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Master’s and Doctoral Projects
2015
The class-wide help for early elementary teacher
with attention harmony (CHEETAH) program : a
program development plan
Briana N. Klingle
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Klingle, Briana N., "The class-wide help for early elementary teacher with attention harmony (CHEETAH) program : a program
development plan" (2015). Master’s and Doctoral Projects. 568.
http://utdr.utoledo.edu/graduate-projects/568
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Running head: The CHEETAH Program PDP
1
The Class-wide Help for Early Elementary Teachers with Attention Harmony
(CHEETAH) Program: A Program Development Plan
Briana Klingle
Faculty Mentor: Alexia Metz
Site Mentor: Tammy Drerup
Department of Rehabilitation Sciences
Occupational Therapy Doctorate Program
University of Toledo
May 2015
Note: This document describes a Capstone Dissemination project reflecting an
individually planned experience conducted under faculty and site mentorship. The goal
of the Capstone experience is to provide the occupational therapy doctoral student with a
unique experience whereby she can demonstrate leadership and autonomous decisionmaking in preparation for enhanced future practice as an occupational therapist. As such,
the Capstone Dissemination is not formal research.
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Table of Contents
Executive Summary ........................................................................................................................ 5
Introduction ..................................................................................................................................... 6
Program Goal .............................................................................................................................. 6
Review of the Literature.................................................................................................................. 6
Demographic Statistics................................................................................................................ 6
Defining Attention....................................................................................................................... 7
Attention's Role in Academic Success ........................................................................................ 8
Occupational Therapy’s Role in School Based Settings ............................................................. 9
Governmental Initiatives ........................................................................................................... 10
National and International Trends and Mandates...................................................................... 11
Models of Practice / Occupation Based Programming.................................................................. 12
Ecology of Human Performance Model.................................................................................... 12
Response to Intervention Model................................................................................................ 12
Occupation-Based Interventions ............................................................................................... 14
Summary of the Literature Review ............................................................................................... 14
Sponsoring Agency ....................................................................................................................... 15
Investigating the Need................................................................................................................... 16
Stakeholders .............................................................................................................................. 16
Data Gathering Methods and Perceived Needs of Stakeholders ............................................... 16
Cultural Factors ......................................................................................................................... 22
Prioritizing the Needs................................................................................................................ 22
Feasibility .................................................................................................................................. 23
Program Goal ................................................................................................................................ 23
Objectives...................................................................................................................................... 24
Objectives Relevance to Goal ................................................................................................... 25
Objectives Relevance to Model of Practice............................................................................... 25
Program Participants ..................................................................................................................... 25
Marketing and Recruitment Methods............................................................................................ 25
Personal Promotion ................................................................................................................... 26
Poster Advertisement ................................................................................................................ 27
Family Brochure........................................................................................................................ 28
Marketing Items ........................................................................................................................ 29
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Programming ................................................................................................................................. 30
PowerPoint/SMART Board Activity......................................................................................... 35
Collage Activity ........................................................................................................................ 35
Program Sessions and Interventions.......................................................................................... 36
Assessment ................................................................................................................................ 42
Documentation Procedures........................................................................................................ 43
Care Coordination / Discharge Plan .......................................................................................... 43
Budgeting and Staffing.................................................................................................................. 44
Staff ........................................................................................................................................... 44
Budget ....................................................................................................................................... 44
Funding.......................................................................................................................................... 45
First Potential Funding Source .................................................................................................. 45
Second Potential Funding Source.............................................................................................. 47
Third Potential Funding Source................................................................................................. 48
Self Sufficiency Plan ................................................................................................................. 49
Barriers to Funding.................................................................................................................... 50
Program Evaluation....................................................................................................................... 50
Program Observation Assessment............................................................................................. 51
Program Objectives and Methods for Measuring...................................................................... 53
Use for Results .......................................................................................................................... 54
Timeline......................................................................................................................................... 55
Program Timeline...................................................................................................................... 55
Letters of Support.......................................................................................................................... 55
References ..................................................................................................................................... 57
Appendix A - Organizational Chart for Sidney City Schools (Elementary School Level) ........... 61
Appendix B -Sample Interview Questions for Special Education Director & Building Principal62
Appendix C - Teacher Questionnaire ............................................................................................ 65
Appendix D – Program Observation Assessment ......................................................................... 67
Appendix E - Business Card.......................................................................................................... 74
Appendix F - Program Logo.......................................................................................................... 75
Appendix G - Script for Personal Recruitment ............................................................................. 76
Appendix H - Poster for Conferences ........................................................................................... 78
Appendix I - Family Brochure ...................................................................................................... 79
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Appendix J - Promotional Products............................................................................................... 81
Appendix K - Teacher’s Manual ................................................................................................... 82
Appendix L - Mode Meters ......................................................................................................... 132
Appendix M - Intervention Tools................................................................................................ 134
Appendix N - Documentation Sheet............................................................................................ 151
Appendix O - Occupational Therapist Job Description............................................................... 153
Appendix P - Occupational Therapy Job Advertisement ............................................................ 155
Appendix Q - Budget for the CHEETAH Program..................................................................... 157
Appendix R - Formative Evaluation Questionnaire .................................................................... 162
Appendix S - Program Timeline.................................................................................................. 164
Appendix T - Letter of Support ................................................................................................... 166
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Executive Summary
Attention is a vital component to learning. Although attention has been defined in a
variety of ways, most researchers agree that it plays an important role in a student's academic
success. Without attending to information a student cannot process it and store it into his or her
memory. Attention is important in all grades; however, first graders may have additional
struggles with attention due to the gap between the demands of first grade and the developmental
capacity of young children. For this reason, the CHEETAH program was developed with the goal
of increasing attention skills in early elementary students, focusing on first grade classrooms.
This program aims to meet this goal by providing occupation-based programming congruent with
the curriculum being taught in the classroom.
The CHEETAH program was developed at Sidney City Schools in one first grade
classroom. It is designed to be implemented in classrooms containing 20-30 students. This
program includes a teacher’s manual and a toolbox that can be used by first grade
teachers in collaboration with an occupational therapist to help increase attention across a
first grade classroom. The toolbox contains assessment materials, intervention ideas, and
strategies that can be used by teachers during the school day to help students remain
engaged in classroom activities. Some of these interventions are suggested ways to teach
curriculum that is mandatory according to the teaching standards for first grade while
others are able to be used throughout all lessons. Together these tools give teachers a vast
collection of ideas to keep their students engaged and at the optimal energy level for
learning.
The objectives for this program are focused on training teachers on program interventions
and increasing class wide attention. Both formative and summative evaluations will be used to
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determine this programs effectiveness. These evaluations will use a combination of observations,
questionnaires, and interviews to get a holistic view of the classroom's attention level. Sidney
City Schools are slated to implement a pilot run of the program in the 2015-2016 school year.
Introduction
Program Goal
This program is designed to be used by first grade teachers in collaboration with
an occupational therapist to implement class wide interventions. The goal of the Classwide Help for Early Elementary Teachers with Attention Harmony (CHEETAH) program
at Sidney City Schools is to increase attention skills in early elementary students. These
skills will include looking at the teacher, engaging with other students when appropriate,
taking notes, and engaging in classroom activities such as discussions, worksheets, and
other activities assigned by the teacher. This program was developed after a needs
assessment was conducted at Sidney City Schools. The results from this needs
assessment are included in the “Investigating the Needs” portion of this dissemination.
Review of the Literature
Demographic Statistics
Sidney, Ohio has a population of around 21,229, 7.6% of which are between the
ages of 5 and 9 years old. (United States Census Bureau, 2010). The overall median
household income is $41,360; however, this varies greatly depending on the area of
Sidney that is considered. For example, central Sidney has a median household income of
$21,165, while northern Sidney has a median income of $80,114 (Advameg, 2013).
Furthermore 17.5% of the population and 18% of the children are living in poverty. This
may affect these children’s behaviors in school due to hunger, lack of sleep, or other
factors caused by financial stress at home. These factors need to be taken into account
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when programming for people in each area. Programs should try to use free or
inexpensive resources whenever possible to ensure that no one is excluded based on cost.
Defining Attention
Attention is a word that is often used in a variety of ways and with a variety of
meanings. Many studies have looked at attention, how to measure it, and how it effects
academic achievement in school-age children. According to Crepeau, Cohn, and Schell
(2009), attention is defined as “the cognitive ability to focus on a task, issue, or object”
(p. 1154). Although this definition is accurate, most studies which examine attention use
a more concrete definition to ensure consistency with data collection. Lan and colleagues
(2009) defined attention as being either on task or off task, where on-task behavioral
engagement is observable and includes “active behaviors, such as asking or answering
questions; and passive behaviors such as listening and writing” (p. 200). Off-task
behaviors were defined by the examples of “engaging in laughing or free chat, sleeping,
or looking around” (Lan et al., 2009, p. 203). Rhoades, Warren, Domitrovich, and
Greenberg, (2011) also defined attention skills for their study by observable behaviors.
This study looked at task persistence, attention span, body movement, and attention to
directions to determine the level of engagement experienced by each child (p. 185). Both
of these studies used observations to determine attention rather than teacher survey
measures, because they believed it would increase the accuracy of the information being
recorded (Lan et al., 2009, p.202; Rhoades et al., 2011).
Another study examined attention by having participants complete a cross-out
test. In this study, participants were instructed to cross out a specific symbol appearing in
a worksheet amongst a group of distracting symbols within a certain amount of time
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(Janvier & Testu, 2007). The purpose of this study was to identify times of the day where
students of specific grades had the highest and lowest attention rates (Janvier & Testu,
2007, p 327). Researching first graders, this study showed that a consistent attention
pattern occurred in the majority of students. These students experienced a substantial
performance increase throughout the morning, followed by a decrease during the lunch
break, and then another increase so that their attention was maximal at the end of the day
(Janvier & Testu, 2007, p. 337). Although this is a very different approach to measuring
attention than the methods used in the previously discussed studies, the implications of
the study must still be considered for programming. Because there is such a difference in
how one measures attention, it is vital that program developers create a descriptive and
finite definition to be used throughout programming.
Attention's Role in Academic Success
Many studies then examine the effects of attention on academic achievement. One
study by Rhoades and colleagues (2011) stated that “attention is a prerequisite for
attainment of cognitive and social skills” and that “children with better attention skills are
more likely to be able to attend to academic tasks and therefore more likely to benefit
from learning opportunities, thus increasing their overall academic success” (p.183).
After conducting research in 58 classrooms, this study showed that even after controlling
for a variety of variables such as family income, age, race, educational level, etc,
attention skills remained a significant mediator of academic competence in first graders,
“with over half of the effect of emotion knowledge and academic competence skills
explained by attention skills” (Rhoades et al., 2011, p. 188.) Furthermore, the authors of
this study stated the results align “well with theoretical and empirical evidence that
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supports the underlying role of self-regulatory and attentional processes in facilitating
academic success (Rhoads et al., 2011, p188). Lan and colleagues (2009) had similar
findings and stated their work revealed “that engaged time in school is positively
associated with student achievement, with high achieving students spending up to 45%
more time engaged in academic activities than low-achieving students” (p. 200). Finally,
Geary, Hoard and Nugent (2012) found that in-class attention and behavior was “just as
important as the capacity of central executive and intelligence in explaining individual
differences in first graders” with select math skills that were examined (p. 62). These
research studies are only a few that outline the importance of attention with academic
success. Logically the link between attention and learning is clear due to the fact if a
person never attends to information, he/she cannot begin to give the information thought,
classify it, or remember it for later recall. Although they are only one part of the learning
process, attention skills are important and should be supported as part of the education
method.
Occupational Therapy’s Role in School Based Settings
According to the American Occupational Therapy Association (AOTA, 2010) one
common location for an occupational therapist to work is in a school where they “use
their unique expertise to help children to prepare for and perform important learning and
school-related activities and to fulfill their role as students” (p. 1). Traditionally
occupational therapists worked with children who have an Individualized Education Plan
(IEP); however, new models of education have shown the importance of providing
services to a broader range of students. One such approach, which will be discussed in
more detail later, is the Response to Intervention (RtI) model. According to AOTA
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(2014) this model has opened an emerging niche in occupational therapy where
“occupational therapy practitioners at public schools are beginning to look at the whole
school population instead of just children with disabilities” (para. 4). Now with the
spread of these approaches, and with the growing evidence that suggests attention is
important to academic success, occupational therapists can and should be creating
programs such as the CHEETAH program, to increase attention across classrooms rather
than just for select students.
Governmental Initiatives
One governmental initiative that the CHEETAH Program will address is the
“Let’s Move” initiative started by Michelle Obama. This initiative is designed to help
make children healthy by working with children, parents, and schools to teach healthy
habits and to create healthy lifestyles. One of the objectives for this program is to
“incorporate nutrition education and physical education into the curriculum” at all
schools (Obama, n.d., para. 1). The CHEETAH program will allow teachers to engage
their students in a variety of physical activity occupations throughout the day, which are
intermeshed with the curriculum being taught. It is hoped that these occupations will help
increase the amount of physical activity the students get each day, while simultaneously
increasing their attention in their classes. The CHEETAH program may also help
students increase their physical activity by decreasing disruptive behaviors that lead to
punishments such as detention or missed recess.
Another initiative the CHEETAH Program will address is the Positive Behavior
Support (PBS) Initiative. The PBS initiative is designed to “improve the quality of life for
children, youth, and adults by reducing problem behaviors and fostering positive
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behaviors” (Who We Are, 2014). This initiative is meant to teach skills including selfmanagement skills through using a multi-level approach; the same as the CHEETAH
Program. This program will teach self-regulation/ management skills by making changes
to the classroom environment, providing encouragement, and implementing behavioral
interventions. All of these methods match the methods suggested by the PBS initiative.
The CHEETAH Program will help students across the classroom decrease their
disruptive behaviors and increase their on task behaviors.
National and International Trends and Mandates
A trend in education is the use of student progress monitoring to guide
interventions. In this tiered approach, measures of student performance are used to select
the appropriate level of intervention to help students who have been identified as needing
assistance with education. This new trend is aimed at creating environments where all
children can succeed by providing the intensity of intervention they need. These
approaches “focus on results not processes, embrace models of prevention not models of
failure, and consider children with disabilities as general education children first”
(Mitchell, 2010, p. 21). In the United States and Canada, the most commonly used model
is the RtI model, and in England the most commonly used model is the Graduated
Response model of intervention (Mitchell, 2010, p. 55). Other countries are beginning to
implement similar models. The CHEETAH program will address this trend by using the
RtI model (explained in more detail later) to address attention needs across an entire
classroom. This program will give teachers tools and resources that they can use to
provide the best education possible, which is the ultimate goal for these models.
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Models of Practice / Occupation Based Programming
Ecology of Human Performance Model
The primary occupational therapy model that will be used for the CHEETAH
program is the Ecology of Human Performance (EHP) model (Crepeau, Cohn, & Schell,
2009). This model was chosen because it takes a holistic approach to occupational
performance which considers the occupation/task, the person, and the environment when
planning interventions to improve performance. The CHEETAH program will examine
these three areas that may affect a child’s attention, and will look to change aspects in all
three to increase performance. This model identifies five different intervention strategies
that could be used in the program: establish/ restore, adapt / modify, alter, prevent and
create (Crepeau, Cohn, & Schell, 2009). These intervention strategies, and the
overarching theory of the model, will guide the suggested interventions of the
CHEETAH program.
Response to Intervention Model
The RtI model is “a research-based model of school-wide support services that
focuses on providing high-quality instruction and intervention matched to student needs
followed by systematically looking at their response to education/ interventions” (CaseSmith & O’Brien, 2010, p. 736). The overall purpose of this model is to provide early
interventions in hopes of preventing the need for more intensive services later on in a
student’s schooling. The model breaks education into three tiers where the largest, tier 1,
is the general population of the school; tier 2 consists of students who are more at risk for
needing special services and who receive early intervening services; and tier 3 consists of
students needing intensive individual interventions and who are on an IEPs. The
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CHEETAH program will use this model to provide tier one or “classroom wide
interventions made up of high quality instructional, behavioral, and social supports for all
students” (Case-Smith & O’Brien, 2010, p. 736). Programs already exist at Sidney City
Schools at tier two and three which adequately address the needs of students. If
engagement in the CHEETAH program reveals students need for tier two or three levels
of intervention, the occupational therapist may work as a consultant as to how similar,
targeted interventions to those found in this program can be used on an individualized
scale, in addition to providing the customary tier two and three services. This model is
relevant to occupational therapy, and to this program, because it allows therapists to
expand their services to an underrepresented population that is within occupational
therapy’s scope of care. The CHEETAH program will provide instructions and
interventions which will benefit both students who have and who do not have IEPs.
According to Case-Smith & O’Brien (2010) occupational therapy fits well into this model
of education; however, therapists have to promote their services:
With the growing movement to a three tiered system of service provision, it is
important for occupational therapists to envision, articulate, and advocate for their
role within each of the tiers. For example, occupational therapists should educate
student-support teams on how their services can meet the academic and
behavioral needs of students in general education (p. 736).
Occupational therapists can be an asset to the education team, and the CHEETAH
program will be one demonstration of this fact.
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Occupation-Based Interventions
A central component to occupational therapy is providing occupational-based
interventions. This means that the intervention is meaningful, purposeful, and important
to the service recipients, relating to the clients’ own occupational profile—or the tasks
that the clients need, want, or have to do. The CHEETAH program will exemplify this
concept throughout all aspects of the programming. Teachers will be given a collection of
interventions that are designed to increase the class’s attention, while simultaneously
allowing students to engage in occupations that are fun, meaningful, and are relevant to
topics being discussed in their curriculum. For example, if students have a high level of
energy, teachers will be given intervention ideas that can use students’ energy in a
productive way such as jumping on numbered lily pads to learn addition.
Summary of the Literature Review
Attention skills are defined and measured in a variety of ways including by
observing behaviors and administering timed tests. Regardless of the definition most
researchers agree that attention plays an important role in a student’s academic
achievement. The CHEETAH program will address attention skills by using a
combination of Ecology of Human Performance for occupational therapy and the
Response to Intervention Model of education, to provide interventions that will increase
these skills. These interventions will be designed to be occupationally embedded and
provided at multiple tiers of intervention so that they are relevant to both the student and
to the teachers. In addition to increasing attention skills, this program addresses the Let’s
Move initiative which is aimed at increasing physical activity in schools. This program
will also address the Positive Behavioral Support initiative which is aimed at decreasing
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problematic behaviors and increasing positive ones. The CHEETAH program will
provide teachers will interventions that incorporate physical activity into their curriculum
such as using hopscotch to learn numbers or lettered lily pads to spell out words. In
summary, the CHEETAH program will allow occupational therapy practitioners to
provide services to a variety of children, address government initiatives, promote a
growing trend, and most importantly help children be more successful in school.
