He receives mental health 1.5 hours a week. His teachers have

stated that he needs improvements in the area of strategies to manage emotions. From this I feel

an intervention plan different from the one he is on now could be beneficial to him and his

teachers.
 The current plan he is on now is a point system which all of his teachers collaborate on.

His science, reading, social studies, math, art, and the paraprofessional who works closely with

him all have collaborated to implement this plan. that When Chase enters the classroom he

begins at a 2 on a point system of 4 and he has the opportunity to either gain or lose points based

on his actions in class. Data has been gathered since the beginning of school on August 22nd and

continues to be collected in each of his classrooms. The chart below is the averages of his points

for each week. The teachers also record notes taken from observation which have been added to

the chart.

Week Average Notes Recorded

8/22-8/26 1.5 Science-struggled
immensely with content
and became
argumentative
8/29-9/2 .82 Science-Struggled
staying focused
Reading-didnt do too
well with testing today.
He froze the computer
twice was talking
during the test and
didnt raise his hand
when finished for me to
get his scores as
instructed
Math-Refused to work
with group
9/6-9/9 2 In school suspension on
9/8
Science-Really good
day
9/12-9/16 1.5 In school suspension on
9/14
9/19-9/22 1.3 Science-talking and
hyper
Art-talking and hyper
Social studies- talking
and didnt complete
work
 9/26-9/30 1.5 Social Studies- not
following directions
Didnt complete work

Based on this data it is clear that Chase is not responding to the current behavior plan put

in place. On a scale of 4 Chase is averaging below 2 each day in his classes. The current

behavior plan does not have any sort of action that takes place when Chase is struggling with

behavior. According to Vaughn there are guidelines for implementing behavior include look for

positive behavior and let the student know, use reinforcers to encourage positive behavior, use

token economies, and change the inappropriate behavior. Vaughn states, positive reinforcement

is the presentation of a stimulus (verbal response, physical response such as touching, or a

tangible response such as a reward) following the target behavior, intended to increase a target

behavior. The plan I would like to suggest is a behavior plan with positive reinforcements put in

place. The current plan will continue to be used for data collection and progress monitoring.

After collaborating with his teachers and looking at the data this plan is clearly not as effective as

they would have hoped. The plan that I will be implementing will have positive reinforcements

and also a way for Chase to see his points and how his behaviors are effecting these points. He

currently does not see these points sheets unless he asks and also does not receive any

reinforcements. Each week Chase will receive a point sheet and be explained how he will receive

his points. Starting off if Chase receives higher than an average of 2 he will receive a reward.

While this plan is being implement his teachers and I will provide verbal positive reinforcements

each time he displays positive behavior.

 Resources

Vaughn, S. & Candace, S. (2015). Strategies for teaching students with learning and behavior

problems. Pearson.