New Lexington Schools
Multi Tiered System of Supports (MTSS) Resources
Area of Concern
Sensory
Fine Motor
Language Arts Accommodations
Language Arts Websites
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Language Arts Accommodations
Language Arts Websites
Phonological Awareness
Kindergarten-1st Grade Instructional Practices
Phonological Awareness
2nd-3rd Grade Instructional Practices
Phonics
Kindergarten-1st Grade Instructional Practices
Phonics
2nd-3rd Grade Instructional Practices
Phonics
4th-5th Grade Instructional Practices
Fluency
Kindergarten-1st Grade Instructional Practices
Fluency
2nd-3rd Grade Instructional Practices
Fluency
4th Grade + Instructional Practices
Vocabulary
Kindergarten-1st Grade Instructional Practices
Vocabulary
2nd-3rd Grade Instructional Practices
Vocabulary
4th Grade + Instructional Practices
Comprehension
Kindergarten-1st Grade Instructional Practices
Comprehension
2nd-3rd Grade Instructional Practices
Comprehension
4th Grade + Instructional Practices
Math Accommodations
Early Numeracy
Math Computation (Math Facts)
Math Concepts and Applications
(Math Problem Solving)
Math Concepts and Applications (Math Problem Solving)
Secondary Math Supports
Secondary Math Supports
Tier 1
Tier 2
Tier 3
Tier 1
Challenging Behaviors with Tier 1 Supports
Challenging Behaviors with Tier 1 Supports
Tier 2
Tier 3
Speech
Language and Articulation
Interventions
Language
Intervention ideas to utilize in your classroom
Sitting Posture
Appropriate sitting posture
This position will enhance comfort, decrease fatigue, and enable your student to view their work more easily during reading and writing activities.
If you observe the following:
· Lays head on arm or desk while working
❖ Make sure desk and chair height match child’s size
❖ Provide regular movement breaks (every 15 minutes)
❖ Sit on an inclined move and sit cushion
❖ Provide visuals of correct seating posture
If you observe the following:
· Lays on floor or leans on peers during activities
❖ Allow child to sit on knees with ankles crossed under them.
❖ Position child with wall at their back
❖ Allow child to sit in bean bag chair
❖ Make personal space with tape or carpet square
❖ Involve the child in setting up their own workspace and choosing tools that help them maintain good posture.
Hand Dominance
Hand dominance typically is established by kindergarten, here are some things to try if not…
★ When offering any items (such as a pencil, book, or snack) to a student, place them at the center of their desk, aligned with their body. Observe which hand they tend to use to pick it up. If the item is placed on the left side, they may reach for it with their left hand, and the same goes for the right side.
★ To assess hand dominance, monitor which hand they use more frequently and encourage the continued use of that hand. Refer to the attached checklist for guidance.
★ Once you've identified the student's dominant hand, consistently support its use across all activities. It is advisable not to have students cut with one hand while writing with the other.
★ Encourage students to engage in activities that involve crossing the midline while using their dominant hand.
★ Use the terms “right” and “left” regularly to help students associate them with their bodies.
Activity | Right hand | Left hand | comments |
Pick up a pencil/crayon | | | |
Holding scissors | | | |
Unzipping backpack | | | |
Turning on/off faucet | | | |
Flushing toilet | | | |
Eating with a spoon/fork | | | |
Opening door | | | |
Turning pages | | | |
Waving goodbye | | | |
The following is a checklist to keep a running record of their hand usage:
Hand strengthening and hand endurance
If you observe the following:
● Struggles to open doors.
● Has trouble opening glue sticks, containers, squeeze bottles, and soap dispensers, as well as pressing buttons.
● Writes with a light grip or soft writing
● Reports hand pain and fatigue during writing tasks.
● Often avoids coloring, writing, and other hand-related activities, frequently asking for assistance.
● Displays inconsistent hand dominance.
● Cannot fasten or unfasten buttons, snaps, or zippers.
● Frequently drops items.
Try doing these:
❖ Squeeze play-doh or stress ball
❖ Use a hole punch
❖ Weight-bearing activities: play games on the floor laying on belly or on hands/knees
❖ Pop bubble wrap
❖ Attach paper clips to paper or paper plates
❖ Tear pieces of paper
❖ Freeze play-doh and cut it with scissors
❖ Cut a slit in a tennis ball and “feed” it small objects
❖ String small beads onto a string or pipe cleaner
❖ Tie & untie knots
❖ Pop beads
❖ Use clothes pins or tongs
The following is an example of a hand strengthening and endurance weekly exercise plan
Monday | Tuesday | Wednesday | Thursday | Friday |
Hole punch activity | Feed the tennis ball | String small beads onto a pipe cleaner | Use clothespins to match letters/numbers | Attach paper clips to paper plate using colors/ numbers/ letters |
Do the activities 5 minutes each day.