Sponsoring Agency
Sidney City Schools is a public school district located in Sidney, OH which serves
around 2500 students. The mission of this district is to "provide a strong academic
foundation for students, work with parents as primary educators to promote student
responsibility, self discipline, and love for learning, and to provide leadership to integrate
community resources which enhance the learning of students and citizens" (Sidney City
Schools, n.d., para. 1). The Superintendent, Mr. John Scheu, has pushed the district to use
the RtI process to ensure all students are getting the most out of their education. He, as
well as the building principals, school psychologists, teachers, and other staff members
work together to support students at all three tiers of this model. A simplified
organizational chart for Sidney City Schools is provided (Appendix A). This chart does
not include all positions within the district as it would be overwhelming and distracting to
readers. Instead, key positions relevant to this program have been identified. The district
currently contracts occupational therapists from an educational service center; however,
these therapists do not provide any programming for entire classrooms. The CHEETAH
program would create a new position for an occupational therapist in the district itself,
which has been included in the organizational chart.
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Investigating the Need
Stakeholders
The stakeholders of this program include: John Scheu, the Superintendent; Board
of Education members; Tammy Drerup, the Special Education Director; Fran Dembski,
Longfellow Elementary Principal, first grade teachers, first grade students, and students'
parents.
Data Gathering Methods and Perceived Needs of Stakeholders
Semi-structured interview with stakeholders. The first method of data
collection that was used was a semi-structured interview with two stakeholders at Sidney
City Schools. According to Kielhofner (2006), "interviews typically allow a researcher to
collect information that leads to a broader, more holistic, or more integrative view" of the
data the interviewer is attempting to collect (p. 536). Since Sidney is a large district
which provides vast amount of services, it would have been very difficult to predetermine
a complete set of questions that would give the interviewer all of the information needed.
Keeping the interviews open for additional questions allowed the interviewer to steer the
conversations in the right direction without limiting them. These interviews were
designed to gather information about the district or building in general including any
strengths and any areas that need improvement. They then narrowed the focus to needs
relating to the proposed program. Finally, the interviewer asked questions about the
feasibility of the proposed program (Appendix B). The first interview with Tammy
Drerup, Special Education Director, took place prior to the beginning stages of program
development. The second interview with Fran Dembski, Longfellow Elementary
Principal, took place in the first few weeks of the program development.
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Results from interviews. According to Mrs. Drerup, Special Education Director,
an overall need for the students at Sidney is interventions that target whole classrooms
and possibly prevent students from needing special education services. These
interventions could include topics such as improving handwriting, academic skills,
healthy living skills, and more. Many of these interventions could be designed to be
occupationally based and service the whole classroom; however, addressing all of them
would not be feasible for this program. Mrs. Drerup felt that a program addressing
attention would also be very beneficial to students due to the fact attention is the first step
in learning. Mrs. Drerup agreed that implementing a program to address attention that is
meaningful and purposeful to both students and teachers would be better received than
one focusing on rote activities.
In an interview with the program developer, Fran Dembski, Longfellow
Elementary School Principal, stated that she believes Longfellow has needs in the areas
of collaboration of staff members, continuing to promote student growth, and learning to
implement all of the state regulated standards in an efficient manner. Mrs. Dembski also
stated there is always a need for continued training of teachers and staff to ensure
everyone is using best practice methods. When asked specifically about the needs of the
students in regards to attention, Mrs. Dembski stated that she strongly believes
improvements can be made to help increase attention in classrooms. She went on to
explain she has read research suggesting that students need to do something other than
listen to a teacher every 15 minutes; however, some teachers have a tendency to talk for
extended periods of time with no chance for engagement from the class. Mrs. Dembski
would like to see teachers take advantage of more opportunities to allow for movement,
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discussion, and other forms of engagement within a lesson. When asked specifically
about the implementing programming directed at increasing attention in classroom
through meaningful and purposeful interventions, Mrs. Dembski stated she thought such
a program would be very useful and could produce a positive change in the area of
student achievement.
Teacher questionnaires. The second method for data collection was a directly
administered questionnaire which was given to all of the district’s first grade teachers
(Appendix C). According to Kielhofner (2006), questionnaires allow one to gather
information from a variety of sources in a way that is both inexpensive and convenient
for the participants. By directly distributing and collecting the questionnaire, the
developer was able to place a specific time frame in which the participant had to
complete the form, and was able to meet various teachers so that they could ask questions
about the program or the questionnaire. A major disadvantage of directly administered
questionnaires is that the population being surveyed is very narrow. This drawback,
however, does not apply to this questionnaire because it was designed to only gather
information about first grade teachers at Sidney City Schools, all of which were given a
copy. This instrument included questions about patterns of attention seen in their class,
problem areas the teachers felt needed addressed, methods that are currently being used
to address various problems, routines of the classroom, and willingness level of the
teacher to learn new intervention techniques. It is important to this program to have
insight from the teachers because they spend the most time with the students and because
they will be the ones implementing the interventions when the occupational therapist is
not present. The questionnaire allowed the program developer to gain information from
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multiple teachers in a quick and efficient manner. The developer distributed and collected
the questionnaire from each teacher directly which yielded an almost perfect response
rate (only one survey was not returned).
Results from teacher questionnaires. Questionnaires were given to all first
grade teachers working for Sidney City Schools. The results from these questionnaires
indicated several needs and information about first grade classrooms that are important
for the development of this program. First, when asked to rate their agreement to the
statement “the students of my class stay on task throughout an entire lesson” 75% of
teachers said they disagreed with the remaining 25% being neutral. Seventy five percent
of teachers also reported that they agreed or strongly agreed that when one or two
students are off task it is very distracting to other students. When asked what the top 5
needs for their classrooms were, 50% of teachers reported a need related to better
attention from their students. These responses, as well as several others answered on the
questionnaires, indicate that there is a need in first grade classrooms to increase attention
skills to better enhance the learning environment
When asked about the methods used by teachers to return students’ attention to a
lesson all of the teachers reported they use a variety of methods, however 87.5% of
teachers also reported they would like to learn more ways to keeps students engaged in
lessons. This suggests that teachers would be open to programming, such as the proposed
CHEETAH program, which will allow them to integrate new methods to engaging their
students without taking away from lessons.
Direct observations. The third method of data collection was classroom
observation by the developer in the classroom where the program will be implemented.
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Kilehofner (2006), reported that one of the most commonly used methods for data
collection in a needs assessment is an observation. Furthermore, it was stated that the
advantages of doing an observation as part of the needs assessment include that one sees
"the community in its natural form", it "permits descriptions of people, behaviors,
settings, and person-environment fit", and can include qualitative and quantitative data
(p. 604). All of these advantages fit well with the observed first grade population,
because it gave the developer a more holistic idea of what happens in the class without
having to rely on the reports of the students. During the observation the developer used
The CHEETAH Program Observation Assessment (Appendix D) which included a
timeplot to record the number of students off task at 5 minute increments throughout half
of a school day, as well as a list of questions to facilitate documenting behaviors. Because
creating a comprehensive list of questions would be impossible, an area for additional
comments was also included. The developer used this space to make notes of anything
unexpected that occurs in the class, explained times where attention was very high or
very low, explained any changes to the schedule, and recorded anything else she deemed
noteworthy. This qualitative information, in combination with the timeplot, allowed the
developer to get an accurate understanding of typical attention patterns in the class, times
of strengths in regards to attention, and times that the students needed more assistance
with attending to materials. In order to get an accurate representation of the class,
observations and data sheets were completed on two different days. At the end of each
observation, the developer discussed the findings with the teacher of the class and asked
for their opinion on the data. The teacher then made a few additional comments on the
information gathered, and stated whether or not she agreed with the data.
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Results from direct observations. To gather a more holistic view of the needs of
a first grade class, two half day observations were completed using the CHEETAH
Program Observation Assessment. During these observations, data was recorded every 5
minutes on the number of students off task at that moment (given 30 seconds to observe).
Throughout the first observation, three or more students out of 24 were off tasks 38% of
the time observed, and six or more students were off task 10% of the time. During the
second observation three or more students were off task 41% of the time with six or more
students off task 10% of the time. These two observations average three or more students
being off task 39.5% of the time. If this is true over the course of a six-hour school day,
then students may be off task an average of two hours and 22 minutes a day. Students
who were off task were observed talking to other students about unrelated topics, playing
or fidgeting with items in their area (to the point of not being able to simultaneously
listen), moving around the classroom, rocking chairs back and forth, and drawing on desk
or paper.
To get the class back on track the teacher used a variety of strategies to varying
degrees of success. One of the most common methods the teacher used was to say the
word “class” one to three times and then have the class respond with one “yes” for every
“class.” Another similar method the teacher used was to clap or snap her fingers a
number of time and then have the class repeat the pattern back to her. Both of these
methods appeared to be moderately effective for getting the class’s attention however,
they were not always effective in helping maintain that attention. Another method the
teacher used was to move students away from the source of distraction (items in the
room, supplies, other students etc.) This was more effective than the previous strategies;
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however, it occasionally led to students being singled out or missing part of a lesson.
Although the methods used by the teacher were somewhat effective this observation
suggests other methods of redirecting and maintaining the class’s attention may be
beneficial for all parties.
During the observations it was also noted that students were off task more often
when they were required to sit at their tables and work or listen for extended periods of
time. During the lessons where students were offered opportunities to move around the
class or to stand while working, students appeared to be on task more of the time. This is
an important observation because it suggests that students who are able to move and
productively use their energy may be able to better attend to material and thus be more
successful students.
Cultural Factors
There were very few cultural factors that came into play with the used methods of
data collection. All of the information was gathered from professionals with bachelor’s
degrees or higher. No specific occupational therapy terms were used in the questions and
thus no teachers and interviewees reported any confusion with questions asked. The only
factor that could have played a role in data collection was how various teachers and
stakeholders defined attention. If some defined it in a way that was different than others,
then it could have affected the data collected. In an attempt to eliminate this problem, the
developer gave a clear and concise definition of attention and gave examples.
Prioritizing the Needs
For this program to be a success it was very important to balance the needs
identified by the stakeholders, the teachers and those noted during the observation. To do
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this, the information from all three methods of data collection were combined and
examined. It was important that all three methods of data were used as they allow for a
holistic view of the needs of the district. Those needs ranked highest by various sources
were then examined to ensure they were relevant to the skills of an occupational
therapist, were occupationally based, and were feasible. Those needs such as facility or
curriculum needs that were not within an occupational therapist’s scope of services were
excluded from the goals of the program. After a list of feasible, relevant, and significant
needs were determined, the parties involved were given a final chance to review the list
and give their approval.
Feasibility
All parties involved agreed that creating a program that aims at increasing
attention in a first grade classroom is very feasible. Other than possibly a small area for
storage, no other additional space would be needed for this program, and the resources
needed would be minimal. It was also agreed that the most challenging part of this
program will be to gain support from teachers. Some time will be required from them to
be trained on how to use the interventions of this program effectively. If the teachers are
not receptive to this training, the program will not be successful. Due to the support from
the principals and the superintendent, the teachers involved have been very supportive
and interested in implementing this program. Therefore from the above assessment the
following program was developed.
Program Goal
The goal of the Class-wide Help for Early Elementary Teachers with Attention
Harmony (CHEETAH) program at Sidney City Schools is to increase attention skills in
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early elementary students. These skills will include looking at the teacher, engaging with
other students when appropriate, taking notes, and engaging in classroom activities such
as discussions, worksheets, and other activities assigned by the teacher.
Objectives
1) By the halfway point of this program, the class will achieve the Midterm
Target Score as defined by the Program Observation Assessment.
2) By the end of the program, the class will achieve the Final Target Score as
defined by the Program Observation Assessment.
3) By the halfway point of this program, teachers will be able to effectively
describe and use one evaluation tool (or Mode Meter) to assess their class's
attention independently as measured by an interview with the occupational
therapist.
4) By the half way point of this program, teachers will describe / demonstrate
effective selection and implementation of 50% of intervention strategies with
minimum verbal assistance.
5) By the end of this program, teachers will describe/ demonstrate effective
selection and implementation of 85% of intervention strategies independently.
6) By the midterm point of this program 80% of students will be able to describe
the difference between the snail mode and the cheetah mode states of alertness
(for more information on modes see Interventions section).
7) By the end of the program, 75% of students will be able to describe three
intervention strategies they believe help them attend to classroom material
with minimal verbal prompting.
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Objectives Relevance to Goal
The objectives above are relevant to the program goal because they work together
to ensure that both the teachers and the students have an understanding of how to use
various aspects of the program (Objectives 3-6). The objectives also measure the increase
in attention across the classroom to ensure progress is being made (Objectives 1-2).
Objectives Relevance to Model of Practice
The objectives above are relevant to the RtI model because they view the
classroom as a whole. This is congruent with the first tier of the RtI model which is
designed to reach all students and provide the most conducive learning environment
possible. The objectives are congruent with the EHP Model because the interventions that
will be taught to the teachers and the students involve making changes to the occupation,
person, and environment to help improve occupational performance. More information
for how these objectives and the program’s intervention fit with these models of practice
can be found in the programming section.
Program Participants
Participants for this program will be six- to eight-year-old students in a first grade
classroom. All students in the classroom will be included in the program, and it should be
noted that this program is not designed specifically for students with identified
disabilities. This program will serve between 15 and 30 students, depending on the size of
the class.
Marketing and Recruitment Methods
The program will initially be implemented in one first grade classroom at Sidney
City Schools due to their dedication to using the RtI approach and to achieving academic
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excellence. As the program develops it is hoped that it will be implemented in additional
classrooms at additional districts. For this reason the marketing and recruitment materials
will primarily be aimed at teachers, therapists, and administrators working with early
elementary students, as well as the parents of such students. Four main marketing
techniques will be used to target these stakeholders: personal promotion, a conference
poster, a brochure, and marketing items. The recruiter will also have business cards
available at all times that can be given to any interested parties (see Appendix E). Finally,
all program and marketing materials will contain the CHEETAH Program’s logo (see
Appendix F) to ensure they cannot be duplicated without consent from the program
developer.
Personal Promotion
The primary method for marketing and recruitment for this program will be
personal promotion (see Appendix G for sample script). This will be done through a
combination of phone calls, emails, and in-person interviews. Administrators such as a
school’s superintendent and principals will be contacted primarily using this method. It
will be important to gain support for this program from these administrators because they
can encourage teachers to implement the program, allocate resources to the program, and
make decisions regarding funding needed for the program’s implementation. By
contacting the administrators directly, the developer creates a support network for
teachers and therapists wishing to implement the program. This method also allows the
developer to demonstrate specific ways the program can benefit the district as a whole
and how it can help the district work towards specific goals they have.
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Teachers and therapists will also be recruited through this method. Since they are
the ones who will ultimately be implementing the program, it is important to have an
opportunity to explain the program in detail to them. For the purposes of this program
recruiting teachers and therapists can be thought of as recruiting participants as they will
be the ones who decided if the program is implemented in their classroom. Therefore it is
very important the developer take ample time during the initial recruitment stages to
adequately explain the program and to address any concerns the interested parties might
have. By meeting with interested teachers or therapists, the program developer can
demonstrate how to use various program tools and can demonstrate how those tools can
be used in a specific classroom.
Personal promotion is feasible option for marketing this program because it is
inexpensive, it allows the developer to form relationships with administrators and staff, it
allows developers to explain the program in detail, and it allows them to explain benefits
that are specific to the district or classroom. This method of recruitment should be
implemented as soon as the program is completed and should be continued as long as
marketing is taking place.
Poster Advertisement
Another marketing method that will be used for this program is displaying a
poster (see Appendix H) at professional conferences. The poster will target teachers and
therapists who could implement the program. As mentioned before the support of
professionals in these two fields is vital to the program’s success. Conferences which are
designed to help promote professional development for these professionals should all be
considered for implementing this marking strategy. The poster will give professionals a
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glimpse at the program in hopes of encouraging them to contact the program developer to
learn more. After the interested therapist or teacher contacts the developer, then the
developer will move to the personal promotion method of marketing to further explain
the program.
One example of a relevant conference this poster could be displayed at is the
Division for Early Childhood conference, which is conducted for teachers and
professionals working with children in the program's targeted age range. At this
conference the program could be promoted by purchasing and awards breakfast
sponsorship at $250 (Division for Early Childhood, 2014). This provides a poster at the
awards breakfast, as well as a quarter page ad in the conference program. If this method
is effective, then other advertising opportunities such as exhibitor booths are also
available at an increased cost. Due to the cost it may prove most beneficial to implement
this recruitment strategy after an initial implementation of the program has been
completed and data on its effectiveness has been collected. This way data to support the
program's effectiveness could be provided.
Family Brochure
The third method of marketing will be a brochure which will target the parents of
students who will participate in this program (see Appendix I). The purpose of this
method will be to inform parents about the program their son or daughter will be
participating in. Families will be encouraged to discuss the program with the developer if
they have any questions. Through the brochure and conversations the developer will
reinforce the fact that no additional cost or demands will be placed on students through
participation in this program. Although gaining support from the parents is important, the
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main goal of this marketing tool is simply to inform. The brochure will contain
information about the program, how it works, why attention is important, intervention
examples, and what requirements are expected from parents. The brochure will also
contain contact information for the program developer if parents have any questions. All
of the information on the brochure will be kept at a fourth grade reading level.
The brochure will be distributed to parents at parent teacher conferences or will
be sent home with students prior to implementing the program. There is no additional
cost for these brochures as they can be printed using in-kind supplies granted by Sidney
City Schools.
Marketing Items
The final method for marketing that would be used is promotional items. Two
different types of items will be designed to promote this program; totes and small snake
puzzles each with the program logo (see Appendix J). These could be distributed both
during personal recruitment and during educational conferences. Totes are relatively
inexpensive marketing tools running about $175 for 100 bags. These bags can be given to
therapists and teachers at conferences and during personal recruitment. These bags can
also be used to carry program materials such as the Program’s Toolbox. The snake
puzzles are also relatively inexpensive costing $131 for 150 puzzles. These would
primarily be distributed to teachers and therapists who could give them to students that
need hand fidgets for stimulation in class. The program is thus being promoted in a way
that can give the teachers a very small sample of some of the program's techniques they
can use in their classroom. These materials are meant to not only promote the program
but to also be useful to those they are given to.
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Programming
The CHEETAH Program is designed to help students in a first grade classroom
regulate their energy and increase their attention throughout a school day. This program
uses interactive interventions which add movement to lessons which teach state curricular
requirements. Jenson (2000) stated seven reasons adding movement to learning benefited
students. Some of the reasons included improving circulation, increasing episodic
encoding, allowing systems to mature, and releasing good chemicals to promote learning.
Jenson also stated that giving students a break from learning allowed their brains to
process and store the information that was previously taught. Finally Jenson stated that
sitting for extended periods of time can cause students to have increased risk for several
health problems and may also cause a decrease in energy. These support the interventions
used in this program as theses interventions combine learning through movement and
movement breaks to help students to process what has been taught.
Interventions in the CHEETAH Program relate to the EHP model of practice
which guides this program. The interventions are designed to be occupationallyembedded while making changes to the occupation, person, and the environment in order
to increase performance. The introduction session of this program is designed to target
the person by using the Establish intervention strategy defined by the model, to increase
the students’ awareness and understanding of their energy levels. The remaining
interventions sessions use a mixture of the Adapt, Alter, and Prevent strategies to create a
balance between the person, the environment, and the occupation to produce the best
performance possible. These concepts are the foundation for the EHP model (Crepeau,
Cohn, & Schell, 2009). The program also follows the Response to Intervention model for
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education. All interventions of the CHEETAH program target entire classrooms and are
aimed at providing best practice techniques for teaching. Each intervention is matched to
specific standards set by the Common Core State Standards Initiative (2015) to ensure
they addressed state mandated curriculum for first grade. For example the intervention,
Numbered Lily Pad Activities - “Counting on” to Solve for Missing Addends, addresses
the following Math standard for first grade:
CCSS.Math.Content.1.OA.D.8 - Determine the unknown whole number in an
addition or subtraction equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in each of the
equations 8 + ? = 11 (Common Core Standards Initiative, 2015)
A complete list of interventions and the standards they address can be found in the
Teacher’s Manual (Appendix K).This follows the first tier of the RtI model where all
students are given access to a curriculum that is evidence based (Case-Smith, & O'Brien,
2010). At tier one, teachers are encouraged to use class wide interventions, such as those
included in this program, to ensure students are learning the material being taught.
These interventions will help participants meet the program objectives by
providing guidance and environments that are the most conducive to attentive behaviors.
Having an optimal energy level is vital to attention and learning. When the included
inventions are used properly they should allow the teacher to react to an unfavorable
energy level, by using occupationally embedded interventions to return the level to one
that is conducive to learning. The interventions will also allow the students to feel how
their bodies change over time and to learn different ways that they can increase their
attention to be successful in school.
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The above principals will be applied to the 18 week program materials for the
CHEETAH Program. The main occupational form for this program will be a first grade
classroom with 20-30 students and one teacher. The classroom will have desks or tables,
chalkboards, a smart board, and other learning materials. Each classroom this program
will take place in may be set up differently, and therefore, the occupational therapist
should make notes of the exact occupational forms prior to implementing the program.
The occupational therapist may suggest changes to the classroom during observations to
establish baseline information. These changes may include removing distracting parts of
the occupational form, or adding tools to it to help the students pay attention. This
program will provide direct services to students and teachers to address attention skills.
The program will offer indirect services involving consulting with teachers about other
needs within the occupational therapy scope of practice such as, classroom set up,
students fine motor needs, social participation, etc. The occupational therapist will also
provide indirect services to students’ parents including helping them to understand how
attention plays a role in student’s success and how they can help students pay better
attention. The CHEETAH program is different from many other programs in the fact that
this program does not provide a series of set sessions, but rather types of sessions or
interventions that can be used when appropriate. Two exceptions to this are the Training
Session(s) and the Introduction Session both of which must take place before
implementing any other interventions.
The Training Session(s) will involve the occupational therapist training the
classroom’s teacher on the program tools and materials. During this session the therapist
will use the Teacher’s Manual (see Appendix K) to explain the program’s procedures, the
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33
use of Mode Meters to assess a class’s energy/attention level (see Appendix L),
interventions included in the program and how the program’s success is monitored. This
may be conducted in one session or in multiple sessions depending on the needs of the
teacher and the time allotted for each session. As the teacher will be primarily
implementing the program after this session, a complete understanding of program
materials is needed before progressing to the next session. The occupational therapist will
be responsible for assessing a teacher's readiness to implement the program. The therapist
may ask the teacher a series of questions similar to those found on the formative
evaluation questionnaire. The therapist may also choose to give the teacher various
scenarios and ask him or her what interventions should be selected. Once the therapist is
confident the teacher has a good understanding of the program, the next steps of
implementation can begin.
After the classroom teacher has been trained on all program materials, the
occupational therapist will schedule a time to come into the classroom and implement the
Introduction Session. During this session the occupational therapist will explain the
CHEETAH program and its components to the class, including the use of the Mode
Meters. This is the only classroom session in this program that is lead by an occupational
therapist. The therapist will use a PowerPoint presentation to explain why attention is
important to school, how people’s bodies can run fast or slow, and how that can affect
attention. The therapist will then relate how student's bodies move to running fast like a
cheetah or slow like a snail. Finally, the therapist will ask students to give examples of
times they were believed they were running fast like a cheetah or slow like a snail, while
making gentle corrections to ensure they understand the concept.
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After students have been given a variety of examples, the therapist will lead them
in one or two activities. The program contains supplies and directions for two different
activities to allow for variations among students and classes, which will be described in
more detail later in this section. Both activities give students a chance to test their
understanding of the concepts taught in this Introduction Session. The first activity, the
PowerPoint/SMART Board Activity, is the easiest to implement as there is no additional
set up required. The second, the Collage Activity, requires some set up and copying to be
completed prior to implementation. This activity, however, produces a tangible product
each student can reference if he or she has questions about the concepts of the program.
The choice of which activity to implement will be discussed between the teacher and the
therapist prior to implementing this session. The teacher may choose to do one or both
activities depending on the needs of their class. If only one activity is selected, then the
occupational therapist will run that activity. If both activities are selected the class should
be divided into two groups and each group assigned one activity to start with. After
students have completed one activity they will switch groups and complete the other one.
With this method the occupational therapist will conduct the PowerPoint Activity while
the teacher runs the Collage Activity.
When students have completed the activity or activities selected, the therapist will
review what has been taught and will present the Mode Meter selected. The therapist will
then explain to the class that the desired level is in the middle (at the happy face) to be
the best learner possible. The therapist may also give a few examples of different ways to
stay at the happy face and may encourage the teacher to do the same. Finally, the
therapist will answer any questions the teacher or the students have.
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PowerPoint/SMART Board Activity
Using a SMART Board or projection system, students will be shown a variety of
pictures and will be asked to sort each one into the Snail category or the Cheetah
category. The therapist will start by putting a picture on the board and will then ask
students to put a thumb up if they think the picture shows a person’s body running fast
like a cheetah. Next, the therapist will have students do the same if they think the picture
shows a person running slow like a snail. After each picture is sorted the class will be
asked why they put it under the category they chose, and any discrepancies in answers
will be discussed. Pictures included in this slideshow contain people, animals, and
cartoon characters to keep students engaged in the activity. All pictures are school and
age appropriate.
Collage Activity
Prior to implementing this activity the teacher or therapist will make copies of the
Collage Kits included with this program. Enough copies should be made so each student
has their own kit. Students will work individually at their desks for this activity. The
teacher or therapist will start by passing out a Collage Kit and a glue stick to each
student. Next each student will find the pictures of the snail and the cheetah in their kits.
Students will glue the picture of the snail to the top left corner of the paper and the
cheetah to the top right corner of the page. Then students will look at the rest of the
pictures in the kit and determine if the picture shows people whose energy is too high/fast
or too low/slow for learning. Students will place pictures of people moving slowly on the
snail side of the page and pictures of people moving quickly on the cheetah side of the
page. The teacher or therapist will check student’s work. If pictures are placed in correct
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36
locations then the students can glue the pictures down. If any pictures are placed in the
wrong area, the teacher or therapist will discuss the correct placement with the student
before allowing them to glue the pictures down.
Program Sessions and Interventions
After the Introduction Session, the teacher will choose when and what sessions
and interventions to implement depending on the attention and energy level of the class.
To determine the type of session to implement, the teacher should evaluate the class's
energy level as a whole using the Mode Meters described in the Teacher’s Manual. The
number of sessions implemented throughout a day is dependent on the energy needs of
the class.
Ten Intervention tools are included in the Program Toolbox which contains a total
of twenty-five intervention ideas, with variations (see Appendix M). Each intervention is
also described in more detail in the Teacher’s Manual. These tools are divided into
Quick Intervention Sheets and Lesson-Based Interventions.
The tools listed under the Quick Intervention Sheets require no set up or supplies.
Some of the interventions are simple movement break ideas students can engage in as a
break from learning. Other interventions are ones that can be incorporated into any lesson
being taught, and allow students to move to keep their attention at an optimal level.
Tools listed under the Lesson Based Interventions have been matched with first
grade curriculum standards for the state of Ohio.
Interventions on the Cheetah Quick Intervention Sheets.
Jumping Jacks – Students will stand up and move at least an arm's length away
from other students. Then the teacher will have them complete a designated number of
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jumping jacks. For this purpose students’ technique is less important than the fact they
are moving.
Get Out the Wiggles: Fast movement first – Students will stand up and move
an arm’s length away from other students. Then students will start wiggling their bodies
as fast as they can. After at least 10 seconds students will slow down their wiggling until
they are doing it in slow motion. This should be a gradual process. The teacher will be
able to repeat this process as many times as are needed.
“Me, Me, Me” Questions – The teacher will designate specific questions during
a lesson to be “Me, Me, Me” questions and indicated when one is about to be asked.
During these questions students are allowed to make as much safe and silent movement
as they want to indicate they know the answer to the question.
Interventions on the Snail Quick Intervention Sheets.
Deep Breathing and Stretching –Students will stand up and take at least five
deep breaths in and out. Then each student completes three or more stretches. Some
suggested stretches include stretching their arms over their heads, rolling their shoulders
forwards and backwards, gently rolling their neck from side to side, and touching their
toes.
Growing Tree Stretch – Students will stand up and bend over to touch their
toes. Then students will slowly swing their arms side to side while straightening up to a
full standing position as if they are a growing tree. Finally, students will move their arms
over their heads and wave them like tree branches in the wind.
Body Part Wiggling –Students will stand up and move an arm’s length away
from other students. Then, students will move one or two specific body parts at a time.
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This can be useful to give students' hands and arms a break after writing or if space is too
limited to allow for safe, full body movements
Interventions on both the Cheetah and Snail Quick Intervention Sheets.
Table Scurry - On a cue students will all stand up and walk quickly around their
tables, desks, or around the room (depending on space in the room). When someone gives
another signal (turning the lights off, clapping, etc.) students must return to their seats as
quickly as possible.
Stand and Clap/ March in Place – Students will stand up and clap or march in
place. They can do this while reciting something, while counting to a specific number or
until the teacher says stop.
“Popcorn Answering”- Students will stand at their desk. When a student is
called to answer a question he or she jump up and then answers the question. If there is
enough room in the classroom, students can start in a crouching position and then jump
up to a standing position to answer the question.
Interventions addressing English / Language Arts standards.
Letter Lily Pads Activity – This intervention uses laminated, lettered lily pads
to teach spelling and phonics. Students will take turns jumping on various lily pads to
spell words given by their teacher. Lily pads with word beginnings and/or endings
can also be added to this activity if the teacher so desires.
6 Spot Vocabulary – This intervention involves the teacher writing down six
vocabulary words on separate note cards and then placing them in different areas
around the room. Students will randomly choose a spot to go to and will read the
word at their station. When the teacher reads a definition all students standing at the
The CHEETAH Program PDP
spot with the card matching that definition will move to a designated area. This can
be used to pick groups, transition to another area, or simply as a movement break.
This activity can be changed to address math questions, story problems, and more by
changing what is written on each card.
Similar Word Relay – In this intervention students can address standards
regarding spelling, phonics, word recognition, and vocabulary. The teacher will write
two similarly spelled words on a white board. Individually or in pairs students will be
asked to point to the correct word. Points will be given for correct answers and after
all students have gone the winners will be announced.
Spelling Bucket Relay – Two buckets or containers filled with lettered blocks,
magnets, cards, etc will be placed a few feet apart for this intervention. Students will
line up in two lines about 5 feet from the containers. When called the first student in
each line will run to the bucket, spell the word given, and the return to their line. This
will be done in a relay fashion until all students in one team have spelled a word.
Swat the Spelling – For this intervention the teacher will write two similarly
spelled words, vocabulary words, or spelling words (one spelled correctly the other
not) on a board. Students will be split into two teams and the first student from each
will step up to the board. Both students will be given a fly swatter. The teacher will
then give a prompt matching one of the words on the board. Students will smack the
correct word. The fly swatter on the bottom is the winner and thus receives a point for
the corresponding team. Once all students have gone, the winner will be announced.
Interventions addressing Math standards.
39
The CHEETAH Program PDP
Grouping Gather Up – Grouping by 10 – This intervention teaches grouping
and counting by 10s and can be varied to include counting by 100s. For this activity
students move around the room and collect ten of one type of object. They then group
their items together and practice counting individual items and bundles of items to
determine how many they have.
Grouping Gather Up - Addition and Subtraction – For this intervention
students move around the room and gather a set number of items determined by the
teacher. They should collect as many items as the highest sum they will be working
with. Students will then take the items back to their seats to help them visually solve
addition and subtraction problems.
Grouping Gathering Up - Missing Addend Activity - The teacher will start by
taping a line down all of the students’ desks. While he or she is doing this, students
will move around the room and collect items like they did in the intervention above.
Once all materials are ready, the students will use items to practice “counting on” to
solve missing addend questions (i.e. 5 + __ = 8).
Numbered Lily Pads Activities - Addition / Subtraction: Group Method,
Basic – This intervention teaches students addition and subtraction using laminated
lettered lily pads. Students will be given a problem to solve by the teacher. Then the
number of students corresponding to the first number in the problem will stand on
sequential lily pads starting with the number one. Next the number of students
corresponding to the next number in the equation will be added or subtracted from the
first group. Finally the last student in the line will tell what number lily pad he or she
is standing on to find the answer to the equation.
40
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Numbered Lily Pad Activities - Addition / Subtraction: Individual Method,
Advanced – This intervention also uses numbered lily pads to teach addition and
subtraction along with lily pads with the equation symbols -, +, and =. For this
activity students will individually be given an equation to solve. Students will hop on
the lily pads corresponding to the numbers and symbols in the equation and then
finish by jumping on the number which represents the answer. This is a more advance
method for teaching addition as it involves mental math.
Numbered Lily Pad Activities - “Counting on” to Solve for Missing
Addends: Individual Method - This intervention uses numbered lily pads arranged
sequentially in an arc. Students will be given a missing addend question and will go
to the lily pad matching the known number in the equation. Students will then jump to
the next lily pad while counting their jumps until they reach the lily pad
corresponding to the equation’s total. The number of jumps counted is the number
that solves the equation.
Numbered Lily Pads: “Counting On” to Solve for Missing Addends: Group
Method – This intervention is similar to the one above although it is completed using
multiple students. The lily pads are arranged sequentially and then the teacher gives
the class a missing addend problem. Students will identify the number they know and
the corresponding number of students will move to lily pads starting with the number
1. Then the + lily pad will be given to the last student to hold up. Next students will
be added one at a time until a student is standing on the lily pad corresponding to the
problem’s sum. Finally students will count how many students had to be added after
the plus sign and will fill in the equation with that number.
41
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Interventions addressing multiple standards.
Listen and Jump Activity – For this intervention the teacher will write down answers
for various vocabulary words, phonics, math, or other problems on note cards (one note
card per student). Each student will then be given a note card and told to crouch down.
When the teacher reads off a problem corresponding to the answer on a student’s note
card, he or she jumps up from crouching and reads the card. This is repeated until all
students have gone.
Move to Memorize Activity – Students will take turns answering questions posed by
the teacher. If the student gets the question right he or she makes up a silly move to do for
everyone. If the student gets the question wrong then he or she has to make the silly move
the previous student completed. This task can be varied so students draw moves from a
collection if they have difficulty creating their own move.
I’m Done Cup / Job Jar - This intervention is different than those listed above as
each job described is for an individual student or a pair of students. This intervention is
designed to be created and then used any time students are completing assignments or
projects in class. The teacher will write various jobs on popsicle sticks and then put them
in a cup. When students finish early they can go to the cup and pull out a job to complete.
This way the teacher is free to help other students with their work without constant
interruptions by other students saying “I’m done.”
Assessment
There are two types of assessments that will be used for this program. The first
assessment is the Program Observation Assessment which will be used by the
occupational therapist to record the attention level of the class. This tool will be used at
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the beginning of the program to establish a baseline, at midterm, and at the conclusion of
this program. No observations should take place the week before the school district's
Spring Break or during the last week of classes as this may skew the results. The second
assessment tool will be used by the teachers to assess the class's attention throughout the
day so that the proper interventions can be selected. Two different Mode Meters will be
provided with the program which will display a scale for attention from high to low.
Colors on the Mode Meters correspond to a chart in the Teacher’s Manual which
describes what action should be taken. When the teacher uses a Mode Meter and then
selects an intervention based on the results, he or she will document the information on
the forms described later. The combination of both the Program Observation Assessment
and the Mode Meters will allow data to be collected to determine the effectiveness of the
program, while also being sensitive enough to guide selecting proper interventions.
Documentation Procedures
For documentation the occupational therapist will use the Program Observation
Assessment. This will be completed for at least three days prior to the program
implementation, two days at the midterm, and three days again at the end of the program.
The teacher or the occupational therapist will also use a documentation sheet at the end of
each day to tally the number of times interventions were used (see Appendix N). This
documentation sheet will also include a place to document which interventions were used
and if they are effective.
Care Coordination / Discharge Plan
Throughout the program the occupational therapist will be constantly
coordinating with the students, teachers, and with other professionals in the school to
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provide the best care possible. The occupational therapist will also coordinate with
students' family members throughout the program. Students will be discharged from this
program once they finish first grade.
Budgeting and Staffing
Staff
The CHEETAH Program will be run by an occupational therapist who is both
certified and licensed to practice in the state of Ohio. For the purpose of the program, this
therapist will only be required to work part time allowing him or her to also have a partial
caseload (see Appendix O for full job description and see Appendix P for advertisement.)
The therapist should be knowledgeable in regards to the general curriculum being taught
in a first grade classroom and to the intervention techniques being used in this program.
The therapist should also be comfortable with teaching others how to properly implement
various interventions. Finally, the therapist should have good communication skills when
speaking to both other professionals and to children.
This program may also be partially run by a Certified Occupational Therapy
Assistant (COTA.) If involved, the COTA will be responsible making checks on the
program and helping with intervention implementation. The COTA may also be
responsible for relaying information to and from the classroom teacher and the
occupational therapist. Finally, the COTA may be responsible helping keep interventions
up to date in the program.
Budget
A comprehensive budget has been created for this program (see Appendix Q).
This budget includes all materials and costs necessary to implement the CHEETAH
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program for one school year. The budget also includes the rationale for each item listed.
The salary for the occupational therapist was determined by the Bureau of Labor
Statistics (2013) which states that the average hourly wage for an occupational therapist
working in a primary school is $33.36. The salary was increase slightly to account for the
driving that may be required during this program. There is no salary included for the
COTA as any hours he or she may spend on the program will reduce those spent by the
occupational therapist. Therefore the salary listed for the occupational therapist will cover
any salary needed for the COTA.