Functional Grip
Focus on adjusting grip only during kindergarten and first grade.
After first grade, it is unlikely that a student’s grip will change unless they are personally motivated and actively use the strategies provided. Pencil grippers can be introduced after trying the following strategies.
If you observe the following:
❖ Poor handwriting legibility
❖ Child is complaining of discomfort or pain in the hand, wrist, fingers
❖ Slow writing speed
❖ Poor control when writing
❖ Child complains their hand is tired and often stretches or shakes it.
Try doing these:
❖ Use a slant board to promote wrist extension.
❖ Provide golf-sized pencils.
❖ Use broken half-sized crayons (also known as flip crayons).
❖ Focus on strengthening the thumb and index finger.
❖ Place a small object between the fourth and fifth fingers to enhance stability and strength on the power side of the hand.
❖ Have the student lie on their stomach on the floor while writing to support and stabilize their upper extremities.
❖ Keep the forearm stabilized, ensuring it does not rise above the table; consider using weighted items on the forearm.
❖ Utilize stacking point pencils.
Scissor Skills
There are several techniques to teach children how to correctly grasp scissors. The thumb up technique is the easiest way.
First, you can give a simple verbal reminder to guide learners.
For a visual prompt, try placing a sticker or drawing a smiley face on the thumb.
You can also add a sticker or tape on the scissors to serve as a visual aid for correct hand placement. Creating a "shark fin" on the thumb loop of the scissors is helpful—the fin should face up during cutting.
Engaging in games like thumb wars can further reinforce the thumb's position, helping it become more instinctive.
Second,
Pointer Finger Position: Typically, the index finger remains outside of the scissor loops, acting as a guide. Placing the pointer finger around the bottom loop, instead of inside it, helps direct the scissors more effectively. This position also encourages the hand's arches to open, especially for learners with smaller hands. While this may feel unusual at first, it becomes second nature with practice.
Middle, Ring, and Pinky Finger Position: The placement of these fingers varies depending on the type of scissors. Some scissors have a small loop designed for just the middle finger, with the ring and pinky fingers resting against the palm. Other types feature a larger bottom loop that accommodates the middle, ring, and pinky fingers together.
Wrist Position for Holding Scissors: Maintaining a steady wrist is essential for a proper grip on the scissors. If the wrist is bent, it can interfere with the opening and closing of the blades, affecting cutting precision. The wrist should remain in a neutral position, avoiding forward (flexed) or backward (extended) bending.
Elbow and Forearm Position: It's important to observe the child's elbow position while they are cutting with scissors. Their elbows should remain close to their sides, rather than sticking out. A helpful tip is to have the child hold a piece of paper under their cutting arm. Encourage them to keep the paper in place as they cut, making sure it doesn’t drop.
Interventions for Sensory Processing
Movement or Vestibular
If you observe the following:
➔ Always moving
➔ Constant spinning
➔ Runs versus walking
➔ Challenges with focusing
➔ Rocking in classroom chair
Try doing these:
Be proactive rather than waiting for the student to show signs of needing movement. Engaging them in physical activities throughout the day can be much more effective. Try incorporating exercises like animal walks, yoga poses, jumping jacks, or simple tasks like running an errand (such as delivering a note to the office).
Offer compensatory strategies:
➢ Attach a tennis ball to one front leg and the opposite back leg of the chair to allow gentle rocking.
➢ Use a wobble stool, T-stool, or exercise ball. If the student misuses the ball, place it in a box so they can bounce without it rolling away.
➢ Provide regular sensory breaks throughout the day to ensure movement at consistent intervals. You could also borrow equipment like a mini trampoline or BOSU ball for use in the classroom or hallway.
➢ Incorporate the school’s motor lab or sensory pathways into the student’s daily routine.
➢ Equipment like sit-n-spins, Bilibo seats, or scooters can support the vestibular system, but it's important that students use them responsibly.
Hearing/sounds/Auditory
If you observe the following:
Overly Sensitive to Sound (Over-responsive)
➔ Frequently covers their ears.
➔ Easily distracted by faint noises nearby.
➔ Avoids using the bathroom due to fear of the toilet flushing.