Funding
First Potential Funding Source
The first funding source that will be used for the CHEETAH program is the U.S.
Department of Education's Investing in Innovation Fund – Development Grants. These
grants are designed to provide funding to support local educational agencies attempts to
“generate and validate solutions to persistent educational challenges” (Department of
Education, 2014, p. 14487). In order to be eligible for a grant under this department, a
program must meet one or more of the absolute priorities outlined in the application. The
CHEETAH program fits the second absolute priority which states the program must aim
to improve “students’ non-cognitive abilities (e.g., motivation, persistence, or resilience)
and enhance their engagement in learning” (Department of Education, 2014, p. 14488).
The description of this priority continues to explain how changing behaviors can increase
academic success and how this is especially important in schools determines to be lowperforming. The CHEETAH program meets this priority because it is designed to
increase students’ engagement in learning by increasing their attention and behavior in a
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classroom. Although progress is being made, Sidney City Schools is still classified by
this department as a low-performing school district. By implementing the CHEETAH
program in this district, increased importance of funding can be claimed under the
guidelines of this grant.
There is no stated limit for the amount of money that can be requested under these
grants, but rather guidelines on which programs will be granted the most money.
Programs with more evidence are eligible to receive more funds than those that have less
support. In past years programs with large amounts of evidence to support their programs
have been granted up to 3 million dollars. Even though the CHEETAH program is new
and therefore does not have as much evidence to support it, because the amount being
requested is relatively low it is still likely the entire program could be funded with this
grant.
In order to receive funds from this department, the applicant must first submit a
pre-application packet by a set date which can be found at
http://www2.ed.gov/programs/innovation/index.html. Each year some changes are made
to this application and to the due dates so it is important to check the website for the most
current information. The pre-application will be reviewed by a committee and those with
the highest ranking programs will be invited to submit a full application. Programs who
are not ranked the highest are still allowed to submit a full application, but changes may
be needed for approval. In addition to the application, a program must obtain matching
funds or in-kind donations which match at least 15% of the grant being requested. The
CHEETAH program would easily fit this requirement as the in-kind donations being
made by Sidney City Schools are valued at more than the amount the grant being
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requested for. Finally, if the grant is awarded to a program some of the money must go
towards evaluating the effectiveness of the program. The process for this evaluation must
be included with the application, and results must be sent to the department as they are
collected. If an applicant has any questions regarding the application process, he or she
can contact Kelly Terpak, program officer, by phone at 202-453-7122.
Second Potential Funding Source
In addition to the U.S. Department of Education, the Ohio Department of
Education also awards grants for which the CHEETAH program would be eligible. This
department uses a program called the Comprehensive Continuous Improvement Program
(CCIP) to award their grants. A school district applies for log on information through the
Department of Education, and then uses this program to upload information necessary to
apply for grants. Under the CCIP the applying school district must enter information on
the needs of the district, goals of the program, programming, strategies being used,
funding needed, and so on. The applicant then selects grants from a drop down menu that
he or she believes the program being developed would be eligible for. If there are no
grants that specifically match the program, then an area to apply for uncategorized funds
is available. Although the specifics for each grant can only be found once a log on has
been obtained, the category of School Improvement grants appears to fit well with the
CHEETAH program. These grants are designed to help schools implement programming
aimed at making class wide or school wide changes to increase the academic success of
the students. Without having access to the CCIP program it is not possible to see the
exact amount of each specific grant; however a tool is included which helps match a
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school's program with grants corresponding the needed amount. The following link
contains information about the CCIP program, how to use it to apply for grants, and how
to obtain log on information: http://education.ohio.gov/Topics/Finance-andFunding/Grants/Competitive-Grants. Any questions about these grants can be directed to
Dr. Richard Ross, Ohio’s Superintendent of Public Instruction by phone at 877-644-6338.
Third Potential Funding Source
The National Education Association Foundation also offers grants to programs,
such as the CHEETAH Program, which aim to improve academic achievement in
students in public schools. Under this foundation, programs which get students engaged
in learning and which promote self directed learning and critical thinking are give top
priority for funding. Grants ranging from $2,000 to $5,000 are awarded to such programs,
which may be used to cover program expenses with the exception of salaries. A budget
for how the money will be spent must be included with the application. The application
for these grants can be found at http://www.neafoundation.org/pages/nea-studentachievement-grants. Deadlines for application submission are on February 1, June 1, and
October 15. In addition to the budget, the application includes information about the
program’s goals, the program’s sustainability, what needs it addresses in regards to
students, and what activities are included. After the application is submitted a board will
review all applications and designate funds to those it believes will benefit students the
most. Teachers and support staff such as therapists are especially encouraged to apply for
grants. Questions about eligibility or about the application process can be answered by
contacting the NEA Foundation at 202-822-7840.
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Self Sufficiency Plan
After one to two years of this program being implemented, it is unlikely that the
previously mentioned grants will still be available to support the program. During the
period of grant funding, data should be collected which supports the program and
demonstrates its effects on students' attention. Then, when alternate funding sources are
needed, these data can be presented to various school districts in hopes that they will
choose to fund the continued implementation of the CHEETAH program in their
operating budgets. When presenting this program to the district, the developer should
clearly show how the program increases students’ performance, which in turn can
enhance the district’s result and perhaps lead to additional state funding. The developer
should also explain that much of the cost associated with this program will only be
applicable in the first year of implementation. After the program is purchased, many of
the supplies can be used from year to year. The developer should also suggest that the
district hire a full time occupational therapist who can be both responsible for the
program and maintain a partial caseload. This way the therapist can see students to work
on IEP goals and implement the CHEETAH program at the same time, reducing the cost
to the district. If the developer is able to show how this program can benefit the school
district while being cost effective, then the district will be more likely to agree to support
the program. Districts will also be encouraged to hold fundraisers to offset the cost of the
program. As this district already implements fundraising events it would be easy for them
to add this program to the list of beneficiaries. Fundraising events currently held include,
book drives, bowling events, community events, and magazine fundraisers.
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Barriers to Funding
The largest barrier to funding the CHEETAH program is that many school
districts are having difficulty funding programs they already have, let alone funding
additional ones. In order to overcome this barrier the developer must show how
implementing the CHEETAH program can benefit the school district as well as its
students. Another barrier to funding is the fact that this program is new and thus has little
evidence to support its effectiveness. After the program is implemented data can be
collected, but until then the developer will have to emphasis the theories behind the
program to support its use. Each time the program is implemented more and more data
supporting its effectiveness will be collected. The results can then be used when
requesting addition funding. After a few successful cycles it is hoped that the schools
will be confident in this program, enthusiastic about supporting it, and continue to
implement it in upcoming years.
Program Evaluation
The CHEETAH program will use formative evaluations, summative evaluations,
and data from the Program Observation Assessment to determine the effectiveness of the
program any changes that need to be made. The formative evaluation for this program
will involve a questionnaire (see Appendix R) and a semi-structured interview given by
the occupational therapist to the teacher. Both of these tools will include questions
regarding the effectiveness of the program’s process and procedures, objectives, and
goals. The questionnaire will be given to the teacher prior to the interview. Then during
the interview the therapist will review the questions on the questionnaire, as well as ask
any additional questions he or she believes are necessary. All of this will take place
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around the midterm point of the program. In addition to conducting the above interview,
the therapist will also conduct two observations to determine a midterm Attention Score
using the Program Observation Assessment, the procedures for which are described
below. All of the information gathered during this evaluation will be used to make
improvements to the program that can be implemented throughout the remainder of the
school year.
The summative evaluation of this program will include the questionnaire and
interview used in the formative evaluation, along with a focus group with the students in
the classroom. During the focus group the students will be asked questions regarding
which interventions they liked, if they thought the interventions made the class more
interesting, if they understood the assessment tools, and about their general thoughts
regarding the program. This evaluation will also include two addition observations to
determine a final Attention Score on the Program Observation Assessment. The results of
the summative evaluation will be used to determine the programs overall effectiveness
and to determine if any addition changes need to be made before further implementations
are started.
Program Observation Assessment
The Program Observation Assessment is a tool that was created for the
CHEETAH program to monitor the program’s success. This tool is used by the
occupational therapist to document to results of two half day observations made in the
class prior to implementation of the program, at midterm, and at the conclusion of the
program. This assessment includes a timeplot where the therapist will record the number
of students off task throughout the observation, and a list of questions to facilitate
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documenting behaviors. To use this assessment the therapist first selects the observation
timeplot that matches the time of the day being observed (AM or PM). Then the therapist
observes the class every 5 minutes for 30 seconds and records the number of students off
task at that time. While completing this timeplot the therapist will also answer the
questions included about what types of off task behaviors are seen, any teacher’s
response to those behaviors, and the effectiveness of the teacher’s response. This tool
allows the therapist to get an accurate understanding of typical attention patterns in the
class, times of strengths in regards to attention, and times that the students needed more
assistance with attending to materials. During the observations it is important that neither
the teacher nor the therapist tells the students what the therapist is looking for (students
paying attention) as this could skew the data collected. Instead the teacher may introduce
the therapist and tell the class he or she is simply watching to see what first grade
classroom does during the day. At the end of each observation, the therapist will discuss
the findings with the teacher and will ask for opinions on the data gathered. If the teacher
does not feel that the data reflects the class then she and the therapist will discuss the
option of completing an additional observation to score instead.
After the first observations are completed, the therapist will score the data using
the Program Observation Scoring Form associated with the assessment tool. This will
produce a Baseline Attention Score as well as Midterm and Final Target Attention Scores
which can be used to determine if any changes need to be made to the program.
Directions for how to obtain these scores are included with the Program Observation
Assessment tool. At the midterm point in this program, the therapist will conduct two
additional observations using the same tools and procedures used to collect baseline
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information. This data will be scored to determine the class’s Midterm Attention Score.
This score will be compared to the Midterm Target Score to determine whether or not the
program is being effective. If the target score has not been reached then the therapist and
the teacher will discuss changes that need to be made to the program. If the target score
has been reached, then the program will continue to be implemented as planned. Finally,
at the end of the program two final observations will be conducted and scored to
determine a Final Attention Score. This score will be compared to the Final Target Score
to determine the program’s effectiveness. The data from this assessment tool will be
gathered and used to make changes to the program as are needed.
Program Objectives and Methods for Measuring
1) By the halfway point of this program, the class will achieve the Midterm
Target Score as defined by the Program Observation Assessment.
2) By the end of the program, the class will achieve the Final Target Score as
defined by the Program Observation Assessment.
Both objective 1 and 2 will be measured by the occupational therapist using the
Program Observation Assessment. The therapist will then take these findings and
compare them to the baseline assessment data to determine if there was an increase in
class wide attention.
3) By the halfway point of this program, teachers will be able to effectively
describe and use one evaluation tool (or Mode Meter) to assess their class's
attention independently as measured by an interview with the occupational
therapist.
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4) By the half way point of this program, teachers will describe / demonstrate
effective selection and implementation of 50% of intervention strategies with
minimum verbal assistance.
5) By the end of this program, teachers will describe/ demonstrate effective
selection and implementation of 85% of intervention strategies independently.
Objectives 3, 4, and 5 will be measured by an interview between the teacher and
the occupational therapist. The teacher will be asked to describe the program assessment
tool (or Mode Meter) being using as well as to describe various intervention techniques.
The therapist will then answer any questions the teacher has and may make suggestions
as to how to use the program more effectively. This interview will be kept informal, with
an emphasis on learning rather than criticizing.
6) By the midterm point of this program 80% of students will be able to describe
the difference between the snail mode and the cheetah mode states of alertness
(for more information on modes see Interventions section).
7) By the end of the program, 75% of students will be able to describe three
intervention strategies they believe help them attend to classroom material
with minimal verbal prompting.
Objectives 6 and 7 will be measured through an interview with students
conducted by the therapist. This interview can take place any time throughout the day
when it is convenient and should not take up much time.
Application of Results
The CHEETAH program will use the participatory approach to program
evaluation where the evaluation data is given to stakeholders for program improvement.
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This approach was selected because it will allow the program developer to get a variety
of perspectives on the newly formed program to make changes where they are needed.
After each formative and summative evaluation, the data will be collected and presented
to the school principal, the classroom teacher, and the special education director. Each
will have an opportunity to give feedback and to suggest changes. During the interviews
topics relating to the program’s effectiveness, procedures, and practicality will all be
discussed. The feedback from these interviews will then be evaluated and changes to the
program will be made.
Timeline
Program Timeline
The program timeline is designed for an 18-week school semester; however, the
program can be implemented over an entire school year as well (See Appendix S). If a
school is implementing this program over a year then week 17 and 18 would be replaced
with a formative evaluation and then the program timeline should be repeated (skipping
marketing, the needs assessment, and training weeks).
Letters of Support
It is necessary for the CHEETAH Program to have support from the stakeholders
and Sidney City Schools. Tammy Drerup, the Special Education Director, is one
supporter of this program who would be appropriate for a letter of support (see Appendix
T). In addition to Mrs. Drerup, the district's Superintendent, John Scheu, would be
appropriate to approach for a letter of support. Mr. Scheu has expressed support for this
program through emails with program director and by allowing this program to be
implemented at Sidney City Schools. Mr. Scheu can be reached by phone at 937-497-
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2200. Mrs. Borchers is a first grade teacher at Longfellow Elementary School. She has
assisted with the CHEETAH Programs development, and has agreed to implement a pilot
run of this program in the upcoming school year. Mrs. Borchers would be another person
who could be approached for a letter of support. Her guidance and knowledge has been
invaluable to the success of this program and its development. She has also agreed to
pilot program components to assist with development, as well as pilot the entire program
once it is completed. Mrs. Borchers can be reached by email at
[email protected].
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References
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American Occupational Therapy Association. (2014). Broader scope in schools.
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Case-Smith, J., & O'Brien, J. C. (2010). Occupational therapy for children. Maryland
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Common Core State Standards Initiative. (2015). Grade 1 Standards: Introduction. Retrieved
from http://www.corestandards.org/Math/Content/1/introduction/.
Crepeau, E. B., Cohn, E. S., & Schell, B. A. B. (2009). Willard & Spackman’s
occupational therapy (11th ed.). Philadelphia, PA: Lippincott Williams &
Wilkins.
"Department of Education: Application for New Awards; Notice," 79 Federal Register
50 (14 March 2014), 14486-14489.
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Division for Early Childhood. (2014). Exhibits and advertising. Retrieved from
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Dunn, W., Brown, C., & McGuigan, A. (1994). The Ecology of Human Performance: A
framework for considering the effect of context. The American Journal of
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Geary, D.C., Hoard, M.K., Nugent, L. (2012). Independent contributions of central
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Howse, R.B., Calkins, S.D., Anastopoulos, A.D., Keane, S.P. & Shelton T.L. (2003).
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Lan X., Ponitz, C.C., Miller, K.F., Li, S., Cortina, K., Perry, M., & Fang, M. (2009).
Keeping their attention: Classroom practices associates with behavioral
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engagement in first grade mathematics classes in Chin and the United States.
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Appendix A
Organizational Chart for Sidney City Schools (Elementary School Level)
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Appendix B
Sample Interview Questions for Special Education Director and Building Principal
Interview Questions for Special Education Director
What would you consider to be some of the districts strengths?
How are Sidney City Schools and its programs funded?
What are the goals of the district and how are you working towards meeting those goals?
What boundaries do you see as a problem for this district in terms of meeting the districts goals?
In general what are some needs that you believe the district has?
When thinking in terms of the RTI process and the different tiered interventions what tiers do you
believe are some of the districts areas of strengths, and what tiers do you feel need more attention
or help?
Do you think a program aimed at increasing attention across a first grade classroom would be
beneficial?
Would it be well received / feasible?
What barriers might there be for this type of programming?
How many children do you have in a typical classroom?
Do the students in first grade stay in their homeroom or do they often transition to other rooms?
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Is there any other information that could be important to know about the district before
implementing a new program?
Interview Questions for Principal
What would you consider to be some of the strengths of Longfellow Elementary School?
What would you consider areas for improvement for Longfellow in terms of meeting the
building’s/ district’s goals?
In general what are some needs that you believe your building has?
In what ways you are addressing those needs?
When thinking in terms of the RTI process and the different tiered interventions what do you
believe are some of the schools areas of strengths and what tiers do you feel need more attention
or help?
How is the RTI process implemented at Longfellow? Is that process successful?
Do you think a program aimed at increasing attention across a first grade classroom would be
beneficial?
Would it be well received / feasible?
What barriers might the program encounter?
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How many children do you have in a typical classroom?
Do the students stay in their homeroom or do they often transition to other rooms?
How often do students get a break or a recess?
How long do those breaks usually last?
Is there anything else that I should know about Longfellow that might be helpful to developing
and implementing a new program?
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Appendix C
Teacher Questionnaire
Teacher Questionnaire
Please complete the following questionnaire. If you have any questions you
can contact me at [email protected]. Thank you
Please answer the following question
What are the top 5 needs you believe your class has? (For example: Assistance paying attention,
more engaging materials, or more breaks)
Please read the following statements and circle your level of agreement
Students in my class tend to be the most distracted or off task in the morning.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Students in my class tend to be the most distracted or off task in the afternoon.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Disagree
Strongly Disagree
Students in my class are often distracted after transitions.
Strongly Agree
Agree
Neutral
The students of my class stay on task throughout an entire lesson.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
When students get off task it is very easy to redirect them back to the lesson.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
A lot of time is spent throughout the day redirecting students.
Strongly Agree
Agree
Neutral
Disagree
I have several methods I use to keep students engaged in class.
Strongly Disagree
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Strongly Agree
Agree
66
Neutral
Disagree
Strongly Disagree
I have several methods I use to return the class's attention to the lesson when they are off task.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
If one or two students are off task it is very distracting to other students.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
My classroom is set up in a way that there are few distractions to my students.
Strongly Agree
Agree
Neutral
Disagree
Strongly disagree
My class takes frequent breaks throughout the day where students are given an opportunity to
move around.
Strongly Agree
Agree
Neutral
Disagree
Strongly disagree
I would like to learn more ways to keep my students engaged in a lesson.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I would like to learn more ways to redirect students back to a lesson.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I believe I have enough effective strategies for maintaining my class’s attention.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Neutral
Disagree
Strongly Disagree
Attention is a strength for my classroom.
Strongly Agree
Agree
Thank you for your time and support!
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Appendix D
The CHEETAH Program Observation
Assessment Scoring Form
Classroom/ Teacher __________________________
Number of Students ______
Occupational Therapist _______________________
Dates of Program Implementation ________________ - ________________
Dates of Observations:
Baseline Day 1 _________________ Baseline Day 2 _________________
Midterm Day 1 _________________ Midterm Day 2 _________________
Midterm Day 1 _________________ Midterm Day 2 _________________
Score Summary
Baseline Score
Target Met?
Midterm Score
Midterm Target Score
Yes / No
Final Score
Final Target score
Yes / No
Qualitative Information Summary
Summary of Behaviors seen when students were considered off task
Baseline
Midterm
Final
Summary Actions taken by teacher to redirect class and their effectiveness
Baseline
Midterm
Final
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Example of PM Observation Sheet after Baseline Data has been collected
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Date Observed _______________
Questions for Observer
What types of behaviors were seen when students were considered to be off task?
Mark the Timeplot with numbered stars each time the teacher responds to students being off task
and describe what action was taken below.
Of the above responses made by the teacher which strategies seemed most effective and which
seemed less effective? For each strategy how long did it take for students to resume with the
lesson after the interruption?
During play or free time what types of occupations do the students engage in? Is play time
structured by the teacher or are students allowed to make their own choices?
After transitions how long does the class take to return their attention to the teacher?
Does anything in the environment of the classroom seem to be a source of distraction? If so what
and when is it the most distracting?
If any interactions with the students are appropriate ask what lessons or parts of class they most
enjoy and which parts of class they least enjoy. Record responses below.
Was there anything atypical about the day of class observed (i.e. assemblies, substitute teacher,
new class pet, etc?)
Any other comments or observations that may be important for developing this program:
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Teachers Verification Questions
Does the teacher agree with the observations made during this class day?
If no what changes does the teacher feel should be made to the data?
Does the teacher agree the day observed was a typical day for the students or that the observer
adequately described any atypical events that occurred?
If no, what other information should be noted about the day?
Is there any other comments or concerns the teacher felt should be noted that were not included
by the observer?
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Appendix E
Business Card
Briana Klingle, CTRS, OTD Student
Program Developer
[email protected]
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Appendix F
Program Logo
Full program logo for manual and other materials where a large logo will fit
Program logo for tools, marketing items, and any other items that need a smaller logo
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Appendix G
Script for Personal Recruitment
Initial Script
The goal of the Class-wide Help for Early Elementary Teachers with Attention Harmony,
or CHEETAH, program is to increase attention skills in early elementary students. These skills
will include looking at the teacher, engaging with other students when appropriate, taking notes
and engaging in classroom activities such as discussions, worksheets, in class activities, and other
activities assigned by the teachers.
This program uses the Response to Intervention (RtI) approach to increase attention and
decrease disruptive behaviors in an early elementary class. Since it can be difficult for children to
transition from kindergarten to first grade on, the program is aimed at first grade classrooms.
Some of the program, however, may also be appropriate to implement in other grade levels.
The program includes tools teachers can use to assess the class’s attention, interventions
that can be used to get the class’s attention back to the optimal learning level, and a detailed
manual which guides teachers through the entire process. The program incorporates different
curriculum based activities, movement breaks, and other tools into a tool box that can be used to
reengaged a class without taking away from the lessons being taught. The teacher will work in
collaboration with an Occupational Therapist to ensure all interventions and tools are properly
implemented.
Attention is vital to the learning experience because if a child does not attend to the
material they cannot process the information. One study, Rhoades et al., (2011) stated that
“attention is a prerequisite for attainment of cognitive and social skills” and that “children with
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better attention skills are more likely to be able to attend to academic tasks and therefore more
likely to benefits from learning opportunities, thus increasing their overall academic success”
(p.183). The CHEETAH program is designed to help increase attention and therefore increase
academic success in your students.
Next Step – If meeting in person
After reciting the initial script the recruiter may display some of the program’s materials
including the Mode Meters which are used to assess the class’s attention level. The recruiter
should go into as much detail as is needed to explain the program’s tools keeping in mind the
time allotted for the meeting. He or she will then answer any questions the person has.
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Appendix H
Poster for Conferences
The CHEETAH Program
Increasing Class Wide Attention in First Grade
What is it
A teacher run
program using
curriculum based
interventions to
keep students
engaged in
lessons.
Who Uses It
First Grade
Teachers in
cooperation with
an Occupational
Therapist
What’s Different About
thi s Pro gram
• Interventions are for all
students in a class
• Interventions are bas ed on
curriculum standards for the
state of Ohio
• Assessment tool uses
student friendly concepts to
teach s elf regulation
strategies
Concepts Used
Mode Meters are
used to determine if
student’s bodies are
running:
• Fast Like a Cheetah
or
• Slow Like a Snail
Example Interventions
• Numbered Lily Pads for
learning math
• Word Relays to learn
spelling, phonics, vocabulary
For More Information
Contact Briana Klingle at:
[email protected]
Running head: The CHEETAH Program PDP
Appendix I
Family Brochure
79
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Appendix J
Promotional Products
These totes would display The CHEETAH Program logo rather than the logo shown in this
picture.
This snake puzzle would also display the CHEETAH Program logo rather than the one displayed
in this picture.
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Appendix K
Teacher’s Manual
The CHEETAH Program
Teacher’s Manual
Increasing Class Wide Attention
Created by: Briana Klingle, CTRS, OTD student
The CHEETAH Program PDP
The Class-wide Help for Early
Elementary Teachers with Attention
Harmony (CHEETAH) Program
~Briana N. Klingle CTRS, OTD student~
Teacher’s Manual
83
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About the Program
Program Goal
The goal of the Class-wide Help for Early Elementary Teachers with Attention Harmony
(CHEETAH) program is to increase attention skills in early elementary students. These skills will
include looking at the teacher, engaging with other students when appropriate, taking notes,
and engaging in classroom activities such as discussions, worksheets, and other tasks assigned
by the teacher.
Program Description
This program contains a toolbox and a teacher’s manual that can be used by first grade
teachers in collaboration with an occupational therapist to help increase attention across a first
grade classroom. The toolbox contains two assessment tools that can be used by teachers to
visually assess their class’ attention level at any given point throughout the day. This toolbox
also contains intervention ideas and tools that can be used by teachers during the school day to
help students remain engaged in classroom activities, especially when the assessment tool is
indicating students are moving towards an off task mode. Some of these interventions are
suggested ways to teach curriculum that is mandatory according to the teaching standards for
first grade, such as learning addition and subtraction. Other tools are able to be used
throughout most lessons without taking away from what is being taught. The final collection of
tools contains different movement breaks teachers can use between lessons or as a break
throughout the day. All of these tools give teachers a vast collection of ideas to keep their
students engaged and at the optimal energy level for learning.
This teacher’s manual is a guide for teachers to learn how to correctly use the program
and its tools. Prior to the implementation of this program, an occupational therapist will work
with the teacher, using this manual, to train the teacher how to use the program tools and how
to correctly implement the interventions. After being trained by the occupational therapist, the
teacher will keep this manual as a reference during the program implementation. The
occupational therapist will also be available to the teacher to answer any questions that arise
and will make regular checks and updates on the program.
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Target Population
This program is designed to be implemented in a first grade classroom in the state of
Ohio as the interventions have been matched to Ohio's First Grade Curriculum Standards. With
this said, many of the interventions provided can be changed to meet the needs of older classes
or classes in other states. If interested in using this program for a class other than ones
specified, consult with the occupational therapist first.
Occupational Therapist Involvement
A licensed Occupational Therapist's (OT/L) involvement with this program is integral to
the program’s success.
The OT/L will
- Assist with data collection for progress monitoring
- Train teachers on various program components
- Implement the Introduction Session of this program
- Assist with answering questions
- Assist with keeping interventions up to date
- ETC
In addition a Certified Occupational Therapy Assistant (COTA) may also be involved with
this program.
If Involved, the COTA will
- Assist with intervention implementation
- Assist with answering questions or relaying questions to the OT
- Assist with keeping interventions up to date
- Assist with observations to relay information to OT
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Table of Contents
About the Program………………………………………………………………………84
Program Goal……………………………………………………………………………………………………
Program Description
84
………………………………………………………………84
Target Population ……………………………………………………………………………………………….85
Occupational Therapist Involvement………………………………………………….85
Introduction…………………………………………………………………………………………………..……...89
Monitoring Program Progress…………………………………………………………90
Program Evaluation Overview ……………………………………………………………………………..90
Program Observation Assessment…………………………………………………….90
Program Objectives and Methods for Measuring……………………………………91
Program Intervention Documentation Form……………………………………….92
Occupational Therapist Involvement………………………………………………..93
Mode Meters (Classroom Assessment Tools)……………………………………...94
Choosing Which Mode Meter to Use:……………………………………………….94
When to Use:…………………………………………………………………………..95
How to Use:……………………………………………………………………………95
What to Do with the Results:………………………………………………………...96
Reward Systems:………………………………………………………………………96
Selection……………………………………………………………………………..96
Important Guidelines and Considerations………………………………………..97
Teaching the Mode Meters to Students…………………………………………….97
Introduction Session……………………………………………………………….97
Introduction Session Activities…………………………………………………….98
Introduction Session Wrap Up……………………………………………………………………….99
Occupational Therapist Involvement………………………………………………..99
Intervention Toolbox………………………………………………………………….100
What It Is……………………………………………………………………………….100
How It Is Sorted……………………………………………………………………….100
Tool Formatting……………………………………………………………………….101
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Setup time:………………………………………………………………………….101
Clock Symbol……………………………………………………………………….102
Learning Topics Addressed………………………………………………………..102
Supplies Needed and Setup………………………………………………………102
Activity Directions and Variations………………………………………………..102
Cheetah / Snail Suggestions……………………………………………………...102
Included Intervention Tools…………………………………………………………103
Interventions on Cheetah & Snail Quick Intervention Sheets…………………103
Standard Matched Interventions…………………………………………………105
OT Involvement………………………………………………………………………120
Other Suggestions…………………………………………………………………….122
Room Set up………………………………………………………………………….122
Access to Fidgets…………………………………………………………………….122
Indoor Recess Ideas………………………………………………………………….122
References……………………………………………………………………………..123
Chart to Look up Interventions Based on Subject………………………………...123
Program Resource CD……………………………………………………………….125
Other Useful Programs / References……………………………………………….125
Appendix: Interventions and the Standards Addressed……………………………127
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The Teacher’s Manual
Introduction:
This manual is meant to guide you through the implementation of the CHEETAH Program from
beginning to end. Information about the program’s goals, objectives, tools, and procedures are
outlined throughout this text. The occupational therapist responsible for this program will
review all of the information with you prior to beginning the program. If at any time you have
questions regarding the materials in this book, consult with your occupational therapist or
contact the program developer at [email protected]
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Monitoring Program Progress
Program Evaluation Overview
The CHEETAH program will use formative evaluations, summative evaluations, and data
from the Program Observation Assessment (described below) to determine the effectiveness
of the program, and to determine when changes need to be made. Although the evaluations
will be conducted by the occupational therapist, it is important to understand the process. The
formative evaluation for this program will involve both a questionnaire and a semi-structured
interview with you and the therapist. Both of these tools will include questions regarding the
effectiveness of the program’s procedures, objectives, and goals. The questionnaire will be given
to you prior to the interview. During the interview, the therapist will review the questions on the
questionnaire, as well as ask any additional questions that are imperative to evaluating the
program’s effectiveness. All of this will take place around the midterm point of the program.
The summative evaluation will include the questionnaire and interview used in the
formative evaluation along with a focus group with students in the classroom. During the focus
group, the students will be asked questions regarding interventions preferences, class
engagement, understanding of assessment tools, and general thoughts regarding the program.
Program Observation Assessment
The Program Observation Assessment is a tool that was created for this program to
monitor the program’s success (see Program Resource CD for copy). This tool is used by the
occupational therapist to document to results of two half day observations made in the class
prior to the implementation of the program, at midterm, and at the conclusion of the program.
This assessment includes a timeplot where the therapist will record the number of students off
task at 5 minute increments throughout the observation, as well as a list of questions to
facilitate the documentation of behaviors. This tool allows the therapist to get an accurate
understanding of typical attention patterns in the class to identify periods of strengths and
weaknesses in students’ attention. During the observations, it is important that you do not tell
your students what the therapist is looking for (i.e. students paying attention) as this could skew
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the data collected. Instead, you may want to state that the therapist is in the class to see what
students are learning in first grade. At the end of each observation, the therapist will discuss the
findings with you and will ask for your opinions on the data gathered. If you do not feel that the
data reflects your class, then you and the therapist will discuss the option of completing a third
observation.
After the first set of observations is completed, the therapist will analyze and score the
data using the Program Observation Scoring Form. This will produce a baseline attention score
as well as midterm and final target attention scores which can be used to determine if any
changes need to be made to the program.
Program Objectives and Methods for Measuring
Below are the objectives by which this program’s success is determined. Explanations for
how each objective is measured are also included.
3) By the halfway point of this program, the class’s attention score will increase
by 10% as defined by the Program Observation Assessment.
4) By the end of the program, the class’s attention score will increase by 30% as
defined by the Program Observation Assessment.
Both objective 1 and 2 will be measured by the occupational therapist using the Program
Observation Assessment. The therapist will observe the class for two half days and will record
both quantitative and qualitative data on the forms provided. The data from both days will then
be averaged to obtain a score. This will allow the therapist to gather data which is more
accurate and accounts for attention variations that may occur across different days. During each
observation the therapist will document the number of students off task at 5 minute intervals,
and answer the questions listed with the assessment tool. The therapist will then take these
findings and compare them to the baseline assessment data to determine if there was an
increase in class wide attention. If any irregularities occurred on the day the observation took
place, the therapist may choose to conduct a third observation to ensure the data accurately
reflects the class. After the observations are completed, all data collected will be presented to
you by the therapist to ensure you agree with the findings.
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8) By the halfway point of this program, teachers will be able to effectively
describe and use one evaluation tool (or Mode Meter) to assess their class's
attention independently as measured by an interview with the occupational
therapist.
9) By the half way point of this program, teachers will describe / demonstrate
effective selection and implementation of 50% of intervention strategies with
minimum verbal assistance.
10) By the end of this program, teachers will describe/ demonstrate effective
selection and implementation of 85% of intervention strategies independently.
Objectives 3, 4, and 5 will be measured by an interview between yourself and the
occupational therapist. You will be asked to describe the program assessment tool (or Mode
Meter) being using, as well as various intervention techniques. The therapist will then answer
any questions you have and may make suggestions as to how to use the program more
effectively. This interview will be kept informal, with an emphasis on learning rather than
evaluating.
11) By the midterm point of this program, 80% of students will be able to describe
the difference between the snail mode and the cheetah mode states of
alertness (for more information on modes see Interventions section).
12) By the end of the program, 75% of students will be able to describe three
intervention strategies they believe help them attend to classroom material
with minimal verbal prompting.
Objectives 6 and 7 will be measured through an interview with students conducted by
you or the therapist. This interview can take place any time throughout the day when it is
convenient and should not take up much time.
Program Intervention Documentation Form
A copy of the Intervention Documentation Form can be found in the Program Toolbox
and on the Program Resource CD. This form is used by you to document when you use an
intervention from this program. A sample of this form is listed below. To complete this form,
simply document the date an intervention was used, which one you selected, any variations you
made to the intervention, and the number of students who took part in the activity. Next, record
the mode students were in according to the Mode Meter prior to and after implementing the
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intervention. Finally, there is a place for any comments you believe are important to note. This
sheet is meant to help you keep track of the interventions you have tried, as well as how
effective each was. This form will be reviewed periodically by the occupational therapist to
ensure the interventions provided are meeting the needs of your class.
Mode Key: S = Snail Mode
G = Green Mode
H = Happy Mode
O = Orange Mode
C
= Cheetah Mode
Date
Intervention
Used
Variations
Made
# of
Students
Mode Before
Implementation
Mode After
Implementation
S G H O C
S G H O C
Comments
Occupational Therapist Involvement
The occupational therapist will drive the program evaluation. He or she will conduct
observations, record data with the assessment tool, and present the information to you. The
therapist is in charge of the program evaluation to provide you with data without requiring you
take time away from teaching. If at any point you would like to add information or give
suggestions to the therapist about the program, please do so.
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Mode Meters (Classroom Assessment Tools)
(A brief description / quick reference sheet of the following information is included in
the toolbox along with copies of both Mode Meters.)
The CHEETAH program’s Mode Meters are student friendly methods for assessing a
class’s energy level and attention. There are two different formats of Mode Meters included in
this program. Both tools are used in the same way but are presented in different formats to
accommodate for differences among classes. One tool is formatted to look and function as a
speedometer; the other tool is formatted to look and function as a thermometer. Although a
change in the tool used can be made, it is suggested you choose one of the two tools prior to
implementing this program and use it exclusively. If problems arise with the tool selected,
discuss changing tools with your occupational therapist.
Choosing Which Mode Meter to Use:
The choice of which Mode Meter to use is up to you and what you think your class will
understand the best. Some classes may respond better to the speedometer format for thinking
in terms of fast or slow movements. By thinking in these terms students are often able to use
visual cues to determine if they are moving “fast like a cheetah or slow like a snail.” Other
classes may respond better to the thermometer format for thinking in terms of high or low
energy. This way of thinking has less concrete visuals but is more closely related to what is
going on when students are off task. The thermometer format may work best for classes who
have talked about energy (either in people or in other forms). If you are still unsure of which
meter to use, start with the speedometer format. This is more basic and allows for plenty of
visuals to help increase the class understands.
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When to Use:
Mode Meters are best used on a regular schedule (for example every 30 minutes.) By
enforcing a schedule you ensure that you are not only moving the marker when the class is off
task, but rather are including times when they are on task and doing what is asked of them. In
addition to these regular scheduled uses, this tool can also be used if a class’s energy level
seems significantly disruptive. By combining both the scheduled and the flexible uses, you can
create a system for monitoring behavior that is effective, accurate, and holistic.
How to Use:
Observe the class as a whole for a few seconds (no more than 30). Judge the
energy/attention level using the chart below as a guideline, and move the arrow on the
speedometer or circle on the thermometer to the appropriate mode. This can be done discreetly
or after you have gotten your class’s attention based on your judgment, the purpose for
assessing the class, and where in the lesson you are.
Number of
Behaviors
Students Off
Mode to Select
Task
5+
3-4
Low energy, sleeping, head on desk, staring off into
space, “moving slowly”
Low energy, sleeping, head on desk, staring off into
space, “moving slowly”
Snail Mode
Green Mode
Class generally attending to materials, looking at
1-2
teacher, completing in class work, asking
Happy Mode
appropriate questions
3-4
5+
High energy, talking, moving around room,
fidgeting, laughing,
High energy, talking, moving around room,
fidgeting, laughing excessively, shouting
Orange Mode
Cheetah Mode
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What to Do with the Results:
If students are in:
Cheetah Mode (red) or Snail Mode (blue) – As soon as it is appropriate, select an
intervention from the toolbox and implement it. If you are in the middle of a lesson, it
may be most beneficial to select an intervention from the corresponding Quick
Intervention sheet.
Orange Mode or Green Mode – If students are in one of these modes it may be beneficial to
implement an intervention from the toolbox. It may also be possible however to simply
redirect students back to the task at hand without implementing an intervention. These
zones can be used as a warning that students are beginning to get off task and should
try to return to the job at hand.