➔ Exhibits behavioral difficulties in noisy environments like the cafeteria or during loud activities in the classroom.
➔ Experiences anxiety anticipating loud noises.
➔ Feels frightened by fire alarms, door alarms, or fire drills.
➔ Prefers to play alone to avoid noise or asks others to stay quiet.
➔ Notices sounds that others typically overlook, such as the hum of a heater, the buzz of a refrigerator, or a lawn mower outside.
Try doing these:
Provide calming input both before and after activities (such as deep pressure). Allow the child to select an option that works best for them. Some examples include:
➔ Using a rocking chair
➔ Receiving deep pressure through a hug or weighted item
➔ Wearing noise-canceling headphones
➔ Rolling an exercise ball over the body
➔ Using a stress ball
Work on desensitization by gradually increasing the student’s exposure to sounds, helping them build tolerance over time. This process can be lengthy as it requires a slow and controlled introduction to different sounds.
Offer compensatory strategies to help manage sound sensitivity while desensitization is ongoing, especially since it might not be feasible in school settings:
➢ Give advance notice before fire drills.
➢ Use noise-canceling headphones or foam earplugs but limit their use throughout the day.
➢ Seat the student away from auditory distractions like fans, heaters, windows, or doors.
➢ Position the student away from talkative or noisy classmates.
➢ Provide frequent breaks in quieter spaces.
➢ Allow the student to listen to calming music on headphones.
➢ Teach self-soothing techniques like deep breathing or asking for breaks.
➢ Place tennis balls on chair legs to reduce squeaking noises against the floor.
If you observe the following:
Under-responsive (seeking):
➔ Frequently asks "what?" or "huh?"
➔ Often needs instructions repeated or is repeatedly reminded to "pay attention!"
➔ Regularly makes noises with their mouth or body, such as tapping.
➔ Talks, hums, sings, or speaks loudly on a constant basis.
Try doing these:
➔ Allow the student to wear headphones to listen to their preferred music.
➔ Offer regular opportunities throughout the day for the student to sing or hum.
➔ Try using a whisper phone in the classroom.
➔ Provide a sensory toolkit with various sensory inputs, which can also help reinforce personal space boundaries.
➔ Offer the student a vibrating massager or seat cushion, as they may be seeking vibration instead of sound.
Vision or Visual
If you observe the following:
Overly Sensitive (Over-responsive):
➔ Frequently squints in bright light, whether outdoors or in the classroom.
➔ Tends to avoid making eye contact.
➔ Often rubs their eyes or complains of headaches.
➔ Appears uncomfortable or anxious in cluttered or crowded environments.
Offer calming input before and after activities (such as deep pressure). Allow the child to select their preferred method. Some examples include:
➔ Using a rocking chair
➔ Receiving deep pressure from a hug or a weighted item
➔ Wearing noise-canceling headphones
➔ Rolling an exercise ball over their body
➔ Using a stress ball
Try doing these:
Implement compensatory strategies. Since desensitization can be a lengthy process and may not be suitable for the school environment, you can introduce adaptations to help them manage visual input more effectively:
➔ Minimize clutter
➔ Ensure the student has their own space when in close proximity to others
➔ Position the student at the front of the line to reduce visual distractions
➔ Teach self-soothing techniques, such as deep breathing or requesting breaks.
If you observe the following:
Under-responsive (seeking):
➔ Frequently gazes at shiny, spinning, or moving objects.
➔ Often loses their place while reading and writing.
➔ Easily distracted by any movement or new activities happening in the classroom.
➔ Struggles to differentiate between letters and shapes.
Try doing these:
Minimize clutter.
➔ Organize and label all materials to make it clear where each item belongs.
➔ Provide a visual schedule outlining the student’s daily activities.
➔ Incorporate structured visual input throughout the day, following a routine before and after independent work, such as:
➔ Fidget items with shiny and bright colors
➔ Spiral liquid timers
➔ Bubbles
➔ Small toys with lights
➔ Handheld water filled ring toss toys
➔ Rubik's Cube
➔ Set up a separate workstation with minimal distractions (e.g., a desk positioned against a wall with nothing on it).
➔ Use two taped-together file folders to create a "cubicle" or study carrel for the student during independent tasks.
➔ Encourage the use of a finger or ruler to keep track of reading.
➔ Cut a viewing window in a piece of cardstock to show only the text that needs to be read.
The information in the sensory section was retrieved from OT Kim Wiggins occupational therapy strategies, multi-tiered system supports (MTSS) tier 1 strategies for the classroom. The reference is below.