Happy Mode (yellow) – As soon as possible reward students with praise or with reward
system previously established (see below for more details).
Reward Systems:
Selection
Rewards are very important to the success of this program. These rewards can range
from verbal praise to tangible reinforcements. Below are some examples of rewards that can
be used. If you are choosing a reward system that does not provide immediate
reinforcement, you should also use verbal praise immediately following the good behavior
(being in Happy Mode). A reward system should be chosen prior to the implementation of
this program.
Reward Ideas
-
Verbal praise or a round of applause
-
Tally or sticker chart to earn:
o
A science day/ experiment
o
A choice activity (given a list of educational activities)
o
A choice for a video, song, or other school appropriate activity to be played
during snack time or indoor recess.
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97
Playing a short game between lessons (Heads Up 7 Up, I Spy, Simon Says)
Any other reward system already implemented in classroom
Important Guidelines and Considerations
Rewards in this program are meant to reinforce good attention skills. This is important to
ensure students do not begin to think that the only way to get to do a fun intervention is
to get off task. When implementing a reward system, there are some guidelines that
should be followed to ensure success. These guidelines include:
-
Use rewards that are motivating to the class
-
Never take away a reward, sticker, or tally after it has been earned
o
This teaches students that one bad action can negate any good actions they
do, which can be very defeating, especially in sensitive students
-
Do not phase out rewards as undesired behaviors disappear
o
This reinforces that students have to misbehave in order for their good
actions to be rewarded. If the level of rewarding can’t be continued
throughout the program, switch to a different system rather than removing
the rewards.
Teaching the Mode Meters to Students
Introduction Session
The first session in this program is the Introduction Session. During this session, the
occupational therapist will explain the CHEETAH program and its components to the class,
including the use of Mode Meters. This is the only session in this program that is lead by an
occupational therapist. The therapist will use a PowerPoint presentation to explain why
attention is important to school, how people’s bodies can run fast or slow, and how that can
affect attention. The therapist will then relate how student's bodies move to running fast like
a cheetah or slow like a snail. Finally, the therapist will ask students to give examples of
times they believe they were running fast like a cheetah or slow like a snail. During this
discussion, the therapist will make gentle corrections to ensure students understand the
concept. After students have given a surplus of good examples, they will move on to
completing one or two of the introduction session activities.
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Introduction Session Activities
The Introduction Session contains information and supplies for two different
activities. This is meant to allow for variations among students and classes. Both activities
give students a chance to test their understanding of the concepts taught in this
introduction session. The PowerPoint Activity is the easiest to implement as there is no
additional set up required. The Collage Activity requires some set up and copying to be
completed prior to implementation. This activity, however, produces a tangible product each
student can reference if he or she has questions about the concepts of the program. The
choice of which activity to implement is up to you. You may choose to do one or both
activities depending on the needs of your class. If you are implementing both activities in a
large class, it may be beneficial to split students into two groups and implement both
activities simultaneously. After students have completed one activity, they can switch groups
and complete the other one. If you choose to do this method, you will implement one of the
activities while the occupational therapist implements the other.
PowerPoint Activity – Run by an Occupational Therapist
Using a SMART Board or projection system, students will be shown a variety of pictures
and will be asked to sort each one into the “Snail category” or the “Cheetah category.” The
therapist will start by putting a picture on the board. He or she will then ask students to give
a “thumbs up” or raise a hand if they think the picture shows a person’s body running fast
like a cheetah. Next, the therapist will have students do the same if they think the picture
shows a person moving slow like a snail. After each picture is sorted, the class will be asked
why they put it under the category they chose and any discrepancies in answers will be
discussed. Pictures included in this slideshow contain people, animals, and cartoon
characters to keep students engaged in the activity. All pictures are school and age
appropriate. A copy of this PowerPoint can be found on the Program Resource CD following
the slides for the introduction session.
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Collage Activity – Run by Classroom Teacher or an Occupational Therapist
Prior to implementing this activity, make copies of the Collage Kits included in the
Program Toolbox or on the Program Resource CD. You should have enough copies that each
student can have their own kit. Students work individually at their desks for this activity.
Start by passing out a Collage Kit and a glue stick or bottle to each student. Next, have each
student find the pictures of the snail and the cheetah in their kits. Have each student glue
the picture of the snail to the top left corner of the paper and the cheetah to the top right
corner. Then have students look at the rest of the pictures in the kit and determine if the
picture shows people whose energy is too high/fast or too low/slow for learning. Have
students place pictures of people moving slowly on the snail side of the page and pictures
of people moving too quickly on the cheetah side of the page. You may want to check each
students work before allowing them to glue the pictures down. If any pictures are placed in
the wrong area, discuss the correct placement with the student.
Introduction Session Wrap Up
When students have completed the activity or activities selected, the therapist will review
what has been taught and will present the Mode Meter being used. The therapist will then
explain to the class how we want to be in the middle (at the happy face) to be the best
learner we can be. The therapist may also give a few examples of different ways to stay at
the happy face and may encourage you to do the same. Finally, the therapist will answer any
questions you or the students have.
Occupational Therapist Involvement
The occupational therapist plays a large role in teaching you and your students how to
properly use the Mode Meters of this program. After guiding you through choosing which meter
to use, the therapist will schedule a time to come into your class and implement the
Introduction Session described above. During this time, the therapist can answer any questions
you and your students have about the program and the meters used with it. The therapist will
also make regular checks on the class to ensure everyone is comfortable using the meters.
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Intervention Toolbox
What It Is
The CHEETAH Program Toolbox is a kit containing intervention tools and supplies
needed for this program. The intervention tools each have 1 – 7 different intervention ideas on
them for a total of 25 interventions. These intervention ideas and tools can be used during the
school day to help students remain engaged in classroom activities, especially when the Mode
Meter is indicating students are getting off task. Some of these interventions are suggested
ways to teach specific curriculum that is mandatory according to the teaching standards for first
grade in the state of Ohio, such as learning addition and subtraction. Other tools can be used
throughout most lessons without taking away from what is being taught. The final collection of
tools contains different movement breaks you can use between lessons or as a break
throughout the day. All of these tools combined should give you a vast collection of ideas to
keep your students engaged and at the optimal energy level for learning.
How It Is Sorted
The Program Toolbox is organized in the accordion folder included with this program.
In this program materials are divided into the categories below. The words which appear in bold
correspond to the tab labels found in the folder.
1. The Teacher’s Manual
2. Mode Meters
3. Introduction Session
4. Quick Intervention Sheets
5. Intervention addressing English/ Language Arts (LA) standards
6. Interventions addressing Math standards
7. Interventions addressing Multiple Subjects
8. Program Lily Pads
9. Program Intervention Documentation Form
10. The Program Observation Assessment (POA)
11. Other Resources
12. Miscellaneous Materials / Excess Program Materials
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Tool Formatting
Most intervention tools included in the Program Toolbox follow a similar format. The
exception to this is the Cheetah Quick Intervention Sheet and the Snail Quick Intervention
Sheet which will be described later. For all other tools, the formatting and symbols used are
described below.
Setup time:
On the top of each intervention tool, there is a purple box indicating the amount
of time required to set up for the intervention(s) listed on that tool. This time does not
include set up for any variations listed. The ranges of setup times included on tools and
their corresponding meanings are described below. (See “Included Intervention Tools"
for more information on specific setups.)
Minimum Setup Time – Intervention tools which indicate this level of setup are
designed to be used in the moment without the need for pre-planning (other
Setup:
Minimum
than having access to supplies needed). Setup for these interventions should take
1-5 minutes.
Moderate Setup Time – Intervention tools which indicate this level of setup can be
prepared for while students are completing individual activities, such as finishing
Setup:
a writing prompt or completing a worksheet. Setup for these interventions should
Moderate
take 5-10 minutes.
Maximum Setup Time – Intervention tool which indicate this level of setup require
Setup:
Maximum
preplanning either the day before or during an extended period of free time, such
as a planning period. Setup for these interventions should take 10+ minutes.
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Clock Symbol
On the top of each intervention tool there is also a yellow box with a clock. This
indicates that amount of time required to implement one of the intervention(s)
listed on that tool. As with the setup time, this time does not include
implementation time for any variations listed on the tool. The times listed are
estimates assuming a class of 20-25 students. Times may vary based on the number of students
in a class, the level of attention given, the number of questions asked per student, and other
factors. Many interventions can be shortened or made to last longer depending on your needs
and the needs of your class. For assistance with modifying implementation times, consult your
occupational therapist.
Learning Topics Addressed
Each intervention tool has a list of topics that can be addressed / taught during the
intervention. Those areas listed in bold are topics covered by the interventions listed on the
tool. Those areas listed that are not bolded are topics that can be covered by one of the
variations listed on the tool.
Supplies Needed and Setup
Each intervention tool contains a list of supplies needed for all of the interventions listed.
The majority of these supplies are readily available in a typical classroom or are included in the
toolbox.
Activity Directions and Variations
Directions for implementing various interventions are described in the next section.
Cheetah / Snail Suggestions
At the bottom of each intervention tool there is a suggestion for how to start the activity
if students are in cheetah mode or in snail mode. These are simply suggestions and do not have
to be implemented. If you choose to use one of the suggestions, know that this time is not
included in the implementation time indicated by the clock symbol. If you would like to use a
warm up activity other than the one suggested, you can choose one from the Snail or Cheetah
Quick Intervention Sheets or create your own.
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Included Intervention Tools
Ten Intervention tools are included in the Program Toolbox which contain a total of 25
intervention ideas (not including variations). These tools are divided into Quick Intervention
Sheets and Standard Matched Interventions.
The interventions listed under the Quick Intervention Sheets require no set up or
supplies. Some of these interventions are simple movement break ideas that students can
engage in as a break from learning. Other interventions are ones that can be incorporated into
any lesson being taught and allow students to move to keep their attention at an optimal level.
Interventions listed under Standard Matched Interventions have been matched with first
grade curriculum standards for the state of Ohio (for standards matched to each intervention,
see Appendix).
Interventions on Cheetah & Snail Quick Intervention Sheets
Jumping Jacks – (Cheetah) Start by having all students stand up and move at least an arm's
length away from other students. Then have students complete a designated number of
jumping jacks. Keep in mind that for this activity, a student’s technique is less important than
the fact they are moving.
Get Out the Wiggles: Fast movement first – (Cheetah) Have students stand up and move an
arm’s length away from other students. Then have students start wiggling their bodies as fast as
they can. After at least 10 seconds, instruct students to gradually slow down their wiggling until
they are moving as if in slow motion. Note: If more movement is needed, then you can speed
the students back up and then slow them back down as many times as necessary (ensuring you
end with slow movements.)
“Me, Me, Me” Questions – (Cheetah) Designate specific questions during a lesson to be
“Me, Me, Me” questions and indicate when one is about to be asked. During these questions,
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students are allowed to make as much safe and silent movement as they want to indicate
they know the answer to the question.
Body Part Wiggling – (Cheetah & Snail) Have students stand up and move an arm’s length
away from other students. Then, have students wiggle or shake one or two specific body parts at
a time. This can be useful to give students' hands and arms a break after writing or if space is
too limited to allow for safe, full body movements.
Table Scurry – (Cheetah & Snail) On a cue have students all stand up and walk quickly around
their tables, desks, or around the room (depending on space in the room). When someone gives
a signal (turning the lights off, clapping, etc.), have students return to their seats as quickly as
possible.
Stand and Clap/ March in Place – (Cheetah & Snail) Have all students stand up and clap or
march as they give an answer. For example, if they are spelling words out loud, then they
should clap or stomp for each letter as they say it. If they are answering numbered questions
then they should give the answer and then stomp or clap that many times.
“Popcorn Answering - (Cheetah & Snail) Have students stand up near their desks. When a
student is called to answer a question, have him or her jump up and then answer the
question. Note: if there is enough room in the classroom, students can start in a crouching
position and then jump up to a standing position to answer the question.
Deep Breathing and Stretching – (Snail) Have students stand up and take at least 5 deep
breaths in and out. Then have each student complete 3+ stretches.
Stretching suggestions
Arm stretches above head and to the side
Roll shoulders
Roll neck front to back and side to side
Open and close fingers
Touch your toes
Gently arc side to side
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Get Out the Wiggles: Slow movement first – (Snail) Have students stand up and move an
arm's length away from each other. Then have them wiggle their bodies slowly at first and then
increase their speed. By the end, they should be moving their bodies as fast as they can. Note: if
more movement is needed, then you can slow students down and then speed them back up as
many times as you would like.
Growing Tree Stretch – (Snail) Have students start by standing up and bending down to touch
their toes. Then, have students slowly swing their arms side to side while slowly straightening up
to a full standing position as if they are a growing tree. Finally, have students move their arms
over their heads and wave them like tree branches in the wind.
Standard Matched Interventions
English / Language Arts
Letter Lily Pads Activity
Learning Topics Addressed:
Spelling and Phonics
Supplies Needed:
Laminated Letter Lily Pads
An open area on the floor
Setup:
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Spread lily pads out on the floor in any order you see appropriate to create a "pond." Make
sure to leave enough room between the pads to allow students to walk if they need to get
to a specific letter.
Activity Directions:
Start by having students line up around the lily pads you have laid out on the floor. Say the
word you would like the class to spell out loud. Ask the whole class to say the word with
you. If you are using strategies such as pounding and finger tapping, you can incorporate
those as well. Next select a student to spell the word. If you would like, you may have this
student or the whole class spell the word out loud prior to jumping on the lily pads. Finally,
have the selected student hop or stomp on the correct lily pads to spell out the word. Tell
students if a specific lily pad is too far away to safely jump to, they can "swim through the
pond" (walk on the floor) between the lily pads to reach it. After the first student is done
hopping on all of the lily pads, repeat the process until all students have had a turn or all
words have been spelled.
Variations
This activity can be changed by adding lily pads with word beginnings and/or endings being
taught. To do this access the Lily Pad Template file on the Program Resource CD and enter
any letter combinations you choose. These lily pads must be printed and laminated,
therefore, it is necessary to make them in advance. If newly made lily pads slide on the floor
attach strips of a non-sliding pad or material to the back of each with glue or double sided
tape.
6 Spot Vocabulary
Learning Topics Addressed:
Vocabulary (Variations address – Story Questions and Math)
Supplies Needed:
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6 Note cards or pieces of paper
Setup:
Write one vocabulary word on each note card.
Place each note card in a different area of the room face down.
Activity Directions:
Start by having students get up from their seats and choose one of the six spots to go to.
They should not look at the card at their station when deciding which spot to choose. If any
spots are empty ask some students to choose that spot instead. When everyone has chosen
a station, designate an area for students to move to when a definition matching the word at
their station is read. Have one student flip over the card and read the word to the rest of the
group. Next, read a definition out loud to the whole class. Then, have students at the
corresponding station more to the designated area. To add more movement to this activity
you may ask students to hop, jump, skip, etc to the designated area. Once students from the
first group have reached the designated location, read another definition and repeat process
until all students have moved to the area. This can be used to transition to a new area of
room, to select groups, to return to seats after an activity, to line up, or just as a movement
break (students simply return to desks when their definition is read).
Variations
You can use this activity in a variety of ways. You can use numbered spots instead of words
and read math problems instead of definitions. Whoever’s number is the answer to the
problem moves to the designated area. You can also write characters' names, places, or
other events from a story on the cards. When you describe that person, place, or when in the
story the event took place, the students at that spot move to the designated area. The idea
is to get students up and moving while learning or reviewing concepts.
Word Relays – Similar Word Relay
Learning Topics Addressed:
Spelling, Phonics, Word recognition, Vocabulary
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Supplies Needed:
Dry Erase board, chalk board, or large piece of paper (using SMART board not
recommended)
Markers to use with corresponding board
Setup:
Create one or two lines of students about 5 feet from the board.
Write two similarly spelled words on the board
Examples: Sight and slight; bus and buzz;
Activity Directions:
Start by deciding if you would like students to complete the activity individually or in pairs.
Call one or two students to step forward. If you are doing this individually, alternate which
line the student comes from. If you are doing this in pairs, have the first student in each line
step forward together. Then verbally state one of the words on the board. Next have
students carefully run to the board and point at the words you said. The first one to point to
the correct word wins. Give points to the team that answers correctly (even if it is done
individually). After students have been to the board, have them return to the back of the
line. Repeat the process until all students have had a turn. The team at the end who has the
most points wins.
Word Relays - Spelling Bucket Relay
Learning Topics Addressed:
Spelling, Phonics
Supplies Needed:
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2 Buckets or containers
Blocks, cards, magnets, or other materials with letters on them
Setup:
Put lettered material in both buckets and place the buckets a few feet apart
Line students up in two lines about 5 feet from the buckets
Activity Directions:
Start by giving the first student in each line a word. Then have them run to the bucket, find
the letters to spell the word, and spell it out on the floor. When they have answered
correctly, have them return the letters to the bucket, run back to the line, and tag the next
person to go. When the next student gets to the bucket, give him/her a different word to
spell. Repeat the process until all of the students in one team has gone through. The first
team to have all of its members spell words correctly wins. If you are having students spell
less familiar words, you may want to have paper available at the bucket so that students can
write the word first.
Word Relays - Swat the Spelling
Learning Topics Addressed:
Spelling, Phonics, Word Recognition, Vocabulary
Supplies Needed:
Dry Erase board, chalk board, or large piece of paper (using SMART board not
recommended)
Markers to use with corresponding board
2 fly swatters
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Setup:
Create two lines of students about 5 feet from the board.
Write two words on board with one of the following options
1) Two words that are spelled similarly
2) One correctly spelled word and one incorrectly spelled word
3) Two vocabulary words
Activity Directions:
Start by having the first student in each line come up to the board. Have students stand on
either side of the board and give them each a fly swatter. Next give students a word or
prompt (such as the definition for a vocabulary word) matching one word on the board. If
you are using spelling words, you can switch asking for the correctly spelled word and the
incorrectly spelled word to prevent students from smacking before you give the prompt.
Then have students use their fly swatters to smack the correct word. The first person to
smack the correct word is the winner of that round. You can keep track of points throughout
the game or have students simply win one round at a time. After the winner is announced,
have students return to the end of their line. Next, write two new words on the board and
have the next students come up. Repeat the process until all students have had a turn.
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Math and Numbers
Grouping Gather Up – Grouping by 10
Learning Topics Addressed:
Grouping by 10
Supplies Needed:
Optional: Bags or rubber bands to secure bundles
Setup:
None
Activity Ideas:
Have each student move around the room and collect 10 of one object. For example they
could collect 10 markers, 10 books, or 10 name tags. After each student has collected their
items, bundle or lay them together. Finally, have students count the individual items in each
bundle and then count the number of bundles to determine how many items they have. You
can also bundle the groups of 10 to make 100s if this is a part of your lesson.
Grouping Gather Up - Addition and Subtraction
Learning Topics Addressed:
Addition and Subtraction
Supplies Needed:
Optional: Colored tape
Setup:
Optional: Tape off areas on each student's desk to indicate where he or she should be
placing items when using them for various problems.
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Activity Ideas:
Have students move around the room and collect 10+ small objects that will fit on their
desk (the number of items required depends on the highest sums they will be working with).
Give students a subtraction or addition problem. Have students put the number of items
corresponding to the first number of the problem on one area of their desks. Then, have
students add or subtract the number of items indicated by the problem. Finally, have
students count the number of items remaining on the desk to determine the problem’s
answer.
Grouping Gathering Up - Missing Addend Activity
Learning Topics Addressed:
Solving for missing addends
Supplies Needed:
Colored tape
Setup:
Tape a line down the center of each student's desk or work space.
Activity Ideas:
Have students move around the room and collect 10+ small objects that will fit on their
desk (the number of items required depends on the highest sums they will be working with).
Once all students have returned to their seat, give them a missing addends problem to
solve. Have student place the known number of objects in a problem on one side of the tape
on their desk. Then have each student “count on” how many more objects are needed to
equal the sum shown by adding one object at a time to the other side of tape until they
reach the sum. For example, if the problem given was “5 +__ = 8” then students would start
by lining up 5 items on their desk on the left side of the tape. Then, students would add
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objects to the right side of the tape until they have 8 objects total on the desk. Finally,
students would count the 3 objects that had to be added to get 8.
Numbered Lily Pads Activities - Addition / Subtraction: Group Method, Basic
Learning Topics Addressed:
Addition, Subtraction
Supplies Needed:
Numbered and equation symbol lily pads (provided in kit or make your own)
An open area on floor
Setup:
Arrange the lily pads on the floor in sequential order creating an arc or rainbow starting at 1.
If you need any numbers greater than 20, you will need to create them prior to
implementing this intervention. To do this, access the Lily Pad Template file on the Program
Resource CD and enter the numbers you need (up to the highest sum being worked with).
As these lily pads must be printed and laminated, it is necessary to make them in advance. If
newly made lily pads slide on the floor, attach strips of a non-sliding pad or material to the
back of each pad with glue or double sided tape.
Activity Ideas:
Start by having students gather around the lily pads. Then write an addition or subtraction
problem on a board where students can see it. Next, have students identify the first number
in the equation. Have the corresponding number of students stand on sequential lily pads
starting with the number 1. Next, add or subtract the number of students indicated by the
problem. Finally, count the number of students on lily pads by having the last student tell
the class what number of lily pad he or she is standing on. For example, if the problem given
was “5 + 3 = __,” You would start by lining up 5 students on lily pads 1 through 5. Then you
would ask 3 more students to join the first five. Finally, you would have students count the
number of students who are standing on lily pads or look at what number the last student is
standing on, which would be 8.
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Numbered Lily Pad Activities - Addition / Subtraction: Individual Method, Advanced
Learning Topics Addressed:
Addition, Subtraction
Supplies Needed:
Numbered and equation symbol lily pads (provided in kit or make your own)
An open area on floor
Setup:
Arrange the lily pads on the floor to create a pond. Make sure to leave enough room
between the pads to allow students to walk if they need to get to a specific number.
If you need any numbers greater than 20 you will need to create them prior to
implementing this intervention. To do this access the Lily Pad Template file on the Program
Resource CD and enter the numbers you need (up to the highest sum being worked with).
These lily pads must be printed and laminated; therefore, it is necessary to make them in
advance. If newly made lily pads slide on the floor, attach strips of a non-sliding pad or
material to the back of each with glue or double sided tape.
Activity Ideas:
Arrange students in a line around the lily pads. One at a time, give each student an addition
or subtraction problem. Have each student jump on the lily pads corresponding to the
numbers in the problem and then jump on the answer. For example if the problem given
was 4+7=? then the student would jump on the lily pad with the corresponding numbers /
symbols: “4” then “+” then “7” then “=” then “11.” Be sure to tell students if a number or
symbol they need is too far away to safely jump to then they can "swim through the pond"
(walk on the carpet) to get to that lily pad.
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Numbered Lily Pad Activities - “Counting on” to Solve for Missing Addends:
Individual Method
Learning Topics Addressed:
Solving for missing addends
Supplies Needed:
Numbered and equation symbol lily pads (provided in kit or make your own)
An open area on floor
Setup:
Arrange the lily pads on the floor in sequential order to create an arc or rainbow starting
with 1. If you need any numbers greater than 20, you will need to create them prior to
implementing this intervention. To do this access the Lily Pad Template file on the Program
Resource CD and enter the numbers you need (up to the highest sum being worked with).
These lily pads must be printed and laminated; therefore, it is necessary to make them in
advance. If newly made lily pads slide on the floor, attach strips of a non-sliding pad or
material to the back of each with glue or double sided tape.
Activity Ideas:
Gather students around the lily pads and write a missing addend problem on a board where
they can see it. Have one student start by jumping on the lily pad corresponding to the
number in the equation that they know. Then, have the student jump to the next lily pad
until they land on the problem’s total while counting how many jumps they are making. For
example, if the problem given was “5 +__ = 8”, then the student would start on lily pad 5.
Then he would jump on lily pads in sequential order while counting the number of jumps he
made until he landed on the number 8 (in this case the number of jumps he would count
would be 3). If students have a difficult time jumping and counting simultaneously, then you
can have the class count for the student who is jumping.
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Numbered Lily Pads: “Counting On” to Solve for Missing Addends: Group Method
Learning Topics Addressed:
Solving for missing addends
Supplies Needed:
Numbered and equation symbol lily pads (provided in kit or make your own)
An open area on floor
Setup:
Arrange the lily pads on the floor in sequential order to create an arc starting with 1.
If you need any numbers greater than 20, you will need to create them prior to
implementing this intervention. To do this access the Lily Pad Template file on the Program
Resource CD and enter the numbers you need (up to the highest sum being worked with).
These lily pads must be printed and laminated; therefore, it is necessary to make them in
advance. If newly made lily pads slide on the floor, attach strips of a non-sliding pad or
material to the back of each with glue or double sided tape.
Activity Ideas:
Gather students around the lily pads and write a missing addend problem on a board where
they can see it. Have students start by identifying the number in the equation they know.
Then have the corresponding number of students line up on the number of lily pads in
sequential order starting with lily pad 1. Next, place the "+" lily pad on the floor after the last
student. If there is not enough room on the floor for the lily pad you can also have the last
student hold it in the air. After placing the “+” lily pad, add students one at a time until a
student is standing on the lily pad corresponding to the total in the equation. Finally, have
students count how many students were added to reach the total. For example, if the
problem given was “5 +__ = 8” start by lining up 5 students on lily pads 1 through 5. Next,
place the "+" lily pad after the 5th person. Then, one at a time, add another student to the
first 5, each standing on the next lily pad. Continue this until a student is standing on the
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number 8 lily pad. Finally, have students count that 3 students had to be added after the
plus sign to get 8 and fill in the missing blank in the problem accordingly.
Multiple Subjects
Listen and Jump Activity
Learning Topics Addressed:
Spelling, Phonics, Vocabulary, Mental Math, Other word problems
Supplies Needed:
One note card or piece of paper per student
Room for each student to safely jump up in the air
Setup:
Write one different vocabulary word, spelling word, number, or other word problem answer
on each note card. You may use the same term multiple times if you wish.
Activity Ideas:
Have students spread out so that each is standing at least an arm’s length away from his or
her neighbors. Give each student a card and have them read what is written on it. Once
everyone understands what is on their card, read off a word, math equation, vocabulary
definition, or word problem that corresponds with the answers on the cards. Instruct the
student who has the answer to the question written on his or her card to jump into the air
and show what the card says. If you used the same term on multiple cards, all students with
the answer would jump at the same time. After the student is done jumping, move to the
next question until all students have had a turn.
Move to Memorize Activity
Learning Topics Addressed:
Almost any subject and topic
Supplies Needed:
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-None
Setup:
Optional: Move desks to create an open space for students to move
Activity Ideas:
Have students gather in an area where they are all at least one arm’s length away from each
other. Once everyone is in position, make a funny movement for the whole class to see (see
below for suggestions). Next, ask one student a question (math, vocabulary, story questions,
etc). If that student gets the question right, he gets to create his own funny movement. If the
student gets the question wrong, he copies the movement you just made. Next, ask another
student a question. If this student gets the question right then she makes up her own
movement. If not, then she copies the movement the previous student did. Continue this
until all students have been given a chance to move or all of your questions have been
answered.
Movement Suggestions
-
Jumping jacks
-
Clapping
-
Wiggling arms
-
Wiggling legs
-
Wiggling whole body
-
Jumping up and down
-
Twisting
-
Snapping fingers
-
Chicken wings
-
Hand puppets
-
Spinning in circles
Variations
You may want to write various movements on pieces of paper prior to implementing this
activity. Then if students are having a hard time coming up with their own movements they
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can simply draw from the collection and complete that movement. This could significantly
decrease time spent between questions.
I’m Done Cup / Job Jar
This intervention is different than those listed previously, as each job described is for an
individual student or a pair of students. This intervention is designed to be created and then
used any time students are completing assignments or projects in class.
Supplies Needed:
-
A mason jar or cup
-
Popsicle sticks
-
Other supplies may be needed based on the jobs being included in the cup
Setup / Activity Directions:
Write various jobs, tasks, activities, etc each on a Popsicle stick.
Put Popsicle sticks in jar/cup and place it where students can access it.
You may also want to place any materials needed to complete the various jobs in the same
location as the cup.
When students finish an assignment early, they can go to the cup and pull out a job to
complete. This way you are free to help other students with their work without constant
interruptions by other students saying “I’m done.”
* Note: Some of the suggested job ideas below require addition set up. It is important to
know these are just meant as ideas to get you thinking and can be modified to fit the needs
of your class.
Job/ Task Ideas:
Quietly pass back papers located in a specific bin
Read a book
Practice spelling words
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Math Flashcards – These must be created before hand and should be located in a place
that is easily accessible to students
Write a story
Draw a picture
Practice reading words/ lists
Write a thank you note to someone who did something nice for you
Make a poster for your favorite book
Make a card for someone
Find 5 things in room to measure with a ruler
Write a story using all of your spelling words
Holiday Activity worksheets, crafts, etc – These must be prepared before hand and again
should be in a place that is easily accessible to students
Write in a notebook
Organize desk materials
Finish past work
Begin homework
Sharpen pencils – manually
Write something nice about someone
Worksheet from the worksheet bin including hidden object, word searches, crosswords,
or coloring - Again these must be prepared beforehand.
OT Involvement
The licensed occupational therapist is a very important resource for you regarding the
programs interventions and toolbox. The therapist will guide you through choosing and
implementing various interventions, as well as help to keep these tools updated. This therapist
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may also provide you with new program intervention tools throughout the school year to
ensure all of your class's needs are met. Finally, if you have any questions about the
interventions provided or would like an intervention to address an area not covered by the ones
included, the therapist can assist you.
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Other Suggestions
Room Set up
During the observations to establish a baseline attention score, the occupational
therapist may make suggestions of ways to arrange your room. These will not be major changes
but rather ones that are simple to make. For example, the therapist may suggest students’
materials be put into bins instead of being kept on the table. It is your choice whether or not to
make any changes. These suggestions are simply meant to reduce distracting stimuli or to help
students attend to materials better.
Access to Fidgets
One suggestion the occupational therapist may make is to have a bin or basket with
various fidgets in it. During class time if you see a student who is fidgeting with things around
his or her desk in a manner that is distracting to others, you can give him or her a quieter fidget
from the bin to manipulate. This way the student has something to do with his or her hands but
is not distracting others. For suggestions for fidgets, see your occupational therapist.
Indoor Recess Ideas
This program also includes a sheet of ideas for activities students can engage in during
indoor recess. These are all active and can be completed in a small area such as a classroom.
During the winter and other periods of time where students primarily get indoor recess, it is
very important they are given opportunities to move and play. This will greatly help them to
regulate their energy when asked to do class work and thus will help them to attend to
materials much better.
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References
Chart to Look up Interventions Based on Subject
The chart below can be used as a reference to look up specific interventions that will
address a learning topic of your choosing. This chart includes the intervention title and the page
number in the manual where the intervention is described.
Subject
Learning topic
addressed
Manual Page
Number
Intervention
English / Language
Arts
Spelling, Phonics
Lettered Lily Pads
Activity
22-23
English / Language
Arts
Spelling, Phonics
Word Relays –
Spelling Bucket Relay
25 -26
English / Language
Arts
Spelling, Phonics,
Word Recognition,
Vocabulary
Word Relays – Similar
Word Relay
24-25
English / Language
Arts
Spelling, Phonics,
Word Recognition,
Vocabulary
Word Relays – Swat
the Spelling
26
English / Language
Arts
Spelling, Phonics,
Word Recognition,
Vocabulary
Listen and Jump
Activity
33-34
English / Language
Arts
Word Beginnings and
Endings
Lettered Lily Pads
Activity – Variation
23
English / Language
Arts
Vocabulary
6 Spot Vocabulary
23-24
English / Language
Arts
Story Questions
6 Spot Vocabulary –
Variations
24
English / Language
Arts
Virtually Any
Move to Memorize
33-34
Math
Grouping by 10
and/or 100s
Grouping Gather Up
– Grouping by 10
27
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Addition and
Subtraction
Grouping Gather Up
– Addition and
Subtraction
27- 28
Addition and
Subtraction
Numbered Lily Pads
Activities - Addition /
Subtraction: Group
Method, Basic
29
Math
Addition and
Subtraction
Numbered Lily Pads
Activities - Addition /
Subtraction:
Individual Method
Advanced
30
Math
Solving for Missing
Addends
Grouping Gather Up
– Missing Addend
Activity
28
Solving for Missing
Addends
Numbered Lily Pads
Activities – “Counting
On” to Solve for
Missing Addends:
Individual Method
31
Math
Solving for Missing
Addends
Numbered Lily Pads
Activities – “Counting
On” to Solve for
Missing Addends:
Group Method
32
Math
Mental Math
6 Spot Vocabulary –
Variations
24
Math
Mental Math
Numbered Lily Pads
Activities - Addition /
Subtraction:
Individual Method
Advanced
30
Math
Mental Math
Listen and Jump
Activity
33
Math
Virtually Any
Move to Memorize
33-34
Math
Math
Math
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Program Resource CD
The Program Resource CD include with this program contains a digital copy of all of the
program materials including:
-
Intervention Tools (10)
-
Introduction Session Materials
-
-
o
Introduction Session Reference Tool
o
Introduction PowerPoint and Activity
o
Pictures for Collage Kits
o
Snail and Cheetah Pictures for Collage Kits
Lily Pads Templates
o
Lettered
o
Numbered
o
Blank
Mode Meter Materials
o
Mode Meter Reference Sheet
o
Thermometer Mode Meter
o
Speedometer Mode Meter
-
Intervention Documentation Forms
-
The Program Observation Assessment
Other Useful Programs / References
Below is a list of websites that can be used to supplement the materials in this program.
These websites are not affiliated with this program in anyway, and the CHEETAH Program is not
responsible for the materials that appear on each website.
-
http://www.allkidsnetwork.com – a useful website for obtaining worksheets for
activities in the job jar
-
Teacher run blogs such as those listed below – useful for getting other intervention
ideas
o
http://www.firstgradegarden.com/2013/01/five-for-friday.html?m=1
o
http://thankgoditsfirstgrade.blogspot.com/2013/01/place-value-bootcamp-and-freebie.html
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-
126
http://lifeovercs.com/1st-grade-activities-printables-and-ideas/
The SticKids Program - http://www.stickids.com/ - is a program aimed at regulation.
This program is not curriculum based but is designed to be implemented with
individual students needing extra assistance
-
The Alert Program - http://www.alertprogram.com/ - is another regulation program
that is not curriculum based but is designed to be implemented with individual
students needing extra assistance
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Appendix
Interventions and the Standards Addressed
Below describes some of the Common Core State Standards for the state of Ohio that the
various interventions included in this program address (Common Core State Standards Initiative,
2015). This is meant to be a guideline rather than an exhaustive list. Some interventions have
the potential to cover a vast collection of standards, in which case subjects are listed rather than
specific standards.
6 Spots Vocabulary
o
o
o
o
o
o
o
o
o
o
CCSS.ELA-Literacy.L.1.4 - Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 1 reading and content ,
choosing flexibly from an array of strategies.
CCSS.ELA-Literacy.L.1.4.a - Use sentence-level context as a clue to the meaning of a
word or phrase.
CCSS.ELA-Literacy.L.1.4.b - Use frequently occurring affixes as a clue to the meaning
of a word.
CCSS.ELA-Literacy.L.1.4.c - Identify frequently occurring root words (e.g., look ) and
their inflectional forms (e.g., looks, looked, looking ).
CCSS.ELA-Literacy.L.1.5 - With guidance and support from adults, demonstrate
understanding of word relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.1.5.a - Sort words into categories (e.g., colors, clothing) to gain a
sense of the concepts the categories represent.
CCSS.ELA-Literacy.L.1.5.b - Define words by category and by one or more key
attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
CCSS.ELA-Literacy.L.1.5.c - Identify real-life connections between words and their use
(e.g., note places at home that are cozy ).
CCSS.ELA-Literacy.L.1.5.d - Distinguish shades of meaning among verbs differing in
manner (e.g., look, peek, glance, stare, glare, scowl ) and adjectives
differing in intensity (e.g., large, gigantic) by defining or choosing them or by
acting out the meanings.
CCSS.ELA-Literacy.L.1.6 - Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because )
- Variations
Numbers
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CCSS.Math.Content.1.OA.C.6 - Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10. Use strategies such as
counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1
= 9); using the relationship between addition and subtraction (e.g.,
knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent
but easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13
CCSS.Math.Content.1.OA.D.8 - Determine the unknown whole number in an
addition or subtraction equation relating three whole numbers. For
example, determine the unknown number that makes the equation true in
each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
Story Questions
o
o
o
CCSS.ELA-Literacy.RL.1.1 - Ask and answer questions about key details in a
text.
CCSS.ELA-Literacy.RL.1.3 - Describe characters, settings, and major events in a
story, using key details.
CCSS.ELA-Literacy.SL.1.4 - Describe people, places, things, and events with
relevant details, expressing ideas and feelings clearly.
Grouping Gather Up
- Grouping by 10
o
o
o
o
o
CCSS.Math.Content.1.NBT.B.2 - Understand that the two digits of a two-digit
number represent amounts of tens and ones. Understand the following as
special cases:
CCSS.Math.Content.1.NBT.B.2.a - 10 can be thought of as a bundle of ten
ones — called a "ten."
CCSS.Math.Content.1.NBT.B.2.b - The numbers from 11 to 19 are composed
of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
CCSS.Math.Content.1.NBT.B.2.c - The numbers 10, 20, 30, 40, 50, 60, 70, 80,
90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0
ones).
CCSS.Math.Content.1.NBT.B.3 - Compare two two-digit numbers based on
meanings of the tens and ones digits, recording the results of comparisons
with the symbols >, =, and <.
- Addition and Subtraction
o
o
CCSS.Math.Content.1.OA.A.1 - Use addition and subtraction within 20 to
solve word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem.1
CCSS.Math.Content.1.OA.C.5 - Relate counting to addition and subtraction
(e.g., by counting on 2 to add 2).
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CCSS.Math.Content.1.OA.C.6 - Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10. Use strategies such as
counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 =
9); using the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 =
12 + 1 = 13
- Missing Addends
o
CCSS.Math.Content.1.OA.D.8 - Determine the unknown whole number in an
addition or subtraction equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in each of the
equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
Lettered Lily Pads
o
o
o
o
o
o
o
o
CCSS.ELA-Literacy.RF.1.3 - Know and apply grade-level phonics and word analysis
skills in decoding words.
CCSS.ELA-Literacy.RF.1.3.a - Know the spelling-sound correspondences for common
consonant digraphs.
CCSS.ELA-Literacy.RF.1.3.b - Decode regularly spelled one-syllable words.
CCSS.ELA-Literacy.RF.1.3.c - Know final -e and common vowel team conventions for
representing long vowel sounds.
CCSS.ELA-Literacy.RF.1.3.d - Knowledge that every syllable must have a vowel sound
to determine the number of syllables in a printed word.
CCSS.ELA-Literacy.RF.1.3.e - Decode two-syllable words following basic patterns by
breaking the words into syllables.
CCSS.ELA-Literacy.L.1.2.d
Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
CCSS.ELA-Literacy.L.1.2.e
Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
Numbered Lily Pads
- Addition / Subtraction (Individual and Group)
o
CCSS.Math.Content.1.OA.A.1 - Use addition and subtraction within 20 to solve
word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions, e.g., by
using objects, drawings, and equations with a symbol for the unknown
number to represent the problem.1
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CCSS.Math.Content.1.OA.C.5 - Relate counting to addition and subtraction
(e.g., by counting on 2 to add 2).
o CCSS.Math.Content.1.OA.C.6 - Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10. Use strategies such as
counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing
a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the
relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12,
one knows 12 - 8 = 4); and creating equivalent but easier or known sums
(e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13
Counting On (Individual and Group)
o
-
o
CCSS.Math.Content.1.OA.D.8 - Determine the unknown whole number in an
addition or subtraction equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in each of the
equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
Word Relay
- Similar Word Relay, Spelling Bucket Relay, and Swat the Spelling
o
o
o
o
o
o
o
o
o
o
CCSS.ELA-Literacy.RF.1.3 - Know and apply grade-level phonics and word
analysis skills in decoding words.
CCSS.ELA-Literacy.RF.1.3.a - Know the spelling-sound correspondences for
common consonant digraphs.
CCSS.ELA-Literacy.RF.1.3.b - Decode regularly spelled one-syllable words.
CCSS.ELA-Literacy.RF.1.3.c - Know final -e and common vowel team
conventions for representing long vowel sounds.
CCSS.ELA-Literacy.RF.1.3.d - Use knowledge that every syllable must have a
vowel sound to determine the number of syllables in a printed word.
CCSS.ELA-Literacy.RF.1.3.e - Decode two-syllable words following basic
patterns by breaking the words into syllables.
CCSS.ELA-Literacy.RF.1.3.f - Read words with inflectional endings.
CCSS.ELA-Literacy.RF.1.3.g - Recognize and read grade-appropriate
irregularly spelled words.
CCSS.ELA-Literacy.L.1.2.d - Use conventional spelling for words with common
spelling patterns and for frequently occurring irregular words.
CCSS.ELA-Literacy.L.1.2.e - Spell untaught words phonetically, drawing on
phonemic awareness and spelling conventions.
Interventions that address numerous standards
Listen and Jump
- Math
- Reading / Understanding
- Writing
- Vocabulary
Move to Memorize
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Reading / Understanding
Writing
Vocabulary
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Appendix L
Mode Meters
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Appendix M
Intervention
Tools
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Appendix N
Documentation Sheet
The CHEETAH Program Intervention Documentation Form
Mode Key: S = Snail Mode
Date
Intervention Used
G = Green Mode
H = Happy Mode
Variations Made
# of
Students
O = Orange Mode
Mode Before
Implementation
C = Cheetah Mode
Mode After
Implementation
S G H O C S G H O C
S G H O C S G H O C
S G H O C S G H O C
S G H O C S G H O C
S G H O C S G H O C
S G H O C S G H O C
S G H O C S G H O C
S G H O C S G H O C
S G H O C S G H O C
Comments
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S G H O C S G H O C
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Appendix O
Occupational Therapist Job Description
Position Title: Occupational Therapist; The CHEETAH Program director
Position Summary: The primary goal of this position is to implement The CHEETAH Program in first
grade classrooms. This program is designed to increase attention by providing training on occupationally
based interventions that can be incorporated into the class curriculum. This position will require the
therapist to observe in a classroom, explain the program to the students, and train the teacher on proper
program implementation. It will also involve making regular checks on the program’s progress, making
suggestions for program improvements, and completing program evaluation forms.
Responsible to: Special Education Director
Job Functions
-
Collaborate with teachers and other staff members to manage financial resources
Complete classroom observations with appropriate documentation
Conduct occupation based teaching sessions with students to explain The CHEETAH
Program
- Train teachers on use of The CHEETAH Program and each intervention strategy
- Communicate with teachers and staff to ensure program is being run effectively
- Evaluate program outcomes and success
- Perform other duties assigned
- Conducting a needs assessment
- Some travel may be required (within the district)
Skills and Knowledge Needed
- Knowledge of general standards for first grade curriculum
- Knowledge of occupation based interventions
- Knowledge of attention and its role on academic success
- Knowledge of interventions and programming directed towards attention and self regulation
- Good communication skills
- Ability to work efficiently and effectively with children
- Ability to work with and train teachers
- Enthusiastic about the program
- Able to adapt quickly
- Organized and self motivated
Working Conditions
- One or more elementary school classrooms
- No evening or weekend hours required
- Walking, standing, lifting less than 10 lbs, bending, carrying items
- Potential for high volume noises due to children
Professional Qualifications
- Currently registered by the NBCOT
- Currently licensed to practice occupational therapy in the state of Ohio
The CHEETAH Program PDP
- Experience with children is highly recommended
Length of Contract: This program will be run over the course of one school year (August to June).
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Appendix P
Occupational Therapy Job Advertisement
Sidney City Schools is currently seeking a
Part Time Occupational Therapist
to facilitate the implementation of the Class-wide Help for
Early Elementary Teachers with Attention Harmony
(CHEETAH) program.
This program is designed to increase attention by providing
teachers with training on occupationally based interventions that
can be incorporated into the class curriculum
Position Overview
- Complete classroom observations with appropriate documentation
- Conduct occupation based teaching sessions with students to explain The
CHEETAH Program
- Train teachers on use of The CHEETAH Program and its intervention
strategy
- Communicate with teachers and staff to ensure program is being run
effectively
- Evaluate program outcomes and success
Interested Applicants
- Perform other duties assigned
Qualifications
- Certified by NBCOT
- Licensed in the state of Ohio
Please send resume to:
Sidney City Schools
Attn: Tammy Drerup
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- Previous experience working with children
(Recommended)
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Appendix Q
Budget for the CHEETAH Program
Position
Occupational
Therapist
Personnel Subtotal:
Hours
190
Program Personnel
Wages
$35/ hr
Benefits
None
Total
$6,650
$6,650
Program Supplies and Equipment
Description
Justification
Cost/
item
Quan
t
Total
Paper
Multi-purpose
printer paper. 500
sheets
Many aspects of this program
such as the assessment tool,
intervention ideas, observation,
and teacher manual will be made
available in a hard copy. Paper is
needed to print this information.
$4.15
1
$4.15
White Board
Markers
Expo Makers 12
Pack
Used with above white board
during various interventions
$9.99
1
$9.99
Promotional
Puzzles
150 Small snake
puzzles with the
CHEETAH
program logo
Use with promoting and
marketing this program. For more
information see marketing section
of paper
$131.00
1
$131.00
Promotional
Totes
100 Cloth Totes
with CHEETAH
program logo
Use with promoting and
marketing this program. For more
information see marketing section
of paper
$175.00
1
$175.00
Use with above laminator for
program tools and manual covers
$11.59
1
$11.59
Use with promoting and
marketing this program. For more
information see marketing section
of paper
$250.00
1
$250.00
Use throughout the program for
documentation and other program
needs
$4.27
2
$8.54
Used as part of program to be
given to students who require
addition stimulation during class
$1.29
15
$19.35
Item
Scotch LetterSize Thermal
Laminating
Pouches,
Promotional
Poster
Pens
Hand Fidgets
Full page
lamination
pouches - 3mm,
11.5" x 9", 50Pack
Poster for use in
promoting
program at DEC
conference
Paper Mate Profile
Ballpoint
Retractable Pen, 8
per Pack
Water snake
wigglies
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Used by observer during data
collection for creating baselines,
assessing midterm progress, and
assessing final outcomes
$1.00
2
$2.00
Used with program materials, to
prepare program observation
$4.94
1
$4.94
Used with above stapler
$2.00
1
$2.00
Ziploc Baggies
40 Gallon sized
resalable bags.
These will be used to keep
intervention tools together and
organized.
$4.38
1
$4.38
Note cards
500 Blank white
4X6 index cards
Used in interventions such as the
vocabulary memory game and
scavenger hunt
$6.29
1
$6.29
Printer paper –
Legal Paper
500 sheets
Multipurpose
Legal size paper
Used for Collage Kits for
introduction session
$6.88
1
$6.88
Binders
Heavy duty Color
coded 2inch 3-ring
binders
Interventions protocols will be
organized into color coded
binders for each selection and
implementation
$7.50
3
$22.50
Binder Tabs
Avery 11419 Index
Marker Clear label
dividers 8 tabs- 5
sets
Used to organize binders listed
above
$20.99
1
$20.99
Three hole
punch
Universal 12 Sheet
Three hole punch
Used to punch holes in materials
to be able to put it into the binders $4.12
listed above
2
$8.24
Paper Clips
100 Jumbo paper
clips
Used for collage kits, observation
sheets, and more
$8.44
1
$8.44
Round Head
Fasteners
84 Count Brass
Used for Mode Meters
$6.28
1
$6.28
Manila
Envelopes
100 count Manila
envelopes with
clasps
Used to organize and collect
program materials such teacher
questionnaires, program
observation, etc
$12.28
1
$12.28
Burnable CDs
and Cases
5 pack with
jeweled cases
Used to create Program Resource
CD with copies of all program
materials on each
$5.40
1
$5.40
Accordion
style folder
14 Pocket leather
accordion folder
Used as the program toolbox to
contain and organize intervention
tools and materials
$9.98
1
$9.98
Clipboards
Stapler
Staples
Standard Business
Source clipboard
Stanley
Economical Full
Strip Stapler
Standard staples,
5000 count
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Clear
presentation
covers
Black 25 pack of
Comb bindings
25 pack of clear
plastic covers for
presentation
Easy Shelf
Liner
12” x 10’ non-slide
shelf liner
159
Used with above machine to bind
program manual
$4.99
1
$4.99
Used with binding machine for
program manual
$20.89
1
$20.89
Used for lily pads to prevent them
from sliding on the floor when
students are using them.
$4.74
3
$14.22
Hi-Temp Full Size
Glue gun
18 pack hot glue
sticks to use with
above
Standard plastic fly
swatters
Used to attach backing to lily
pads
$9.74
1
$9.74
Used with above glue gun for
attaching backing to lily pads
$4.88
1
$4.88
Used during Swat the Spelling
intervention
$1.00
2
$2.00
Scissors
Three Pack
scissors
Used for cutting out lily pads and
other program tools
$7.32
1
$7.32
Paper cutter
Large paper cutter
– up to 10 sheets
Used to cut program materials
and tools including those in the
introduction session
$50.00
1
$50.00
Sticky Notes
8 Package 3x3 90
sheet sticky notes
Used for organization of program
materials and for making notes
during program implementation
$14.95
1
$14.95
Magnets
Magnetic Strips
Used for creating thermometer
Mode Meter
$3.99
1
$3.99
Binder clips
Medium Binder
clips – 12 pack
Used for organizing and
correlating program materials,
surveys, collage kits, etc
$2.00
1
$2.00
Binder clips
Large binder clips
– 12 pack
Used for organizing and
correlating program materials,
surveys, collage kits, etc
$6.77
1
$6.77
Colored Tape
½” Fluorescent Pro
Spike Tape 4 rolls
(Assorted Colors)
Used for marking places on floor
such as start and stop points for
vocabulary relay
$5.89
1
$5.89
$1.00
1
$1.00
$235.00
1
$235.00
Comb Binding
Hot Glue Gun
Hot Glue
Sticks
Fly Swatters
Clear fishing line
Used to attach circle to
10 ft.
thermometer mode meter
Dell Latitude
Used to create and print all
E6400 - Core 2
Computer /
Duo 2.4 GHz materials necessary for this
Laptop
Brushed metal
program
black
Equipment and Supplies Total
Fishing Line
$1113.86
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In-Kind Equipment provided by Sidney City Schools
Item
Smart Board
Description
SMART Board
685 with UF65w
projector :
SB685i4
Justification
This technology is already
available in every classroom
at Sidney City Schools. It will
be used with various
interventions to encourage
fine motor and other skills
relevant to the curriculum
Cost/ item
$5,170
Quan
1
Total
$5,170
White Board
72X48 Aluminum
Frame Dry Erase
Board
This is available in every
class and will be used to
facilitate a variety of
intervention in this program
$126.99
1
$126.99
Overhead cost
Use of facility,
electricity, and
other related costs
This will be at no extra
charge to Sidney City
Schools as the students will
already be in the facility and
using the resources available.
No addition services are
needed for this program
$0
0
$0
Lamination
Machine
GBC Heat-Seal
Sprint H925
Laminator
1703002
Use with lamination to
preserve program materials
and decrease the cost of
needed to reproduce items.
$1430.94
1
$1430.94
Lamination
Clear lamination
roll to protect
various items. This
will be used with
lamination
machine which
will be provided
$88.00
1
$88.00
Color Printer
Basic printer
capable of printing
in color
HP DeskJet 3052A
e-All-in-One
J611g Color Inkjet - Printer /
copier / scanner
Various assessment and
intervention tools will be
laminated to increase the
number of times they are able
to be used before needing
replaced. Some of the items
that will be laminated are a
set of letters, a set of
numbers, assessment scales,
and intervention protocols.
Color coding is essential to
the proper selection of
interventions used in this
program. This printer will be
used to print all documents,
scales, and tools necessary for
this program. Coping and
scanning function will allow
information to be uploaded
and shared electronically
$55.00
1
$55.00
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Black and
Color Printer
Ink
Black and color
ink cartridges to fit
above printer.
To use with above printer for
printing items necessary for
this program
$30.00
2
$60.00
Binding
Machine
Hot pouch
lamination
machine
Xerox / copier
Plastic Combo
Binding Machine
GBC® Fusion™
5100L 12"
Laminator
Lexmark Color
Laser – Fax /
Copier / Printer /
Scanner
Used to bind program manual
$179.99
1
$179.99
$499.99
1
$499.99
$809.50
1
$809.50
Use for lamination of
program tools and manual
cover
Used for coping, printing, and
scanning program materials.
In-Kind Subtotal
Total Cost of the CHEETAH Program
Personnel Subtotal
Equipment and Supplies Subtotal
Grand Total
$8316.4
$6650.00
$1112.86
$7752.87
The CHEETAH Program PDP
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Appendix R
Formative Evaluation Questionnaire
Please answer the following questions about the influence of the CHEETAH program on your specific
classroom
1) The assessment tool for this program is easy to understand and use.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2) I am confident in explaining and using the assessment tool in my classroom.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
3) The assessment tool is understood by my students.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
4) Overall no changes need to be made to the assessment tool.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Any comments or suggestions for changes to the assessment tools
5) The intervention ideas included in this program are easy to understand and use.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
6) I am confident in selecting and implementing some of the intervention ideas.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
______ - Number of interventions I am confident in implementing
7) The intervention ideas match well with the curriculum being taught.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
8) The intervention ideas are helpful rather than distracting.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
9) I enjoy using the different intervention ideas in my classroom.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
10) The students enjoy and understand the different intervention ideas.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
11) The interventions help improve the overall classroom attention.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
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Any comments or suggestions for changes to the intervention ideas
12) The flow from using the assessment tool to selecting an intervention is logical and practical.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
13) Overall I enjoy using this program in my class.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
14) Overall I believe this program is positively affecting my classroom’s attention.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
15) I plan to continue using this program in my class.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Any comments or suggestions for changes to the CHEETAH program as a whole.
The CHEETAH Program PDP
164
Appendix S
Program Timeline
Program Tasks
Week(s) Completed
Marketing – personal recruitment, promotional items, and marketing at
a conference
Prior to program
implementation
Purchase supplies
Prior to program
implementation
Conduct needs assessment
Week 1
Training teacher(s) on assessment tools and intervention strategies
Week 2
Conduct baseline observations
Week 2
Introduction Session is implemented
Week 3
Teacher(s) begin using assessment tool, selecting interventions and
implementing interventions
Week 3 – 18
Occupational therapist follow up with weekly communication to answer
any questions
Week 3 – 18
Conduct formative evaluation questionnaire and interview
Week 9
Conduct midterm observation
Week 9*
Meeting with stakeholders to discuss formative results
Week 10
Conduct summative evaluation questionnaire and interview
Week 17
Conduct final observation
Week 17*
Meeting with Stakeholders to discuss summative results and any other
topics relevant
Week 18
Program wrap up interviews with teachers, students, and other staff
Week 18
* Week for observations may vary depending on scheduled school breaks such as Spring Break, Winter
Break or Summer Break. Classroom observations should not take place the week prior to any break due to
the fact this may skew the results.
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Appendix T
Letter of Support
750 S. Fourth Ave
Sidney, OH 45365
(937)497-2200
April 16, 2014
To Whom It May Concern:
I am writing to express my sincere support for the CHEETAH Program which is designed to increase
attention in a first grade classroom.
Attention is a very important aspect to learning. Without attention a student is unable to process and store
information that is being presented. Some programs exist that have techniques to increase attention;
however, they are often disruptive to the teaching process. The CHEETAH program is unique in the fact
it incorporates curriculum that students are learning into its intervention strategies. This is important
because it allows teachers to use the various intervention strategies without taking time away from
learning. Our teachers are not only willing to implement this program, they are excited about it! I believe
this program will help increase the academic success of our students and thus help our district progress
towards our goal of academic excellence.
Sidney City Schools as well as any other districts using this program will greatly benefit from The
CHEETAH Program and from the expertise of the occupational therapist implementing it.
Sincerely,
Tammy Drerup
Special Education Director